EFFECTS  OF MIND MAPPING AND SYNECTICS ON THE WHOLE  BRAIN LEARNING  AND CREATIVE  PRODUCTION  OF HIGH ABILITY PUPILS

ABSTRACT

The   scientific    and   technological    transformation   of   any   nation   depends   largely    on   the maximization  of the whole brain potentials of the citizenry; particularly,  special education  of the high  ability persons.  Studies  have  shown  that  many  high  ability  children  under  achieve  their potentials due  to the use  of inappropriate learning  strategies  and  method  of instruction  often based on the left brain processing style.  Therefore,  this study  investigated  the effects  of training in mind mapping and synectics  techniques  on whole  brain  learning  and creative production of high  ability pupils.  The study  was guided  by nine specific purposes,  seven  research  questions, and eight null hypotheses.  The study  was a quasi-experimental research,  with a non-equivalent pretest-posttest  control  group  design  involving  two  treatment  groups,  and  one  control  group. One hundred  and sixty-nine   high  ability pupils identified  in 34 government  approved primary schools  in Nsukka  urban area using validated  Test Score and Teacher Nomination  identification instruments  composed the population for  the Study.  Three sample schools  with large number  of high   ability  pupils  were  selected   through  purposive  sampling  technique,   and  assigned   to treatment  conditions  using simple random sampling technique  of simple toss of the coin.  In  all, twenty-one  high  ability pupils in the three sample schools  constituted  the sample for  the study. The  independent  variables  studied   were  mind  mapping  and  synectics,   while  the  dependent measures   were   whole  brain   learning   and  creative  production.    Three  primary  six  regular teachers  and  three  class  assistants  at  the  sample schools  implemented the  validated  training programmes on mind mapping,  synectics  and conventional  instructional  method.  Instruments for data  collection  were  adapted versions  of Creative  Productivity   Test Battery  and  Whole Brain Self-Report  Questionnaire  used  as pretest,   and  the  reshuffled versions  used  as posttest.   The internal   consistency   reliability   coefficients  of  the   instruments   were   determined   using   the Cronbach Procedure.  Extraneous  variables  capable of affecting the experiment and the external validity   of  the  study   were  controlled.   Data   collected  from   the  study   were  analyzed  using percentage,    mean,    and   standard   deviation   to   answer   the   research   questions;   while   the hypotheses were tested using Analysis of Covariance  (ANCOVA) statistic.  Major findings  of the study  revealed  that  effects  of training  in  mind  mapping and  synectics  on  high  ability pupils ‘ whole  brain  learning  were  not  significant;  that  training  in  mind  mapping and  synectics  had significant  effects  on creative production.  Gender had no significant  influence  on neither  whole brain learning nor on creative production; and that there was no significant  interaction  effect of treatments   (mind   mapping  and  synectics)   and  gender   on  high  ability  pupils’   whole  brain learning;  and that there was no significant  interaction  effect  of treatments  and gender  on high ability pupils ‘ creative production.  The findings  of the study  imply that the brain’s cognitive and creative potentials of high  ability pupils were not optimized;  since,  most of them remained  left brain dominant  irrespective of training in mind mapping and synectics.  It was recommended  that regular  teachers,   special  educators,   curriculum  planners,  parents,  guardians/counselors  and other allied professionals  should be trained in the use of mind mapping and synectics  strategies in  order  to foster  whole  brain  development and  harness  the  rare  creative potentials  of high ability pupils in the Nigerian  regular  school  system.  And  that a period of training  longer  than eight weeks will be requisite  if whole brain learning state will be attained.  The limitations  of the study  and suggestions forfurther studies were equally  highlighted.

Background  of the Study

CHAPTER  ONE INTRODUCTION

The Nigerian  school children manifest varying exceptional abilities.  Some show below average learning ability, while others with high abilities over achieve so much that they need differentiated   and  individualized  instructional  programmes  in  order  to  benefit  from regular educational programme and then maximize their vast human potentials. The United States Department  of Education  describes high ability as exceptionally advanced performance  or the potential  for outstanding  performance  in  intellectual,  creative,  leadership,  artistic,  or specific academic fields (Callahan, 2009).  In a specific sense, Renzulli and Reis (1997) view high ability as natural talent or superior aptitude for the four major content areas; such as: English Language, Social Studies, Maths, and Science; and other less traditional subject areas.

High ability could be classified under several categories. The Blue Print on Education for the Gifted and Talented Persons (1986) differentiated between high intellectual ability as defined above  and  talent,  which  is  explained  as  evidences  of positive  exceptionality  and  creativity manifested in the process of doing things.  Gardner (1983) in his Theory of Multiple Intelligences identified eight separate kinds of intelligibility;  Guilford (1988) in his Structure of the Intellect claims that there are 180 intelligences, while Renzulli in Woolfolk (1995) distinguished between academic  high ability and creative/productive  high ability.  Pupils with  academic  high ability learn lessons very easily and quickly;  and generally score well on tests of intelligence,  while those with creative/productive  high ability tend to excel in situations that require the application of information to solve problems in new and effective ways.

Furthermore,  Renzulli and Reis (1997) explained that high ability is a combination  of three basic characteristics:  above-average  general ability,  a high level of creativity,  and a high level of task commitment or motivation to achieve in certain areas.  On the other hand, the Blue Print on Education for the Gifted and Talented Persons (1986) states that characteristics of high ability children include  very high degrees of creativity,  memory,  motivation,  physical dexterity or psychomotor  ability,  social  adeptness,  leadership  ability,  aesthetic  sensitivity,  pronounced ability in visual and performing art, or demonstrated potential ability in any of these areas. It also described high ability pupils as children whose cognitive prowess result in high level innovation, problem  solving,  leadership  and creativity  in the  society.  The Federal  Ministry  of Education (FGN,  2004)  defined  high  ability  children  as  category  of special  needs  persons  who  show evidence of high performance capability in areas such as intellectual, creative, artistic,  leadership

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or specific academic  fields;  and require differentiated educational programmes,  experiences  and

services  that  are not  ordinarily provided  by regular  education  to  fully develop  such capacities. Thus,  the  researcher   defines  high  ability  pupils   as  learners  with  potential   or  demonstrated outstanding   academic   abilities   that  could  sublimate   to  creative  activities  or  productions   if properly  harnessed.

Notwithstanding   the  indispensability of high  ability  children  in  fostering  scientific  and technological  development,  there is a growing recognition  worldwide  that they are poorly served by most schools.  A United  States national survey reported by Tomlinson-Keasey (1990) revealed that more than one-half of all high ability children  in the US do not achieve in school at a level equal to their ability. In the Nigerian  context, Kalu (2002) equally noted that high ability children wrestle  with  opportunities   in  order  to  develop  their  potentials;  many  underachieve   or  may creatively  develop  antisocial  maladaptive traits  or drop  out of schooling.  Likewise,  Adesokan (1990)   and  McGrail   (2005)   agree  that  the  high  ability   children   are  the   largest   group   of underachievers  in education.

The  reasons  for  this  dismal  outcome  are  not  far-fetched  since  most  regular  classroom teachers  are  inexperienced  in providing  the  instructional needs  of high  ability  children,  others lack training  in modification  of curriculum,  and tend to stick to left brain method  of instruction. In the same vein,  many research  scholars  (Kalu, 2002;  Onu, 2008;  Irele,  2009;  & Junaid,  2008) have identified  other factors inhibiting  the education  of high ability children  in Nigeria;  such as lapses  in parenting,  lack  of individualized  education  plan,  no  exposure  to  education  based  on curriculum   and  instructional  models  for  the  gifted  (such  as:  the  Renzulli  Enrichment   Triad Model,   1977   and  Feldhusen’s  Three   Stage  Enrichment   Model,   1980).   Others   include  no exposure  to problem  solving projects  and  skill acquisition  through  consistent  working  in other settings  outside  the  school premises;  lack of in-depth  knowledge  of the gifted,  and  inadequate teaching  strategies  and  materials  for effective implementation  of the  instructional  programmes for high ability  children.  Irele (2009) reported  that teachers  lacked  information  in the processes of developing   and   applying   developed   individualized  programme   design   for  high   ability children.  The  teachers’  inexperience  reflects   in  their  reverting   to  conventional   methods   of teaching. In other culture, Sesadeba (2008) also observed that the present  day classroom  system provides  little opportunity  for creative  work.  The materials  presented  to the pupils  are finished products, providing very little scope for high ability pupils to think critically and creatively.

More so, the researcher  observed through  informal  interview  of teachers that most primary schools  in  Nigeria   lack  appropriate   educational   programmes,   special  learning  materials  and

3 instructional techniques  for the large number  of special need learners  mainstreamed  in primary

education.  And that the regular teachers  made most of the decisions  during teaching,  while the pupils  simply  observed  and answer the teachers’  questions.  In the same vein,  Eleweke  (2002) explained   lucidly  that   the  Universal   Basic   Education   (UBE)   programme   reintroduced   by President  Olusegun  Obasanjo  in  1999  is not  satisfactorily  implemented  due to the  absence  of relevant  materials  and  support  services  for the  special  needs  persons  in  the Nigerian  regular schools.  In line with Eleweke  (2002),  Aminu  in Onu (2007b) reported that the Nigerian  school, by  its  traditional  nature  seems  committed  to  curriculum  that  is   intellectually  based;  formal oriented and directed toward examination.  Nwazuoke  in Onu (2007) adds that the Nigerian type of educational  system  does  not  seem  to  accomm odate  creative  thinkers  due  to  its  conformist values and expectancies,  which inhibits creative behaviours.

Therefore,  it  could  be  concluded  that  inappropriate  instructional  programmes,  lack  of relevant  learning  materials and learning strategies made schooling boring,  and unchallenging  to high  ability pupils  in Nigeria.  It  also marginalizes  their  creative potentials  due to the focus of educational pedagogy on the left brain cognitive domain. Needless to say that nation’s economic, scientific and technological  transformations  become imminent only when the creative potentials of any nations  human resources  are properly  identified  and nurtured  through  integrated school curricula.  Hence  Nigeria   is  anxious  to  take  off  technologically,  revamp   her  economy  and improve  the  overall  standards  of living  of her  citizenry,  the  need  to  identify  and  develop creativity of high ability children is imperative.

Creativity has been generally defined as the innovation of original solutions,  the creation of novel  products,  or the process  of devising  alternative  ways  of solving  problems.  Onu  (2006) defined  creativity  as that  inner  drive to  explore and produce;  an energy driven  force reflecting itself in awareness of problems,  deficiencies and gaps until a novel solution is found.  Nwazuoke (in Onu,  2007b)  defined  creativity  as a complex  behaviour  in which  an individual utilizes  his mental  resources   in  such  a  unique  way  that  a  novel  product,  which  is  adaptive  to  reality, emerges.  Moreover,  Animasahun   (2002)  explained  that  creativity   is  a  conscious   cognitive process,  guided by interests, which results  in the generation  of statistically  infrequent variable, appropriate   ideas  useful  in  turning  challenges  of  life  into  fruitful,  beneficial  and  profitable outcomes.  Inferring  from  these  definitions,  creativity  could  be  defined  as  a  series  of mental activities in a problem solving process resulting to profitable and novel ideas or products.

Creative  Products  are the artifacts  of thoughts, the tangible result  of the creative process. Creative product may be a physical object,  an article, patent,  a theoretical system,  an equation,  or

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a new technique.  It  is  not uniquely bound up within the life of an individual.  Following the

Osborn-Parnes   model,   they   are  the   action   or  the   solution,   which   is  incomplete  until implementation  has taken place (Osborn-Parnes  in Renzulli & Reis,  1997).  Likewise,  Torrance in Onu (2008) emphasized that the product of ability to generate alternatives to a given problem, produce  variation  in  ideas,  develop  and  generate  inconspicuous  solutions  to  problem  must provide  or  be  a solution  to  an existing  problem.  When  appropriate  creative  techniques  are applied,  it culminates in creative production  and eventual enhancement  of creativity in people. Onu (2007b) explained creative production as the capacity to produce products, ideas or compositions  of any sort,  which are unique,  satisfactory,  novel and previously unknown to the producer. Rothenberg in Onu (2008) described creative production as the capacity or state which brings forth creation.  Rothenberg  stressed that creations are products,  which must be both new and valuable. As applied in this study,  creative production is the process by which an unusual or infrequent profitable product in a universe of products is generated by pupils in a similar grade and ability levels.

Creative production  is often characterized  by the nature of human thought  and action.  It involves divergent thinking, critical thinking and other problem solving skills. It manifests in the presence  of problems  that need  to be solved;  and result  in novel  and valuable  solutions  or alternatives. Traditionally, Leslie (2003) underscored fluency, flexibility, elaboration, originality, risk-taking,  imagination,  complexities  and  curiosity  that  are  commonly  thought  as  inherent elements of creative production,  as well as attributes  associated with creative problem solving abilities.  Treffinger (1991) also identified four factors that interact to influence creativity.  These are characteristics  of a person,  operations  one knows  and can employ  or perform,  context  in which one is productive,  and outcomes of one’s  productivity.  Other important  factors affecting creative production  by Rhodes (1961) are: person, process, press, and product.  Thus, creative production results from a systematic interaction of these interlocking variables streamlined above by Leslie, Treffinger, and Rhodes.

Since creative production  is the result of interactions among components  of creativity,  the challenge then is how to harness the creative potentials  of the right brain and the intellectual capacity of the left brain within regular school set up.  The development of appropriate  learning programmes  and strategies  that could harness the diverse brain potentials  represents  the core aspect of education practice.  Adesokan (1990) opined that high ability children should be given special learning methods that would enable them fulfill their educational needs, challenge and optimize their learning characteristics and creative potentials.  In the same vein,  Mitchell (1984)

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recommended that teaching methods for high ability pupils should encourage abstract thinking,

creativity,  and  independent  learning.  A  variety  of learning  experiences  different  from what obtains in regular  education should be made available to high ability children at all levels of education.  Teaching and learning programmes  that integrate  the right brain creativity  and left brain cognitive skills would be apt in harnessing the vast potentials of high ability children.

Researches have shown that teachers who integrate the right and left brain hemisphere by using  appropriate  curriculum  and  teaching  strategies  affect  positively  learning  outcome  and optimize  learners’  brain potentials. Naiman  (2007)  and James (2009)  explained that  actively engaging the capacities of the right and left brain hemispheres provide basis on which to create due  to   cross-fertilization   between   neural   synapses,   which   leads  to   original   ideas,   and unprecedented   discoveries.   Hannaford   (1995)   found   that   higher   functioning,   especially achievements  of the highest  order  emerge  from the  interplay of left and right  brains.  Other empirical research evidences show that the use of whole brain learning activities improves  the behaviour of students and enhance their learning abilities.  Campbell (2008) study concerned with determining whether the application ofNed Herrmann’s whole-brain” model would affect violin teaching in any way found a significant change in the playing of the majority oflearners (three of the five).  The learners,  where significant  changes were not apparent in their playing,  indicated that their understanding  of their practicing  methods  and playing had increased.  Also,  Dejager (2008) evaluated brain gym as a technique for promoting whole brain learning and found that the learners have improved on physical,  emotional and social levels in terms of sensory integration, confidence, attitude, concentration and motivation.

In other words,  isolating  certain parts of the brain does not promote the harnessing of the whole  brain  potentials  or  address  diversity  of learning  preferences  (Shaun,  2002;  Kim  and Michael,  1995).  Shaun (2002) found that educational  system neglects the needs of right-brain dominant individuals.  Shaun equally noted that 50% of this population  is dubbed “functionally illiterate” by some educators. The researcher envisages that this percentage may be much more if the out of school population is considered.  In the same vein,  Ananga (2009) observed that 60% of people in developed world are dominant in left hemispheric style of thinking, which connotes a greater percentage  for the developing nations.  Summers (2009) observed that most children think using  their whole  brain,  and rank  highly  creative  before  entering  into  the  educational systems.  Ten percent  of these children rank highly creative by age 7;  and at adulthood,  high creativity remains in two percent of the same population  due to high value placed on left brain style of instruction.  Thus, there is urgent need for the use of integrative learning strategies in the

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Nigerian  education  system  in order to optimize  the whole  brain potentials  of her high  ability

children.

Whole  brain  learning  has been  conceptualized  differently  by many researchers. Dejager (2008) defined whole brain learning as the process  of receiving  input  through  sight,  hearing and active  participation, processing  the  sensory input  simultaneously  with  the  left and right  brain, while filtering perceptions  through emotions for appropriate  and accurate verbal or active output. Herrmann  (2009)  defined it as the science  of cultivating  the ability of individuals  to act outside of their  own preferred  thinking  styles.  These  assertions  imply that  whole  brain  learning  is the result  of integrative  engagement  of the  dormant  processing  skills  (i.e.,  learning  styles)  of the brain   and  unpreferred   recessive   processing   skills   in   interpreting  problem,   and  proffering profitable  solutions.  Lazear  (1999)  viewed  whole  brain  learning  as the joining  of the  logical, rational,  and  analytical  thinking  with  spatial,  intuitive,  and  aesthetic  thinking  in  a deeper  and richer  learning  experience.  The  left-brain  processing   is  linear,  sequential,  symbolic,   logical, verbal, and reality-based, while the right brain processing  is holistic, random, concrete, intuitive, nonverbal,  and fantasy-oriented.  However,  the researcher  defines whole brain learning as the use of appropriate  learning  strategies  in engaging  simultaneously  the right  and left brain processing skills during  learning activities; thereby harnessing  brain cognitive  and creative potentials  into a more balanced,  enriched and productive  learning outcome.

Thus, the whole  brain  learning  strategies  of interest  to this study are mind mapping  and synectics. They were selected  due to empirical  evidences  that attest to their efficacy  in boosting higher  intellectual functioning and creativity. In respect  of mind mapping, Nsikak-Abasi  (1995) examined  its  differential  effectiveness as a method  of note  taking  on Physics  achievement  and found  that   mind  map   students   performed   significantly   better   than  the   conventional   notes students. The superiority of mind map over conventional  note was traced  to its ability to supply recognition  cue during  informational storage, which facilitates  understanding,  recall  and greater achievement.  In support,  Farrand,  Hussain,  and  Hennessy  (2002)  observed  that  the  mind  map technique  had  a limited  but  significant  impact on memory recall  in undergraduate   students  as compared  to preferred  study methods. A recent  scholarly research  by Abi-El-Mona  & Adb-El• Khalick  (2008)  found that  mind mapping  generally  affects  eighth  graders’ science  achievement significantly, improves children’s conceptual understandings by engaging the right and left brain hemispheric  activities,  facilitate  the processes  of visual  coordination and integration with other cognitive operations, which are essential to knowledge  construction.

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Mind  mapping  according  to  Buzan  & Buzan  (1996)  is  a presentation  form  of radiant

thinking,  utilizing  lines,  colors,  characters, numbers,  symbols,  images, pictures  or keywords to associate,  integrate  and  visualize  the  learned  concept,  and  maximize  brain  potentials.  Buzan (2009)  defined  mind  mapping  as  a  technique  that  makes  use  of cognitive  skills  to  improve thinking  skills,  memory and creativity.  It is a graphic technique,  which provides  a universal  key to  unlock  and  harness  the  potential  of the  brain  cortical  skills  –  word,  image,  number,  logic, rhythm,  colour  and spatial awareness  – in  a single representation.  As applied  in this study,  mind map  is a graphic  organizer that utilizes  cortical processing  capacities  of the right  and left brain hemispheres  such  as:  lines,  colors,  letters, numbers,  symbols,  images, pictures  or keywords  in learners’ construction  of knowledge.

The Mind Map has four essential characteristics. A lesson topic represented  by a central image.  Main themes of a lesson topic radiating  from central image  as branches.  And each branch comprising  a key  image  or word printed  on an associated  line.  Topics  of lesser  importance  are also represented  as lower level branches  attached  to higher-level  branches, connected  to a nodal structure.  Mind  maps  are  enriched  with  color,  pictures,  codes  and  dimension  to  add  interest, beauty  and  individuality.  The  use  of abundant  colors,  images,  keywords  or  short  sentences integrate  functions  of right  brain  and  left-brain,  and facilitate  thinking,  memorizing,  analyzing, triggering  inspiration  and allowing  young children to learn  via picture  (for clarity see Appendix Q, pages  173-  199).  Mind mapping is deeply rooted  in constructivist  theory.  It facilitates linking of visual   and  verbal   intelligences  in  the  context   of  Howard   Gardner’s  theory  of  multiple intelligences and  Kline’s  notion  of integrative  learning;  and  help  in the  assimilation  and  long• term retention  of information. It supports  strategies  that  enable  students  to process  information through building conceptual  links, discern patterns  among concepts, and develop the capacity for viewing  situations  from  multiple  perspectives.  Mind  maps  support  student-created representations  of knowledge  as compared  to those  imposed by other  visual tools  like concept maps, vee maps,  and flow maps (Gowin in Abi-El-Mona  and Adb-El-Khalick,  2008).

The second variable  of interest  in this study is synectics.  Empirical  researches  (Gendrop,

1996;  Shreyashi,  2008;  Sesadeba,  2008)  and constructivist  model  of learning  lend credence  to the effectiveness of synectics in enhancing  classroom  creativity.  Gendrop  (1996) investigated the effect of synectics  on the creative thinking  of nurses and found no significant  differences  in their critical   thinking,   fluency,   and   flexibility;   although,   significant   differences   were   found   in originality.  In  the  same  vein,  Shreyashi  (2008)  also  studied  the  impact  of synectics  model  of teaching   in  life  science  to  develop   in  students.   It  was  concluded   that  there   is   significant

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difference between effects of synectics model and traditional method of teaching life science in

development  of creative  thinking  ability  of students.  Likewise,  Sesadeba  (2008)  studied  the effectiveness of synectics model of teaching in enhancing creativity,  academic achievement and achievement  motivation  of learners. Making Familiar  Strange approach of synectics model of teaching was found to be effective in enhancing the creative thinking ability of the learners.

Synectics,  Gordon (1961)  approach to creativity,  emphasizes  the use of metaphor  and analogy  for  connection  making  or joining  of different  and  apparently  irrelevant  elements. Clemons  (2005)  described  synectics  as  a  metaphor/analogy-based   technique   for  bringing different  elements together in a search for new ideas or solutions.  Tami (2007) defined it as a system of problem stating and problem solving based on creative thinking that involves free use of metaphor and analogy in informal interchange within a carefully selected group of individuals of diverse personality  and areas of specialization.  Synectics is applied in this study to mean a creative process, which involves breaking limited thought pattern or mental block by comparing known or unknown concept with seemingly unrelated  or related ones in order to create novel pattern, product or solution.

There  are  two  fundamental  principles   that  provide  the  operational   framework   for synectics approach. According  to Gordon (1961), they are Making  the Familiar  Strange,  and Making the Strange Familiar.  Creative ideas frequently arise from these principles as metaphor and  analogy  are used  to translate  the two  principles  into  practical  strategies.  Trevor  (2009) explained  that  synectics  also  involves  three  analogical  techniques:  direct  analogy,  personal analogy, and compressed conflict. Direct analogy is the comparison of two or more different, and seemingly  unrelated,  objects  or  ideas  using  qualifiers.  Personal  analogy  involves  ascribing human qualities to things that are no human using similes and metaphors. Symbolic analogy or compressed  conflict involves formulating two word description using opposites, or conflicting elements.  Synectics  excursion  begins  with  description  of a  topic,  direct  analogy,  personal analogy,  compressed conflict,  direct analogy based on a compressed conflict and re-examination of an original task.

Besides mind mapping and synectics strategies, another factor that could influence whole brain learning and creative production  is gender. Gender refers to judgments  about masculinity and  feminity,  influenced by socio-cultural  context,  while sex refers  to biological  differences between  male  and  female  (Deaux,  1993).  There  seems  to  be  sex  differences  in  both  brain anatomy and function during some activities.  A meta-analysis of sex differences  in thousands of brains for more than twenty years (1990- 2013) of Neuroscience research conducted by a team

9 of researchers  from Cambridge  University,  led by Amber Ruigrok,  John Suckling,  and Simon

Baron-Cohen  revealed  that certain areas were larger in men, while some areas were larger in women;  and that  a lot  of these  differences  originate  from the  limbic  system.  However,  the researcher does not draw any direct links between brain structure and function; and stress that the difference  in volume  does not have direct  implications  for gender bias  in conditions  studied (Vincent, 2014).

Conversely, Behavioural Sciences (1995) notes that women use both halves of their brain in processing language;  whereas men use the left brain only.  Men used only Broca’s area in the task,  whereas women used Broca’s area plus an area on the right side of the brain.  Toga (2009) equally reported  that men and women may use their brain differently  when thinking;  though, from infancy through the preschool  years,  most studies find few differences  between boys and girls in overall mental and motor development, or in specific abilities. The difference  in brain functions could be due to sex roles and social expectancies  stemming from such psychosocial stereotype as gender bias.  Oko and Nwazuoke in Onu (2007c) noted that in some parts ofNigeria certain  activities  like nursing,  cooking,  music  are  for female  folk,  while engineering,  armed forces, politics are for males. In the same vein, Helson (1990) opined that men have dominated access to many fields of human endeavour and controlled the standard ofjudging an individual’s accomplishment.  When professions  are gender biased,  it  inhibits the course of creativity, and culminates in persevering challenges to developing creativity.

In addition,  empirical  evidences  suggest that  influence of gender  on creativity  test  scores  1n particular  is  inconclusive. Many studies have looked for gender differences  in scores on tests designed to measure and predict  creativity; but, few found such differences, and no consistent pattern has also emerged. Ai (1999) studied Spanish students’ relation between creativity and academic  achievement.  The  results  indicate  that  some  differences  exist  between  males  and females on aspects of creativity related to academic achievement. Detterman (2009) reported that although there are no gender differences  in overall IQ test performance, there do seem to be differences  in some abilities.  For instance,  men on average seem to perform better  in tests of spatial ability, albeit the reason for this difference is still unknown. Also, Onu, Eze, and Onuigbo (2008) examined the effect of training on ideational fluency in increasing creativity of students in Nigeria  and found that gender has no significant  influence on ideational  fluency of schooling adolescents. Considering these inconclusive and unpredictable  research  findings among others reviewed in literature, the researcher deems it pertinent to investigate further gender influence in relation to whole brain learning and creative production.

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In a nutshell,  empirical researches reviewed and informal interview of regular teachers

revealed a lack of differentiated programmes,  and use of inappropriate instructional and learning methods in educating high ability children in Nigerian regular schools despite many exceptional children  mainstreamed.  Although  literature  abound  in  successful  use  of mind  mapping  and synectics strategies in enhancing creativity and whole brain learning in developed countries; yet, the researcher could not find such studies conducted in Nigeria. Hence they were conducted in a foreign culture and educational context; the findings lack external validity on learners in Nigeria. This assertion is in line with Ohuche and Otaala in Eze (1998) and Yamato in Hunt and Begler (2005) who explained that no development  takes place independent  of the cultural context  in which it occurs, and that strategy use may vary based on ethnic, educational background  and learning styles. Thus, the need to investigate the effects of mind mapping and synectics strategies on whole brain learning and creative production in the Nigerian culture and educational context is necessitated.

Statement of the Problem

High ability pupils are poorly served by most schools.  As a result,  many of them wrestle with  opportunities  in order  to develop their potentials;  some  others  underachieve  creatively, develop antisocial maladaptive traits and may eventually drop out of schooling.  In the Nigerian context, it was reported in literature reviewed that high ability children are the largest group of underachievers  in education due to insufficient  academic challenges,  and inadequate  materials for effective implementation  of the instructional  programmes.  They lack exposure to problem solving projects,  skill acquisition through working in other settings outside the school premises, and use  of inappropriate  learning  strategies.  Also,  teachers  lack in-depth knowledge  of high ability pupils,  and their exposure to education based on curriculum and instructional models for the gifted.

These problems compound as regular classroom teachers do not modify appropriately the existing curriculum,  use relevant teaching and learning strategies that integrate the whole brain, and  engage  special  support  services.  As  a result,  the  inclusion  programmes  advocated  by Universal  Basic  Education   in  Nigeria  do  not  satisfactorily  serve  the  high  ability  pupils. Moreover,  the  Nigerian  regular  school  by  its  traditional  nature  seems  to  be  committed  to curriculum that is intellectually based; formal oriented and directed toward examination. It offers little opportunity for creative work. The materials presented to the pupils are finished products,

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providing very little scope for high ability children to think critically,  creatively,  and develop

their whole potentials.

The foregoing problems  necessitate  the development  of appropriate  learning strategies that will harness the whole brain potentials of high ability children,  encourage abstract thinking, creativity,  and  independent  learning  at  all  levels  of education.  Since  learning  styles  match thinking styles, isolating the right or left brain hemispheres during instruction will not promote creativity  nor  address  the  diversity  of learning  preferences.  Therefore,  learning programmes based  on the right  and  left brain  hemispheres  would  be  apt  for high  ability pupils,  diverse learners and regular teachers in the Nigerian regular school set up.

Given  that  the  empirical  literature  reviewed  show  synectics  and  mind  mapping  as efficacious  learning strategies in boosting whole brain activities, creative approach to problem solving,  and learners’ knowledge  construction; therefore, the researcher  sought to examine if strategy  training  on  mind  mapping  and  synectics  could  enhance  whole  brain  learning  and creative production  among high ability pupils in Nigeria.  With the cultural advantage of males over females,  the differential  treatment that limit females to certain careers and rights,  the on • going  agitation  of females  for  leadership  roles,  and  many  contradictory  and  inconclusive research findings on gender and creativity, what would be the influence of gender on whole brain learning and creative production of high ability pupils?

Purpose of the Study

The general purpose of this study is to investigate the effects of mind mapping strategy and synectics technique on whole brain learning and creative production  of high ability pupils. Specifically, the study intends to determine the:

1.    Effect of mind mapping on whole brain learning of high ability pupils.

2.   Effect of synectics technique on whole brain learning of high ability pupils.

3     Effect of mind mapping strategy on creative production of high ability pupils.

4    Effect of synectics technique on creative production of high ability pupils

5     Influence of gender on creative production of high ability pupils.

6   Influence of gender on whole brain learning of high ability pupils.

7     Interaction effect of mind mapping,  synectics and gender on creative production of high ability pupils.

8     Interaction effect of mind mapping,  synectics and gender on whole brain learning of high ability pupils.

9     Effects of mind mapping and synectics on brain dominance

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Significance of the Study

Generally, this study would be relevant to high ability children, diverse learners, special educators,  allied professionals,  regular teachers,  curriculum planners,  parents,  book publishers and  writers,   government   agencies,   teacher   training   institutions,   policy   makers,   business managers, and leaders of developing nations.

Basically,   the  results   of this  study  would   be   empowenng  high  ability   children mainstreamed  in the Nigerian regular  schools to increase creative learning outcomes, improve students’ behaviour and learning ability. Thus, the high ability children would be identified early and equipped with effective learning strategies that would harness their whole brain potentials, boost academic achievement  and classroom creativity; at large, make them contributive toward national scientific and technological transformation.

The findings of this study would also provide  effective approaches  to breaking out of limited thinking  and developing  consistent  fresh thinking patterns  for diverse  learners  in the Nigerian  UBE  schools  as they  learn to  construct  their  own knowledge  through  independent thinking, creative production and optimize brain potentials.

The findings of this study would be useful  to special educators  (particularly to gifted educators), and regular teachers in the Nigerian Universal Basic Education  schools to increase classrooms’   right-brain   learning   activities   by   incorporating   more   patterning,   metaphors, analogies,  role-playing,  visuals,  and movement  into  their reading,  calculation,  and analytical activities.  It  will result  in the  development  of a more  accurate  whole-brained  evaluation  of student learning, based on new forms of assessment that honor right-brained talents and skills.

Differential  educational programmes  are required to harness the rare potentials  of high ability children,  in order to circumvent out of school syndrome due to insufficient, unchallenging learning tasks provided in regular school programmes.  The finding of this study provides such extra stimulating  materials  and experiential  learning that galvanize active participation  of the whole brain in the education of high ability children.

The findings of this study will be of much importance  to curriculum planners,  school administrators  and examination bodies such as West African Examination Council and National Examination council in informing a paradigm shift from pedagogical practices, which are often based  on the  left  brain  scholastic  activities  to  a more  enriching,  encompassing  whole  brain learning approach.  It would necessitate the revision of school curricula,  content,  design,  delivery of learning goals,  and intellectually based measurement  that marginalizes  diverse learning and thinking styles of heterogeneous group oflearners.

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The findings of this study will equip parents,  guidance/counselors,  and other allied

professionals  with  effective techniques  for facilitating  an easy  identification,  placement,  and training  of children  with  learning preferences  both  at home and  in  school.  More  so,  it  will provide resource for building the capacities of classroom teachers,  educators in teachers training institutions,  relevant   government   agencies,   and  in-service  trainers  through   empowerment seminars, conferences, and workshops designed to improve teaching and learning practices.

The findiings of this study will equally contribute immensely to ongoing research in the influence of gender on creativity and content achievement. It will provide very effective tools for explaining and changing societal attitudes, stereotypes and bias toward femininity, and proffer encompassing   gender   free   solutions   to   academic   problems   and   to   quest   for   creative transformation in Nigerian society. It will also be informative for authors, publishers, and stakeholders  in  production  of children’s  educational  textbooks,  instructional  materials,  and activity  books  as they  infuse  creativity,  and other  graphic tools  (such  as mind  mapping)  in designs and presentation  of ideas and activities.  This study will significantly  contribute to the body of academic research on the human brain, creativity, and academic achievement.

Theoretically, training programmes in mind mapping and synectics provide learners with strategies for improved learning and creative activities in regular school, and are consistent with Enrichment  Triad Model  for educating  high ability children.  According  to Renzulli and Reis (1997), this  model was  designed  to  encourage  the creative  productivity  of young people  by exposing them to various topics, areas of interest, and fields of study; and to further train them to apply advanced content,  process-training  skills,  and methodology training to self-selected  areas of interest.  Also,  the enrichment triad is based on the precept that all learners are unique,  so all learning experiences  must take into  account their abilities,  interest  and learning styles.  Since, Type II enrichment  is consistent with training  in areas such as creative thinking and problem solving, learning-how-to-learn skills such as classifying and analyzing data, advanced reference, and communication skills; the findings of this study would enable high ability children of diverse learning preferences  to acquire strategies for integrating the left-brain processing  skills (linear, sequential,  symbolic,  logical,  verbal,  and reality-based)  with the right  brain processing  skills (holistic, random,  concrete,  intuitive, nonverbal,  and fantasy-oriented)  culminating  in a more deeper learning and creative products.

Scope of the Study

The study was carried out in Nsukka town ofNsukka education zone. Nsukka town is the headquaters ofNsukka Local Government Area (one of the 17 LGAs in Enugu State), situated at

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Enugu North Senatorial Zone of South-East Geo-political Zone ofNigeria.  The study covered

high  ability pupils  in primary  six classes  of three  government-approved  primary  schools  in Nsukk:a urban area.  The choice of primary school for the study was informed by its foundational nature  to subsequent  educational  levels.  The choice of primary  six pupils  is justified by the assumption that they have acquired cognitive skills, a sound basis for scientific, reflective and creative thinking,  which enables learner construction of knowledge.  Primary six is the last class in primary  education,  the  onset  of formal operational  thought  characterized  by thinking  that involves deductive logic  and abstract reasoning  during the adolescent  period  of development. Thus, these pupils need opportunities to develop their creative capacity, which will in turn enable them to solve emerging personal/societal  problems.  Moreover,  the identification of high ability children  at  this  grade  was  eased  by  long  period  of teacher  observation,  and  continuous assessment records.

The independent  variables in this study are mind mapping,  synectics and gender;  while the dependent measures are whole brain learning and creative production. Thus, the researcher focused  on the  effect  of mind  mapping  and synectics  on whole  brain  learning  and creative production of high ability pupils. This research work is restricted to application of mind mapping and synectics, and was evaluated using the Creative Productivity Test Battery (visual synthesis, product  improvement task, unusual uses task, imaginative stories and poem composition), and Whole  Brain  Self-Report  Questionnaire.  On the  other  hand,  the  training  programmes  were infused into English Composition content area of primary six English Studies curriculum  This is because  English  Composition  requires  creative  and essay writings,  and are  adaptable  to the independent variables under study.

Research Questions

The following research questions were formulated to guide this study:

1.    What  is  the difference  in the whole brain  learning mean scores  of high ability pupils exposed to training in mind mapping and those not exposed?

2.   What  is  the difference  in the whole brain  learning mean scores  of high ability pupils exposed to training in synectics and those not exposed?

3.   What  is  the  difference  in the  creative  production  mean  scores  of high  ability pupils exposed to training in mind mapping and those not exposed?

4.   What  is  the  difference  in the  creative  production  mean  scores  of high  ability pupils exposed to training in synectics and those not exposed?

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5.   What is the influence of gender on the whole brain learning mean scores of high ability

pupils?

6.   What is the influence  of gender on the creative production  mean scores of high ability pupils?

7.   What is the difference in the brain dominance percentage scores of high ability pupils?

Hypotheses

The following hypotheses  formulated to guide the study were tested at 0.05 probability

level.

Hol     Training in mind mapping strategy has no significant effect on high ability pupils’ whole brain  learning  as measured  by their mean scores  on Whole  Brain  Self• Report Questionnaire.

Ho2     Training  in synectics technique  has no significant  effect  on high ability pupils’ whole brain  learning  as measured  by their mean scores  on Whole  Brain  Self• Report Questionnaire.

Ho3     Training in mind mapping strategy has no significant effect on high ability pupils’ creative production  as measured by their mean scores on Creative Productivity Test Battery (CPTB).

Ho4     Training  in synectics technique  has no significant  effect  on high ability pupils’ creative production  as measured by their mean scores on Creative Productivity Test Battery (CPTB).

Ho5     Gender has no significant influence on whole brain learning of high ability pupils as measured by their mean scores on Whole Brain Self-Report Questionnaire.

Ho6     Gender has no significant influence  on creative production  of high ability pupils as measured by their mean scores on Creative Productivity Test Battery.

Ho 7      There is no significant interaction effect  of mind mapping,  synectics and gender on whole brain learning of high ability pupils as measured by their mean scores on Whole Brain Self-Report Questionnaire.

Ho8     There is no significant interaction effect  of mind mapping,  synectics and gender on creative production of high ability pupils as measured by their mean scores on Creative Productivity Test Battery.

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