The Relationship between Brain Dominance and Academic Performance: A Cross-sectional Study

Abstract

Aims: To study the relationship between brain dominance and academic performance among undergraduates. Study Design: Cross-sectional study. Place and Duration of Study: Melaka Manipal Medical College (MMMC), Melaka campus, Malaysia, from April 2014 to June 2014. Methodology: A cross-sectional study was conducted in a medical college and a total of 168 students participated. Data collection was done using self-administered questionnaires. It consisted of the personal profile and 3 validated questionnaires to identify the brain dominance. Academic performance of a student is obtained from the student academic office based on the roll numbers written on the questionnaire. Written informed consent was taken from the students before they participate in this research. Analysis of the data was done using EpiInfo7, with significance level set at .05 and 95% confidence level. Results: Our study shows that there is no significant association between brain predilection and academic performance (P>0.05). It was found that there were 58.3% of the students with left brain dominance, 25.6% right-brained students and 16.1% with whole-brained. Besides that, race of a student had significant association with academic performance (P<0.001). Conclusion: The brain dominance of a student has no significant relationship with academic performance. Hence, students do not have to worry which brain dominant are they and can focus on other factors affecting academic performance. Seminars and campaigns should be conducted to address students that early preparation for exam is vital to have excellent academic performance.