Hypnoteaching and Hypnolearning in Mathematics Education

Abstract

The aims of this study are to determine the differences in students' achievement and their motivation in comparations of two Hypnoteaching and hypnolearning models. The study was a quasi-experimental setting with two groups. The experimental one used the Ericson Model and the experimental two with the Elman Model. The sampling technique was purposive sampling. Data were gathered by achievement test and learning motivation questionnaire. The results show that; (1) mathematics learning achievement of students with the Ericson Model is in the high category. Meanwhile, Elman Model is in the medium category. Students' motivation to learn mathematics in both classes are presented in the high category. The results also show that although there were no significant differences in students' motivation to learn mathematics, student achievement for the Ericson Model is better than the classes using the Elman Model.