Efficacy of Multiple Intelligence Theory-Based Instructional Strategy on Academic Achievement of Basic Science Students in Benue State, Nigeria (original) (raw)
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The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N=20 and Control N= 20) participated in the study. They were in the fifth grade of elementary school and were selected through multi-stage clustered sampling. The group which was assigned as experimental group was instructed through Teaching Strategy based on Multiple Intelligences whereas the other group was traditionally instructed. This experimental study lasted 8 weeks. To determine the effectiveness of Teaching Strategy based on Multiple Intelligences over common teaching method (traditional instruction), an achievement test about sciences which consisted of 30 items was administered. For the statistical analysis, Analysis of Covariance (ANCOVA) was used. The results showed that students who were instructed through Teaching Strategy based on Multiple Intelligences were achieved higher score than the ones which were instructed through the traditional instruction.
Enhancing Learning Through Multiple Intelligences in Elementary Science Education
Journal of Baltic Science Education, 2006
The goal of this research is to investigate whether there is a significant difference between multiple intelligence instruction and traditionally designed science instruction on 7th grade students' understanding of concept with the "The Structure of Material and Its Transformation" unit and attitudes toward science. Two classes, each with 27 students were randomly selected. The experimental group was instructed though MI strategies, whereas the control group was utilized with traditional methods. The measurement instruments utilized were Chemistry Achievement Test and Science Attitude Scale. As a result of this study it was found out that multiple intelligence theory, when compared to the traditional learning method, created positive effects on students' success and attitudes toward science as a school subject.
2011
The aim of this study was to evaluate to what extent class activities at the Elementary Science and Technology course address intelligence areas. The research was both a quantitative and a qualitative study. The sample of the study consisted of 102 4th grade elementary teachers, 97 5th grade elementary teachers, and 55 6th, 7th, and 8th grade science and technology teachers, including 254 teachers in total. The data in the study were collected through "The Inventory of Class Activities Done in line with the Intelligence Areas", and "the Semistructured Interview Form". The quantitative data were analyzed by descriptive statistics such as mean, standard deviation, and one-way analysis of variance. The qualitative data were analysed by content analysis as well. It was found that teachers generally used activities addressing for all intelligence areas, they were aware of the multiple intelligence theory, not the subject teachers but the elementary teachers and the senior teachers use teaching activities for more than one intelligence area in their classes. It was determined from the teachers' responses to the questionnaire that teachers were aware of the activities for intelligence areas. However, the interviews revealed that they could not transfer their knowledge about intelligence areas into their classes. Therefore; it could be observed and investigated why teachers did not implement their knowledge about multiple intelligence theory into their classes and their efforts in the preparation, planning, practice and evaluation phases of teaching.
The aim of this study was to evaluate to what extent class activities at the Elementary Science and Technology course address intelligence areas. The research was both a quantitative and a qualitative study. The sample of the study consisted of 102 4th grade elementary teachers, 97 5th grade elementary teachers, and 55 6th, 7th, and 8th grade science and technology teachers, including 254 teachers in total. The data in the study were collected through “The Inventory of Class Activities Done in line with the Intelligence Areas”, and “the Semi-structured Interview Form”. The quantitative data were analyzed by descriptive statistics such as mean, standard deviation, and one-way analysis of variance. The qualitative data were analysed by content analysis as well. It was found that teachers generally used activities addressing for all intelligence areas, they were aware of the multiple intelligence theory, not the subject teachers but the elementary teachers and the senior teachers use teaching activities for more than one intelligence area in their classes. It was determined from the teachers’ responses to the questionnaire that teachers were aware of the activities for intelligence areas. However, the interviews revealed that they could not transfer their knowledge about intelligence areas into their classes. Therefore; it could be observed and investigated why teachers did not implement their knowledge about multiple intelligence theory into their classes and their efforts in the preparation, planning, practice and evaluation phases of teaching.
Online Submission, 2007
The purpose of this study was to investigate the effects of multiple intelligences (MI) teaching approach on 8 th Grade students' achievement in and attitudes toward science. This study used a pretest-posttest control group experimental design. While the experimental group (n=30) was taught a unit on acids and bases using MI teaching approach, the control group (n=30) learned the same topic with traditional teaching. The data were collected using a multiple-choice test for students' achievement in science and a Likert scale questionnaire for students' attitudes toward science. The results of statistical analysis (MANCOVA) showed that there were significant differences in favor of the students of the experimental group with respect to both achievement in and attitudes toward science. Empirical evidence indicated that compared to traditional teaching, the MI teaching approach significantly increased 8 th Grade students' achievement in and attitudes toward science.
Procedia - Social and Behavioral Sciences, 2010
Instructions in science and mathematics required various teaching strategies to ensure successful teaching and learning process. Science and mathematics teachers can optimize the effect of teaching when they realized the strengths of multiple intelligences they posses and how they can apply them in their teaching. Thus, the primary objectives of this study are to investigate: 1) the multiple intelligences profile of science and mathematics secondary school teachers 2) the teaching strategies based on multiple intelligences that are applied by science and mathematics teachers and 3) the relationship between multiple intelligences profile of science and mathematics teachers with the teaching strategies based on multiple intelligences applied in the classroom. 174 respondents were chosen randomly from various secondary schools in peninsular Malaysia. Questionnaires were used to investigate the level of multiple intelligences and teaching strategies. Correlation analysis was applied to investigate the relationship between multiple intelligences and teaching strategies. Teaching strategies based on multiple intelligences suggest teaching science and mathematics in multiple ways. Teachers' profiles of multiple intelligences assist them to obtain a better understanding of their potential intelligences and interests in enhancing their teaching strategies.
2017
The purpose of this research is to synthesize the results obtained from experimental studies on the academic achievement of students based on the multiple intelligence theory in biology and to reveal the effect of different characteristics in the studies by meta-analysis method. In this study, the magnitude of the impact of 14 studies on the academic achievement of students of biology education based on multiple intelligence theory was analyzed. As a result of the meta-analysis, it was determined that teaching based on multiple intelligence theory affects academic achievement in a positive direction compared to the traditional teaching method and the effect size value was 1.308. This value is quite high compared by Cohen's scale. In the meta-analysis study duration of application, sample size, publication type variables were analyzed. It is seen that the highest effect values are in the graduate thesis (d gt =1,549), 5-8 weeks (d 5-8 weeks =2,007) and medium sample sizes (d medium =1,427) (51<n ≤75) according to the determined criteria.
The Role Of Theory Multiple Intelligences In Primary Education Process
European Proceedings of Educational Sciences, 2022
Contemporary society imposes a pedagogy of diversity, so the current school must recognize the diversity of the human being and the interindividual differences. Precisely from this point of view, the instructiveeducational process must be organized in such a way to adapt to diversity of students. As long as diversity is what characterizes the class of students, then it must also characterize the instructive-educational process with all that entails: diversity in topics covered, methods and techniques, materials used. One of the possibilities of differential treatment in class is the design of teaching-learning activities based on the Multiple Intelligence Theory (MIT) proposed by Howard Gardner. The Multiple Intelligence Theory allows for an interactive and differentiated instruction, supporting the development of student-centred learning that help the build their own resources, build their self-training capacities and develop their motivation for lifelong learning. The idea behind the individualization of the training is that there are individual differences between individuals about their cognitive structure, the learning and adaptation modes, the inner patterns that they use in learning. The purpose of this research was to implement and test an educational intervention program for 3rd class students in the development of multiple intelligences. As a result of the activities carried out in the program, improvements in the development of multiple intelligences: verbal
Online Submission, 2003
The purpose of this study was to investigate the effects of implementation of student-centered activities based on multiple intelligences (MI) theory on grade-7 students' attitudes toward and perceptions of science. While the experimental group consisting of 25 students was taught a unit on the atom and atomic properties using strategies based on multiple intelligences theory, the control group with an equal number of students learned the same topic using traditional approaches. A 19-item Likert scale questionnaire involving "attitudes toward science" and "perceptions of science" (QAPS) was administrated to both