Comparing Multiple Intelligences Approach with Traditional Teaching on Eight Grade Students' Achievement in and Attitudes toward Science (original) (raw)
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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
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.
_______________________________________________________________ Abstract The study was a comparative analysis of the effects of inquiry-based and non-inquiry based multiple intelligence approach on pupils' interest in learning science. The study employed a quasi-experimental research design that used two intact classes of thirty (30) pupils each assigned to two groups, the inquiry-based group (A) and a non-inquiry based multiple intelligence approach group (B). A pre-test was administered in the subjects before the intervention using the adopted questionnaire (ISLQ) for surveying pupils' interest in learning science. The reliability of the eighteen (18) item questionnaire (ISLQ) was establishment at 0.76 by Cronbach Alpha. Treatment on the two groups was carried out for a period of eight (8) weeks after which a post-test was conducted using the reshuffled instrument (questionnaire). The study employed a quantitative analysis of descriptive statistics and inferential statistics in a bid to compare the effects of the two teaching approach. The mean, median and standard deviation with the ANCOVA were found suitable statistical test for comparing the effects of two different interventions as well as to confirm of there exist any statistically significant difference for the mean variables between the two groups after controlling newly formed defendant variables means on one or more covariates were used. Result shows that the inquiry-based multiple intelligence approach was better in arousing pupils' interest to learning science. The study therefore recommended the introduction and use of the inquiry-based multiple intelligence approach into primary, secondary and tertiary institutions to enhance students interest's in learning science to fruition.
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.
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.
Science Teaching Materials Based on Multiple Intelligences
Jurnal Ilmiah Sekolah Dasar
The problem in this research is that there need to be science teaching materials based on multiple intelligences and low science learning outcomes. This study aims to produce appropriate multiple intelligences-based science teaching materials and know the effectiveness of science teaching materials based on multiple intelligences. This type of research is development research which refers to the ADDIE development model. Methods of data collection using a questionnaire. The research instrument used was a questionnaire in the form of validity and practicality sheets; the validation sheet was filled in by material experts, learning design experts, and teachers, while fourth-grade students carried out the student effectiveness test. The data collected from the questionnaire results were analyzed using quantitative description analysis techniques. The results showed that the material expert validation included the very feasible category of 89.67%. The validation of category learning desi...
This study adopted pre-test post-test non-equivalent control group quasi-experimental design to examine the efficacy of multiple intelligence theory-based instructional strategy on academic achievement of basic science students in Benue State, Nigeria. The population for the study comprised 1876 basic II students from 21 grant aided secondary schools in Makurdi Local Government Area of Benue State. A total of 165 basic II students comprising 86 males and 79 females were purposely sampled from four coeducational schools for the study. Purposive sampling technique was used for this study to select only coeducational schools because of the gender variable in the study. Two research questions and two hypotheses guided the study. Basic Science Achievement Test (BSAT) was the instrument used for data collection. The reliability of the instrument yielded 0.92 using Kuder-Richardson formula 20 (K-R20). The research questions were answered using mean and standard deviation while the hypotheses were tested using ANCOVA at 0.05 level of significance. Findings of the study showed that there was a significant difference between the mean academic achievement scores of basic science students exposed to multiple intelligence theory-based instructional strategy and conventional strategy (f-ratio = 103.996 at P< 0.05). Gender has no significant effect on the mean achievement scores of male and female basic science students taught using multiple intelligence theory-based instructional strategy (f-ratio = 0.538 at P> 0.05). Based on the findings, the study recommended that seminars, conferences and workshops should be organized for in-service basic science teachers on ways of incorporating multiple intelligence theory-based instructional strategy in teaching to enhance students' achievement in the subject.
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.