Enhancing and Enriching Student Learning Styles and Performance through Whole Brain Literacy and Appreciative Inquiry Interventions: A Case Study of Ethics Classes, Assumption University

Abstract

The main objective of this action research is to investigate the impact of Whole Brain Literacy (WBL) and Appreciative Inquiry (AI) as instruction and organization development interventions (IDI/ODIs) on students’ learning styles and performance in Ethics classes at Assumption University (AU) in Bangkok, Thailand. On that basis, a new learning process model was developed to raise standards and the quality level at AU. Action research was conducted with two main variables; student learning styles, with the WBL/Kolb learning process model; and student performance, described on the WBL template. At the developmental stage, WBL and AI were used as OD tools for a positive change from within. Students with potential learned effectively and grew holistically. Two Ethics classes with IDI/ODIs formed the experimental group while three other classes served as the control group and were conducted in accordance with traditional teacher-centered method. Both qualitative and quantitative measurements were used for data triangulation. The research instruments consisted of a self-assessment questionnaire, and a set of pre- and post-tests. To obtain qualitative data, focus group interviews and direct observations were conducted. The results show that WBL and AI had a positive impact on three student learning styles (feeling, doing, and thinking styles) and all aspects of performance (academics, self-esteem, sense of responsibility and creativity). However, it was found that there was no significant difference on student watching learning style.