JORDANIAN STUDENTS' THINKING STYLES BASED ON HERRMANN WHOLE BRAIN MODEL
Ali Khalid Ali Bawaneh, Abdul Ghani Kanesan Abdullah, Salmiza Saleh, Khoo Yin Yin

Abstract
The present study aims at identifying thinking styles of eight grade students in Jordan using Herrmann Whole Brain Model. There are 357-students  from fourteen classrooms within Bani Kenana School District. Thinking Preference Questionnaire to classify participants according to their preferred thinking style was used. Perceived frequencies, percentages, and respective cumulative percentages, in addition to X2 value based on fit-of-goodness technique were computed. Results found that no statistically significant differences between students' thinking styles based on Herrmann Whole Brain Model at (a = 0.05). This result means that students having certain thinking style would not be substantially different from those with other thinking styles. Parallel with that, the results showed also no significant differences between students' thinking styles according to gender. In light of the results, the study recommending to identifying student's thinking styles; let them learn about them, and characteristics of each style in order to develop skills subsumed under each thinking style while caring the other thinking style and urged curriculum designers to take diversified approach when presenting the instructional content and related activities and experiments and to consider individual differences in the textbooks.

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