This study investigated the effectiveness of enhancing the right brain functions in teaching environmental education. Since schools traditionally use the left brain processes, using the right brain will balance the existing heavily left brain approach, making learning a wholistic process.
It also determined if the outcomes associated with the right brain and the traditional approach differ significantly for those whose perceptual strengths are visual, auditory and tactile-kinesthetic.
This quasi-experimental research used the pretest-posttest control group design. Fifty-four subjects were randomly chosen from two sections of First Year High School and matched by pairs. The three instruments used were 1) an Environmental Knowledge Test, 2) an Environmental Values Questionnaire and 3) a Perceptual Strength Inventory. Data was analyzed using the F-test (analysis of variance or ANOVA) and the t-test for matched samples.
Modules, using the right brain approach, were developed for the experimental group while modules, using the traditional approach, were used for the control group.
Results of the study showed that the gain scores of the students exposed to the right brain approach are statistically higher (p