chapter v summary, results, conclusion and...
TRANSCRIPT
CHAPTER V
SUMMARY, RESULTS, CONCLUSION AND RECOMMENDATIONS
5.1 SUMMARY
Motor learning is a process of acquiring, completing and using
motor information, knowledge, experience, and motor programmes
(Adams, 1976). It is possible to achieve optimal results in motor learning
as soon as the right hemisphere is activated in addition to the left one.
Spontaneity and intuitiveness make exercising more fun. If one enjoys
movement, one progresses much faster. Beginners make a big mistake
trying to control their movements by focusing on inner consciousness.
This way they activate their left i.e. analytical hemisphere, which triggers
a series of commands in the body, generally disrupting the overall
coordination of movement which is the primary function of the right
hemisphere. The overall comprehension of movement is the function of
the right hemisphere of the brain. Learning a movement is easier if it is
considered as a whole, not a jigsaw of many pieces.
General motor abilities entails one’s present performance level ‐ the
effeciency with which a person executes motor skills. General motor
capacity means an individual’s innate potentialities for performance in
motor skills, the limit to which an individual may be developed. The
capability of an individual to learn new skills is termed as general motor
educability.
The biological understanding of how two the two hemisphere of
our brain function has now reached general consensus. There is still
much work to do, particularly on the differences observed between
individuals and understanding all the brain processes involved on
cognition.
Hence, the present study which analyses the effect of brain
hemisphere dominance on motor educability of adolescent boys and girls
in relation to their intelligence, is another attempt in this direction.
Keeping these aims in mind investigator had decided to work
systematically and use the scientific approach to solve the research
hypotheses. Therefore, 50 boys and 50 girls from each age group i.e. 12,
13, 14 and 15 years respectively were selected from various schools of
Chhattisgarh. While selecting the sample, special emphasis was placed on
selection of left handed boys and girls. In this way, in all 400 adolescents
(200 boys and 200 girls) was selected.
The problem was to observe effect of brain hemisphere domination
and intelligence upon motor educability, it was decided to use Brain
Dominant Hemisphere Test (B.D.H.T.) i.e. tOÑmЧþ ªááèváoë Zárvmá qËäÖá¾á,
prepared by Agashe and Helode (2007) while Johnson’s test of motor
educability (1932) was used to assess motor learning / educability
capabilities of the selected subjects. To assess intelligence, Mehrotra’s
(1984) Mixed Type Group Test of Intelligence (MGTI) was used.
To solve the hypotheses stated in chapter I, it was decided that to
verify the hypotheses one by one with appropriate statistical technique.
To solve differential hypotheses One‐way ANOVA, Pearson correlation
and t‐test was used; to see the joint action effect, the suitable factorial
design ANOVA technique was used. On the basis of statistical analysis of
differential and interaction hypotheses, following results were found.
5.2 RESULTS
• The motor educability of subjects with integrated brain hemisphere
domination is found to be significantly higher than the motor
educability of subjects with left and right brain hemisphere
domination.
• A positive and significant relationship is observed between
intelligence and motor educability. It is observed that increase in
intelligence scores automatically have increase in motor educability
scores too.
• No significant difference is observed in verbal intelligence of
selected subjects on the basis of brain hemisphere dominance i.e.
left, right and integrated brain hemisphere dominance.
• No significant difference is observed in non‐verbal intelligence of
selected subjects on the basis of brain hemisphere dominance i.e.
left, right and integrated brain hemisphere dominance.
• No significant difference is observed in intelligence quotient of
selected subjects on the basis of their left or right brain hemisphere
dominance.
• No significant difference is observed in intelligence quotient of
selected subjects on the basis of their left or integrated brain
hemisphere dominance.
• Intelligence quotient of subjects possessing right brain hemisphere
dominance is found to be significantly higher than that of subjects
with integrated brain hemisphere dominance.
• Motor educability of rural subjects is found to be significantly
higher than the urban subjects.
• Rural subjects exhibited more magnitude of verbal intelligence as
compared to urban subjects.
• Rural subjects exhibited more magnitude of non verbal intelligence
as compared to urban subjects.
• Rural subjects exhibited more magnitude of intelligence quotient as
compared to urban subjects.
• No significant difference is observed on selected subject’s motor
educability on the basis of their caste.
• Verbal intelligence of subjects belonging to general caste is found to
be significantly higher than the subjects of other caste.
• No significant difference is observed on selected subject’s
intelligence quotient on the basis of their caste.
• An association between age and motor educability among selected
adolescent boys have been found but this association is not strong
enough statistically.
• No statistically significant association have been found between age
of the adolescent boys with their verbal intelligence.
• Statistically significant association have been found between age of
adolescent boys with their non‐verbal intelligence but this
association is not indicating towards positive or negative direction.
• No statistically significant association have been found between age
of adolescent boys with their intelligence quotient.
• A significant linear positive trend is visible between age and motor
educability of adolescent girls’ i.e. positive association between age
and motor educability of selected girls.
• Verbal intelligence of 15 year old adolescent girls is significantly
higher to that of verbal intelligence of 12 and 13 years old
adolescent girls.
• Non verbal intelligence of adolescent girls showed significant
difference on the basis of age. Non verbal intelligence of 14 year
old adolescent girls is found to be significantly higher to that of
verbal intelligence of 12, 13 and 15 years old adolescent girls.
• Intelligence quotient of 14 year old adolescent girls is found to be
significantly higher to that of intelligence quotient of 12, 13 and 15
years old adolescent girls.
• Boys scores over girls in terms of superior motor educability.
• Two factor interaction effect of brain hemisphere domination (left,
Right and Integrated brain dominance) and intelligence quotient
(High‐Low) upon motor educability of adolescent boys is found to
be statistically significant. Adolescent boys exhibiting high IQ and
integrated brain hemisphere dominance have more magnitude of
motor educability as compared to adolescent boys with left and
right brain hemisphere dominance and high ‐low IQ as well as
subjects with low IQ and integrated brain hemisphere domination.
• Two factor interaction effect of brain hemisphere domination (left,
Right and Integrated brain dominance) and intelligence quotient
(High‐Low) upon motor educability of adolescent girls is found to
be statistically insignificant.
• Two factor interaction effect of brain hemisphere domination (left,
Right and Integrated brain dominance) and gender (boys‐girls)
upon motor educability of adolescent subjects is found to be
statistically insignificant.
• Two factor interaction effects of brain hemisphere domination (left,
Right and Integrated brain dominance) and caste, together, is found
to be in a position to influence the motor educability of adolescent
boys. Motor educability of adolescent boys with integrated brain
dominance and comes from other caste is significantly higher than
the subjects of general caste with left, right and integrated brain
hemisphere dominance.
• Two factor interaction effects of brain hemisphere domination (left,
Right and Integrated brain dominance) and caste, together, is found
to be in a position to influence the motor educability of adolescent
girls. Motor educability of adolescent girls with integrated brain
dominance and comes from other caste is significantly higher than
the adolescent girls of general caste with left, right and integrated
brain hemisphere dominance.
• The two factor interaction effect of brain hemisphere dominance
and urban‐rural belongingness upon motor educability of
adolescent boys is found to be statistically insignificant.
• The two factor interaction effect of brain hemisphere dominance
and urban‐rural belongingness upon motor educability of
adolescent girls is found to be statistically insignificant.
After analysing the data and scanning through the results
following conclusions are drawn ‐
5.3 CONCLUSION :
On the basis of results and discussion it may be concluded that ‐
• Motor educability is dependent upon brain hemisphere dominance
of particular person i.e. motor educability varies according to left,
right and integrated brain hemisphere dominance.
• Brain hemisphere dominance has limited role in influencing the
cognitive aspect i.e. intelligence.
• Motor educability and intelligence of adolescent is influenced by
their urban‐rural belongingness.
• Caste has limited role in influencing the motor educability and
intelligence of adolescent boys and girls.
• Ageing and motor educability are inter‐dependent.
• Brain hemisphere dominance and intelligence emerged as two
important factors influencing the motor educability of adolescent
boys and girls.
Hence the results of the present study showing the importance of
hemisphericity and intelligence in influencing the motor learning in
adolescent boys.
5.4 SUGGESTIONS
‐ A study may be conducted in future to assess motor learning of
adolescent in the light of brain hemisphere dominance and
participation in sports.
‐ A study may be conducted in future to assess specific sports skill of
sportsperson in the light of brain hemisphere dominance.
‐ A study may be conducted in future to assess motor coordination
among school children in the light of brain hemisphere dominance.
‐ A cross cultural study may be conducted on motor learning among
adolescent boys and girls in the light of brain hemisphere
domination.
‐ A study may be conducted in future to assess hand eye
coordination of children with different brain hemisphere
dominance.
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