07058nam a22001577a 4500003000400000005001700004008004100021040000900062100002300071245013400094260005500228300004600283500644900329500006606778504005606844OSt20250403104924.0250403b        |||||||| |||| 00| 0 eng d  cNVSU  aBlanco, Florina S.  aHemispheric preferences and perceptual strengths of the Nueva Vizcaya State University faculty and students/ c Florina S. Blanco  aBayombong:bNueva Vizcaya State University,c2007.  axv, 131 leaves :billustrations ;c28 cm.  aThe purpose of this study was to find the Hemispheric Preferences and Perceptual Strengths of the Nueva Vizcaya State University Faculty and the Third Year College of Teacher Education Students, Bayombong Campus during the second semester of school year 2006-2007.

A total of 150 third year College of Teacher Education Students and 33 Faculty members of the University served as the respondents of the study. The researcher made use of TLS-Dunn and Dunn Questionnaire to gather pertinent data required in the study The data were analyzed using the descriptive-normative survey method of research to describe the teachers and students in terms of certain variables. The correlation technique was used to determine the relationship between the perceptual strengths and hemispheric preferences of both students and faculty respondents and some profile variables Moreover, descriptive-comparative analysis was used to determine significant differences in the perceptual strengths and hemispheric preferences of teachers and students when grouped according to certain variables. Furthermore, the data were computer analyzed using descriptive statistics of frequency, percent, means and standard deviations, t-test, Analysis of Variance and Spearman/Pearson Correlation statistics It made use of the descriptive-normative correlation and comparative methodology of research, too.

In the light of the hemispheric preferences of the student respondents, results of the study indicated that there is a higher percentage of females who are analytic than males but there is a higher percentage of males who are global than females. The student respondents are analytic in all age groups. According to course, the BEED and the BSED students are both analytic while the BSAED students represent the three groups of hemispheric preferences and the BSIE students represent both analytic and global.

Moreover, on the student respondents' hemispheric preferences, majority of the male and the female student respondents are moderately auditory, moderately visual-picture and moderately visual text. Males are moderately in contrast to females who are strongly tactile kinesthetic. All age brackets were moderately visual picture and visual text and strongly tactile kinesthetic. The BEED, BSAED, BSED students fall under the moderate auditory category. The BSED fell under the strongly visual-picture category. Also, the student respondents were categorized as moderate internal kinesthetic and under the different major fields show that they were found to be all moderate auditory. moderate in visual-picture and strongly internal-kinesthetic As graduates of private and public schools, they are moderate auditory, moderate visual-picture, moderate visual-text, strongly tactile kinesthetic and strongly internal kinesthetic learners as strength in learning.

The three profile variables gender, age and high school graduated from, only sex was found significantly correlated to perceptual strengths specifically visual-text (-0,227, p<0.05). There is a significant difference between course and visual-picture component of perceptual strengths (F-2.774, p<0.005).

For the hemispheric preference of faculty, the female faculty respondents were found analytic than male faculty respondents, all age groups except 36-40 age group were analytic. Under major field, rank and years in service, the faculty respondents were found to be analytic teachers/learners Whereas, under their perceptual strengths, male faculty respondents are strongly auditory, strongly visual picture, moderately visual text, strongly tactile and strongly internal kinesthetic while female faculty respondents are moderately auditory, either moderate or strongly visual picture, strongly visual text, strongly tactile and internal kinesthetic. All age groups are moderate under auditory, visual text and tactile kinesthetic and most age groups are strongly visual picture and internal kinesthetic teachers/learners. According to the major field of specialization, both groups are moderate auditory, both are strongly visual picture and both are strongly tactile and internal kinesthetic. They differ under visual text where language group are strongly visual text while the other group are moderately visual text. According to rank, the instructors and assistant professor are moderately auditory, both fell under strongly visual picture, strongly tactile and internal kinesthetic. According to the faculty respondents years of service, the three groups are moderately auditory and strongly under all variables.

Among the faculty respondents, their perceptual strengths and hemispheric preferences are not affected with gender, age, major field of specialization and number of years in service Instead, the perceptual strengths and hemispheric preferences are affected by his/her rank and global preference.

There is a significant difference between the student respondents and faculty respondents in perceptual strengths under the components of auditory, visual-picture, visual-text, and tactile-kinesthetic and analytic preferences.

In the light of the findings of this study, the following are recommended.

To facilitate successful learning opportunities for all learners, the teacher/faculty must know his learners and the teaching styles of the faculty should cater to the hemispheric preference and perceptual styles of the students. It is important to diagnose the perceptual strengths and hemispheric preferences of students in all levels and faculty members in order to match all areas of learning, thus, producing high achievement scores "If students cannot learn the way we teach them, then we must teach them the way they learn." (Dunn and Dunn, 1999). The use of visual-text as approach to teaching or learning across courses should also be monitored and the production of visual-text materials is important to address the need of students to see, and read something as they learn new and difficult information Since visual-picture is a perceptual strength of the Third Year College of Teacher Education Students, the use of graphic materials, diagrams and pictures in the teaching-learning process is needed. Since academic rank and global preference was found to be significantly related, faculty members should adapt the use of global approaches in their teaching. Similar studies should be conducted in all colleges of the university to validate the same purpose.  aThesis (Master of Education - Language, Reading and Numeracy)  aIncludes appendices and bibliographical references.