This study explored the relationship between hemispheric dominance (left, right, whole- brain) and academic performance in 9th class students in Aurangabad, analyzing 200 participants through a survey. It aimed to determine if brain dominance affects academic success. Results showed no significant link between hemispheric dominance and better academic outcomes, challenging the belief that brain dominance is key to educational success. Students of all dominance types showed average academic performance, suggesting other factors are more critical for academic achievement. The study underscores the importance of diverse instructional strategies to support different learning styles, potentially improving educational results. It indicates that educators and policymakers should prioritize inclusive, adaptive teaching methods over focusing on hemispheric dominance. This approach emphasizes cognitive diversity and advocates for educational practices that serve all students, aiming to enhance learning experiences and outcomes. The study contributes to educational discussions by promoting a holistic, inclusive approach to teaching that acknowledges and values students' cognitive diversity.
Hemispheric Dominance, Learning Styles, Academic Achievement, Ninth Class Students in Aurangabad, Cognitive Styles, Teaching Strategies
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