FROM ENGAGEMENT TO 'BRAIN ROT': TESTING MONTESSORI AND INDIGENOUS TEACHING METHODS IN MEDIA-HEAVY CLASSROOMS

ABSTRACT This study examined the presence of brain rot among students in media heavy instructional delivery and tested the effectiveness of the Montessori Method and the Santiago Method in reducing cognitive overstimulation. The study used a mixed method research design. The quantitative component measured student focus and attention, thinking depth and reasoning ability, and learning behavior before and after the interventions. The qualitative component explored student and teacher experiences through interviews and classroom observations. The participants consisted of sixty students from two intact classes, with thirty students exposed to the Montessori Method and thirty students exposed to the Santiago Method. Results showed that students experienced a high level of brain rot before the intervention. After the application of both teaching methods, students showed significant improvement in focus, higher order thinking skills, and learning behavior. Statistical analysis revealed a significant difference between pretest and posttest results for both methods, with the Santiago Method producing greater improvement. Qualitative findings supported the quantitative results and revealed themes of restored focus, deeper thinking, reduced media dependence, and meaningful learning. The study concludes that structured and culturally grounded teaching methods effectively reduce brain rot and promote focus and meaningful learning in media heavy classrooms. The study recommends the integration of the Montessori Method and indigenous teaching practices such as the Santiago Method to help teachers address cognitive overstimulation in modern education. Keywords: brain rot, cognitive overstimulation, Montessori Method, Santiago Method, media heavy instruction, higher order thinking skills, mixed methods research