Whole brain teaching

Objective : Lead poisoning induced severe behavioral abnormalities and impaired cognitive functions in experimental animals. The aim of the present study is to investigate the detrimental effects of lead exposure on the behavior of rats and its association with altered neurochemistry. Methods : Twenty-four young male Wistar rats were divided into 4 groups: G1: a control group receiving drinking water. G2: intoxicated group (Pb) exposed to lead acetate (1000 ppm in drinking water). G3: receives Wormwood aqueous (A. Ab) extract at a dose of 300 mg/l in drinking water. G4: rats are receiving Pb+A. Ab mixture for 4 additional weeks after intoxication for 8 w. In the present study, locomotors activity in rats was assessed by open field test (OFT) while anxiety and depressive behavior were monitored by elevated plus maze (EPM) and the forced swim test (FST), the evaluation of glutamate metabolizing enzymes in whole brain and lipid peroxidation was carried out in all groups. Results : our ...

The purpose of this dissertation is to explore how the use of the different tools and techniques inside the Whole Brain Teaching methodology affects the process of learning English as a foreign language in mainstream primary education. Whole Brain Teaching is a methodology that was designed to teach subjects through the mother tongue of the students. Nevertheless, the extensive use of gestures, the frequent pair work, the motivational tools and the fact that the learners often have to repeat what the teacher explains, suggest that this methodology could enhance the teaching and learning process of English as a foreign language both in terms of general language acquisition and the motivation of the learners. Two research hypotheses are formulated. The first one explores whether Whole Brain Teaching can enhance the process of language acquisition regarding the language skills of the learners. The second research hypothesis aims to see how the use of Whole Brain Teaching techniques aff...

This study was conducted as part of the curriculum monitoring program to determine the level of student performance in English, specifically on letter recognition of Royal International School, 2nd Semester, SY 2014-2015.The experimental method was utilized using the Pre Test and Post Test Equivalent Group Design where the lowest performing class was the focus of the study of preschool department. The study involved a total of fourteen (14) students randomly selected from the kindergarten class. Seven (7) samples were identified as control group and seven (7) as experimental group using fish bowl technique to avoid bias, each with an equal chance of being selected. The researcher made sure that both groups were almost identical based on their Pre-Test results, and parameter such as the means were taken into consideration. Findings showed that the use of Sand Paper Letters in the experimental group has a significant effect on student performance.

This article reports on an investigation into the use of action research for beginner teachers' professional development through the use of peer mentoring. Action research principles were applied by the mentor and the participating mentees/peers, forming a scholarly community of practice. The mentees were empowered to transform their teaching practice by applying the principles of Whole Brain ® Learning (Herrmann, 1995) as a means to enact the role of facilitator and to take responsibility for developing scholarship of teaching, as it is aligned with the role of scholar and lifelong learner. The mentor (first author) who also was a beginner teacher at the time of the execution of the research project, had to enact the same roles with a view to transforming her mentorship practice, thereby enacting the role of transformative leader (Wolvaardt & Du Toit, 2012). Data collection methods included brain profiling and feedback questionnaires, observations, and video and photographic evidence. Some of the qualitative data collected by means of a feedback questionnaire are reported. Facilitating the mentoring programme offered the mentor the opportunity to develop professionally by using action research as a means to taking responsibility for her professional development per se.

Learner's classroom behaviour has become a global concern due to the intense impacts on academic performance. However, the decline in positive behaviour of learners in the Mathematics classroom impacts the Mathematics instruction in the inclusive classroom. Therefore, this study attempts to identify the role of Mathematics teacher to overcome the negative behaviour manifest by the learners during Mathematics instruction. Data for the mixed research design has collected from 25 Mathematics teachers and 330 learners from randomly selected two schools. The structured questionnaire was given for Mathematics teachers mainly to determine the awareness and applicability of different teaching methods and student behaviour during Mathematics instruction. Subsequently, learners were given a structured questionnaire to overview the perspectives of Mathematics instruction towards their learning styles. Sequentially,

This research was aimed at determining the students' perception on the implementation of the Whole Brain Technique in speaking class and its benefits for the students. The participants were two classes of the seventh-grade junior high school students. Descriptive Quantitative Method was used to analyze 34close-ended questionnaire. The data Analysis result using Toolpak showed that the highest percentage was 92% and mean score was 3.6 for "Class-yes help the students to get their attention back" statement; 98% and 3.4 for "Teach-Okay help them remember the material easily" statement; 96% and 3.4 for "Mirror Technique help them remember and understand the material easily" statement, and 100% and 3.3 for "Switch Technique give the same chance for the students to be the speaker and the listener" statement. In summary, the students' perception of the implementation of the Whole Brain Teaching Technique in speaking class was positive and provided some benefits during the implementation.

Objective : Lead poisoning induced severe behavioral abnormalities and impaired cognitive functions in experimental animals. The aim of the present study is to investigate the detrimental effects of lead exposure on the behavior of rats and its association with altered neurochemistry. Methods : Twenty-four young male Wistar rats were divided into 4 groups: G1: a control group receiving drinking water. G2: intoxicated group (Pb) exposed to lead acetate (1000 ppm in drinking water). G3: receives Wormwood aqueous (A. Ab) extract at a dose of 300 mg/l in drinking water. G4: rats are receiving Pb+A. Ab mixture for 4 additional weeks after intoxication for 8 w. In the present study, locomotors activity in rats was assessed by open field test (OFT) while anxiety and depressive behavior were monitored by elevated plus maze (EPM) and the forced swim test (FST), the evaluation of glutamate metabolizing enzymes in whole brain and lipid peroxidation was carried out in all groups. Results : our ...

Background: The study was conducted to the background of a qualification in medical clinical practice offered at a Faculty of Health Sciences at a university in South Africa.Aim: The aim of the study was to determine how the theory of Whole Brain® thinking informed our professionalism and its relevance to transforming self and practice.Setting: The study was conducted in the context of a higher education institution, the University of Pretoria. The focus is specifically on the Bachelor of Clinical Medical Practice (BCMP). It has been offered since 2009.Methods: Participatory action research was the design of choice. The participatory part culminated in working as a collective in a scholarly community of practice. What is reported is the use of the Herrmann Brain Dominance Instrument® (HBDI®) as a research instrument. It was used to determine the thinking preferences of the lecturers. Each lecturer obtained their brain profile that served as baseline data for self-study in the future...

Improving students' academic performance requires the teacher's knowledge on different classroom instructions based upon how the brain gathers and stores knowledge. One classroom instruction that engages different parts of the brain in an active instructional setting is a method known as Whole brain teaching. This study was conducted to determine the impact of Whole brain teaching or WBT on academic performance of grade 8 students in Algebra. Quasiexperimental research method, specifically, pretest-posttest with control group using matchedsubject design was employed in the study. Two heterogeneous classes were randomly selected and assigned as experimental and control groups. Pretest and posttest were used in measuring the academic performance of the students. The experimental group received instructions using WBT techniques whereas the control group underwent the same pacing and content using conventional teaching techniques. Based on the data gathered, the students' academic performance increased significantly after subjecting them to WBT techniques and conventional teaching techniques. However, results of the posttest comparison of both groups showed that there was a statistically significant difference between the academic performance of

This study examines the significance of understanding learners ’ learning styles in relation to an educator’s learning style. The study explores the extent to which an educator and learners make provision for learning style flexibility by knowing and understanding their learning styles. There were reasons for being actively involved in the study. I wanted to know my learning style and to know and understand the learning styles of my learners. Action research was used to focus on the significance of learning style flexibility in my teaching practice, with the aim to developing myself as a professional and improving my teaching practice. Action research develops through a self-reflective spiral, consisting of cycle, each with its own steps of planning, acting, observing, reflecting and planning again for further implementation. Action research was critical in helping me to enhance my competencies and the competencies of learners who participated in my study and enabled me to improve i...

In EFL contexts where stories are considered as a p otent educational tool in language learning, conducting research on the influ ence of stories on students' linguistic knowledge and affective conditions can p lay a crucial role in achieving future prosperities. This paper is an attempt to investigate the influence of storytelling on elementary level foreign language l earners' motivation and school achievement. To this end, it exploits a triangulate d approach to access the most reliable results. The 110 homogenized subjects are assigned to experimental and control groups whose post test and questionnaire re sults are compared after a one- term storytelling treatment. While a post test help s the researchers to find the effect of storytelling on students' language achievement, AMT B questionnaire assists them to find its effect on their motivation. A semi-structured interview is also conducted to verify the quantitative data and to access the idea s of students regardi...

The perception of Mentoring is definitely not new; indeed, it comes from a character named “Mentor” in Homer’s Odyssey. He was a trusted mentor to Odysseus’ son. The recent studies and Figures have given rise to prosperous mentoring. Mentoring focuses on the individual’s needs, his role is to inculcate and instill skills needed for future roles. Mentors have often had a successful career path, beginning in a similar place as the mentee. They offer assistance through sharing their own experiences, providing valuable feedback and giving the mentee access to their personal network. The technology approaches of teaching and learning are coupled with new techniques viz Case Studies, Student Centered learning, Outcome based learning and problem based learning. Aforesaid approaches are emerged recently and verified to have constructive impact on learning of an individual. Those were the good olden days wherein Professors of the institutes were standing and delivering lecturers via one-way ...

Among the factors inclu ded in the Advanced Certificate in Education-School Management and Leadership (ACE-SML) qualification in South Africa, is the requirement for leaders to be mentored. M entoring is perceived to be among the most necessary processes in ensuring that practising principals will in turn be able to become resourceful mentors to their teachers. This article explicates the results of a study that investigated the mentoring process in selected schools. It was a qualitative study conducted among Eastern Cape and KwaZulu-Natal Provinces' sample of principals. Mentoring is a relatively new concept in South African schools, and in this investigation the researcher found that the mentor-mentee relationships can be fraught with challenges. Among others, in line with existing research, the findings revealed that the personalities of the mentor a nd mentee are very crucial in ensuring the effectiveness of the mentoring experience. Moreover, the results bring to light that...

This study investigates beginning teachers' relationships with their mentors as well as the collaboration between beginning teachers and their colleagues after five years of practice. One of the important roles of a mentor is to support the beginning teachers' collaboration with other teachers. Authors investigated the sustainability of the collaborative aspect of the induction program in order to determine if collaboration between beginning teachers and their mentors continues after five years of work and whether this collaboration extends to the beginning teachers' colleagues. Openresponse questions were chosen for discovering aspects related with the continuity of mentoring. More than a half of the beginning teachers continue collaboration with their mentors throughout a five-year period. These beginning teachers, whose collaboration with their mentors continues during the five years, are found to be more cooperative with other colleagues at school. One-to-one mentoring creates quality examples for teacher collaboration that are treated as the first step towards creating a professional learning community within schools. The novelty of this research lies in the longitudinal nature of the teachers who participated in the national induction year program and whose progress has been monitored throughout five years of work.

This sequential exploratory mixed method research design aimed to describe which among language pedagogy, learner attributes, family factor and linguistics environment significantly predicts the performance of students in the English subject in Panabo National High School and thereafter develop a regression model for the study. Factor analysis was employed to develop the instrument derived from the interview of the informants with the use of Creswell (2009) for data analysis. The predictor variables were tested whether these predict the performance of student in English. Using the complete enumeration, 300 respondents were selected to answer the validated and reliable questionnaire. Using Pearson's r and multiple regression analysis, the figures revealed that language pedagogy, learner attributes, and linguistic environment have significant relationship to the performance of students in English and the emerged themes as factors predict the performance of Grade 10 students in English as well. The multiple regression model of the study is: Grades in English = 0.885 (Language Pedagogy) + (-2.670) (Learner Attributes) + 0.510 (Family Factor) + (-0.171) (Linguistic Environment) + 94.47. The insights gained from the study suggested ways policy and educational initiatives can be crafted to intensify students' performance in English in the implementation of Spiral progression.

Teachers involved and engaged in research and utilize research evidence as the basis for instructional and pedagogical choices are leading to having desirable effects on both the teaching and learning process. The Division of Iligan City has already initiated endeavors to strengthen the research culture of the teachers. However, the number of teachers conducting teacher research is still minimal despite efforts exerted by the Division Office. Thus, this study was carried out to determine the factors and reasons why teachers are having difficulty in doing research. This study employed a descriptive research design. It used both quantitative and qualitative research methods. The study utilized a researcher-made questionnaire, and the researcher validated the questionnaire. Five (5) experts in the field of educational research were asked to validate the questionnaire. The tool's internal reliability statistics obtained Cronbach's Alpha Coefficient of 0.942. The survey was made available in Google Forms for easy analysis

This study explores Estonian novice teachers' perspectives on relationships with mentors and experiences of mentoring and mentors' tasks during their first year of teaching. The induction year with mentoring as one of the support structures was introduced into Estonian teacher education a few years ago. Experiences indicate that this is a valuable support, but there are areas of mentoring that need to be developed. The data are based on thematic interviews with sixteen novice teachers in the second half of their first year of teaching, i.e. the induction year. A content analysis revealed that the novice teachers experienced support for personal development and professional knowledge development, feedback, collegiality, reciprocity of the relationship, mentor availability and mutual trust as components of the mentor-mentee relationship. The study identified undeveloped potential in mentoring related to three main areas: 1) facilitation of reflection, 2) mentor training, and 3) integration of mentoring into the school community as a whole. The last area also includes matters pertaining to socialization and school leadership.

Visual simulation is expected to provide simulation results with a view that allows the students to see and feel like doing the practice of creating a control system. Software control system simulation applications are expected not only easy to use but also interactive to the needs of the computer specifications used are not too sophisticated. In this study the computer based control system course teaching was designed using the combination of an electronics control plant and control system simulation which is called nontraditional control system course teaching. The modelling simulation software application is a solution to see the performance of the controlled system which was developed to implement a control system which is light and easy-to-operate.

Improving students' academic performance requires the teacher's knowledge on different classroom instructions based upon how the brain gathers and stores knowledge. One classroom instruction that engages different parts of the brain in an active instructional setting is a method known as Whole brain teaching. This study was conducted to determine the impact of Whole brain teaching or WBT on academic performance of grade 8 students in Algebra. Quasiexperimental research method, specifically, pretest-posttest with control group using matchedsubject design was employed in the study. Two heterogeneous classes were randomly selected and assigned as experimental and control groups. Pretest and posttest were used in measuring the academic performance of the students. The experimental group received instructions using WBT techniques whereas the control group underwent the same pacing and content using conventional teaching techniques. Based on the data gathered, the students' academic performance increased significantly after subjecting them to WBT techniques and conventional teaching techniques. However, results of the posttest comparison of both groups showed that there was a statistically significant difference between the academic performance of

Neuroscience in education aims to bridge the gap between the knowledge of how the brain works and how this knowledge can be applied in classroom practices. The main challenges for teachers is how do they translate that knowledge to classroom practices and what strategies should they adopt?. Chris Biffle and his colleagues came up with Whole Brain Teaching (WBT) method in 1999. It started off with one teacher problem in the classroom which leads to research and development of techniques that can activate the whole brain in learning. WBT is an approach which is surrounded by the seven core technique which is class yes-attention getter, the classroom rules-the organizer, hands and eyes which-the focuser, teach-Okay-the whole brain activator, mirror-the class unifier, switch-involver and finally the scoreboard-the motivator. Based on the practitioners of WBT it was found out that WBT has a positive influence on the academic achievement of students. WBT has made a huge difference in the way students remember and retain information, students are more engaged, their critical thinking is increased and students are actively participating inside the classrooms.

This study aimed to assess the reading comprehension level and study skills competencies of the Alternative Learning System-Accreditation and Equivalency (ALS-A&E) clientele. It utilized the descriptive-quantitative research design. Data were obtained from various adopted reading passages. Of the four reading dimensions, the clientele registered a good performance in the literal level but poorly performed in the inferential, evaluative, and creative dimensions. As to their study skills competencies, outlining and semantic mapping were their top concerns but they were nevertheless good in locating thesis statement and very good in book parts familiarization. Considering these findings, it is the imperative for the ALS implementers to revisit their pedagogic practices relative to the teaching of reading as a macro language skill especially on the areas were their clientele need instructional related interventions.

This research paper elaborates on teaching and learning English by the e-learning technology. It lays the ground for its integration in Moroccan Higher Education Institutions. Moreover, the research tries to examine the internal and external factors, which are involved in the process of integrating e-learning in the Moroccan context. The research investigates the departments of English in six higher education institutions in Morocco. First, it examines the present situation of English Language Teaching at the departments of English. Second, it tries to figure out whether positive attitudes of English educators are sufficient to advance teaching English in Moroccan universities using e-learning. The main purpose of this dissertation is to explore how teaching and learning English in higher education are performed using e-learning. The study takes the constructivism and the connectivism theories as its significant frame of investigation. These theories are joined with subjective hypot...

This research endeavor aimed to find out whether the use of SIM (Strategic Intervention Material) would improve the academic achievement of grade seven students on selected topic in earth science. The study made use of quasi experimental design which is non-equivalent control group pretest and posttest design. About 120 participants were used as subjects of the study. Mean and t-tests were used as tools in the analysis of data. The result of the study revealed that there was a significant difference in the pretest and posttest mean scores of the experimental and control group in the topic eclipse. The experimental group achieved a better mean gain score than the control group. This points out that the use of strategic intervention material (SIM) in the experimental group significantly improved the performance of the students. It can be concluded that the performance of students in the experimental group was greatly enhanced after SIM was employed in teaching the lesson. Therefore, the employment of SIM was better and effective than the use of traditional method in teaching some topic in science. Furthermore, it was recommended that SIM be adopted as instructional material or strategy in teaching science lessons as well as other subjects.

The neuroscience research is gaining momentum and it explores the science of brain and performance of an individual. Whole Brain Teaching (WBT) is a blend of direct instruction and cooperative pedagogy that allow teachers to effectively deliver the lesson and to create an engaged and enjoyable learning experience for the children. This study aimed to investigate the effectiveness of whole brain teaching on learning Math and its impact on positive and negative learning behaviors of the children in Math classroom. The study adopted single group pre-test post-test experimental design and 30 six-years-old preschool children participated in the study. The data were collected using Math tests and observations. Math lessons on addition was considered to explore the effectiveness of WBT. Before the intervention, addition problems were taught using traditional teaching method and the children completed the pre-test. The five different WBT fun filled strategies were taught to the children prior to the intervention. This was followed by teaching addition using whole brain teaching which incorporates the WBT strategies. The paired t-test results revealed that the children scored high in WBT intervention (M=7.23, SD =1.40) compared to the traditional teaching (M=4.70, SD=2.21) and that there was a significant difference between the test scores before and after the treatment (t (29) = 5.517, p < 0.001). This concluded WBT enhances Math learning among early learners. Further, to study the impact of WBT on the engaged learning, 6 children learning behaviours were recorded and analysed. A tally sheet of positive and negative learning behaviours was used to record their behaviours. Three observations before and after the treatment were considered for the study. The results confirmed WBT increases the positive and decreases the negative learning behaviours. The study recommends the early childhood educators to teach Math using whole brain teaching for improved performance and engaged learning of the children.

Improving students' academic performance requires the teacher's knowledge on different classroom instructions based upon how the brain gathers and stores knowledge. One classroom instruction that engages different parts of the brain in an active instructional setting is a method known as Whole brain teaching. This study was conducted to determine the impact of Whole brain teaching or WBT on academic performance of grade 8 students in Algebra. Quasi-experimental research method, specifically, pretest-posttest with control group using matched-subject design was employed in the study. Two heterogeneous classes were randomly selected and assigned as experimental and control groups. Pretest and posttest were used in measuring the academic performance of the students. The experimental group received instructions using WBT techniques whereas the control group underwent the same pacing and content using conventional teaching techniques. Based on the data gathered, the students' academic performance increased significantly after subjecting them to WBT techniques and conventional teaching techniques. However, results of the posttest comparison of both groups showed that there was a statistically significant difference between the academic performance of experimental and control groups in favor of the experimental group. Thus, Whole brain teaching has a positive impact on academic performance of grade 8 students in Algebra.

The purpose of this study was to determine whether the application of learning brain-friendly through the whole brain teaching a positive effect on the character of creative students, to study the response of the students, and to determine whether the students' response to the application of learning brain-friendly through the whole brain teaching positively correlated with the character of creative students in mathematics. The research method used is quantitative. The instruments used are student questionnaire responses related to the application of brain-friendly learning through the whole brain teaching and observation sheet on student creativity in the learning of mathematics after the implementation of this method. Results of research with correlation analysis show that the greater significance of the alpha value (5%), which means accepting and rejecting H0 Ha which means students' response to the application of brain-friendly learning through the whole brain teaching is not positively correlated with the creative character of students in the learning of mathematics. The average score of the students' response to this methodology very well categorized in the amount of 85%. The results of the observation of the creative character of the students after the implementation of this method, the average score of 68% were categorized quite creative

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This study aims to determine whether the application of brain-friendly learning through whole brain teaching gives a positive effect on the creative character of students, to know the response of the students against the application of brain-friendly learning through whole brain teaching, and to find out if the student response against the application of brain-friendly learning through whole brain teaching correlates positively with the creative character of students in learning mathematics. The research method used that is quantitative. The instruments used, namely the now student response related application of brain-friendly learning through whole brain teaching, and sheets of observation about the creativity of students in learning mathematics after implementing this method. The correlation analysis with the results of the study showed that the value of the larger significance of the alpha values (5%) which means accepting and rejecting H0 Ha which means student response against the application of brain-friendly learning through whole brain teaching not correlated positively with the creative character of students in learning mathematics. The average student response score against this method is found on very good i.e. amounted to 85%. As for the observations of the creative character of the students, after this method is applied, the average score of 68% is found quite creative.

Whole Brain Teaching (WBT) is a brain-based teaching strategy rooted on the concepts developed by and . This strategy treats every child to have four brain areas that require close attention. The four brain areas correspond to four learning activities to address the holistic need of an individual. The four learning activities are: (1) lecture; (2) individual work; (3) group work; and (4) practical display. The study aims to determine the effect of the use of whole brain teaching on students' learning gains and motivation. Quasi-experimental research method was used in the study. The pre-test-posttest design without control group was specifically used to determine learning gains. A set of six lessons were planned and delivered to two groups of grade 10 Physics classes. Learning gain was measured by getting the difference of pre-and posttests using a validated 40-item taken from released international test items. Motivation results were gauged using a Physics Motivation Questionnaire (Koballa & Glynn, 2006). The results revealed that the two sections of Grade 10 science students had an average learning gain of 20%. It was further found that the students had average to high motivation with intrinsic and extrinsic motivation in the top two of the six components of motivation. The results revealed positive effects to academic performance and motivation can be derived from the use of WBT as teaching strategy.

The purpose of this dissertation is to explore how the use of the di erent tools and techniques inside the Whole Brain Teaching methodology a ects the process of learning English as a foreign language in mainstream primary education. Whole Brain Teaching is a methodology that was designed to teach subjects through the mother tongue of the students. Nevertheless, the extensive use of gestures, the frequent pair work, the motivational tools and the fact that the learners often have to repeat what the teacher explains, suggest that this methodology could enhance the teaching and learning process of English as a foreign language both in terms of general language acquisition and the motivation of the learners. Two research hypotheses are formulated. The first one explores whether Whole Brain Teaching can enhance the process of language acquisition regarding the language skills of the learners. The second research hypothesis aims to see how the use of Whole Brain Teaching techniques a ect the motivation of the learners.
These hypotheses were tested in a mainstream primary school with an experimental design that involved a control and an experimental group. During three months, both groups received the same content, but only the experimental group received it through Whole Brain Teaching techniques. The study was performed from a mixed- methods perspective, with a quantitative part that measured the changes in the English command of the learners and the changes in their motivation, and a qualitative part that explored the whole process and the impressions of the teacher to support or question the quantitative results and to give a better insight of what happened in the process. The changes in the English command were measured through listening, reading and writing tests designed by the publisher of the textbooks used in the school and through a speaking test to check the fluency, use of vocabulary and pronunciation of the learners. The changes in motivation were assessed through an adaptation of the mini-AMTB (Attitude Motivation Test Battery). The mini-AMTB was adapted to suit the characteristics of nine year-old learners and was piloted in the same school with two other groups. Nevertheless, the results after the experiment suggested that the test was not as reliable as it had seemed and it was piloted again, this time in a pre-test/post-test situation that proved the unreliability of the test.
The results partially support the first hypothesis, showing significant di erences regarding the listening and the reading and writing skills of the learners. Regarding the speaking skills, however, that was not the case. As far as the second hypothesis is concerned, the quantitative results are, although non-significant, negative for the experimental group. On the other hand, the qualitative part of the study and the reviewed literature question those results.
Enough evidence has been found to support the potential of the Whole Brain Teaching method for the instruction of English as a foreign language in primary school.

Higher education institutions in South Africa are currently facing challenges eminating from the changing the focus from traditional teaching functions to both research and teaching. Increasing focus on research production, being integral to higher education transformation, has necessitated higher education institutions to institute capacity development strategies to enable novice researchers to be able to engage in research output. Mentorship as a capacity development initiative to promote research output is generally considered a popular strategy. However, there is inadequate data to determine best practices higher education institutions are either still planning formal mentorship programmes or have only recently introduced such programmes, which are yet to be evaluated. The article explores challenges facing the implementation of a formal research mentorship programm (REMP), using the University of Johannesburg as a case study. A quantitative and qualitative approach, obtained perceptions from academic staff members regarding mentorship as a research capacity building strategy. While a commitment to developing research capacity prevailed among academic staff, the findings also revealed that despite a formal REMP being strongly favoured to guide novice researchers, key challenges need to be addressed to ensure the success of a formal REMP. The article explores the challenges facing mentors and mentees and suggests areas of focus for mentorship programmes to make sustainable contributions toward promoting research capacity.