META-ANALYSIS OF THE INFLUENCE OF THE HYPNOTEACHING METHOD ON LEARNING OUTCOMES IN SCHOOL

Abstract

This research study explores the utilization of the hypno-teaching method by an educator aiming to enhance student learning outcomes in a school setting. The primary objective of this investigation is to analyze the influence of employing hypno-teaching on students' academic achievements. The research method involved a systematic review of pertinent literature accessed through Google Scholar using the keywords "learning outcomes and hypno-teaching." A rigorous selection process led to the identification of 12 journal articles and 2 student theses deemed relevant for analysis. Hypno-teaching is an instructional approach that merges hypnosis with pedagogical processes. The findings from this study reveal a significant improvement in student learning outcomes following the implementation of the hypno-teaching method. Quantitative descriptive analysis indicates that the average pretest scores (before the utilization of hypno-teaching) stood at 60.44, whereas the average posttest scores (after the incorporation of hypno-teaching) rose to 78.03. This represents a remarkable 35.46% enhancement in student learning outcomes. Nevertheless, it is essential to acknowledge the limitations inherent in any research endeavor and the various variables that necessitate consideration. While this research contributes substantially to the field of hypno-teaching methodology, further studies with larger and more diverse samples are imperative to validate these findings. Additionally, the effectiveness of the hypno-teaching method may fluctuate contingent upon factors such as student characteristics, teacher competencies, and the learning environment. Thus, continued exploration and refinement of this teaching approach are warranted. This research underscores the commitment of educators to continuously improve teaching methods for the benefit of their students.