Integrating Multiple Intelligences and Learning Styles on Solving Problems, Achievement in, and Attitudes towards Math in Six Graders with Learning Disabilities in Cooperative Groups

Autor/inn/en	Eissa, Mourad Ali; Mostafa, Amaal Ahmed
Titel	Integrating Multiple Intelligences and Learning Styles on Solving Problems, Achievement in, and Attitudes towards Math in Six Graders with Learning Disabilities in Cooperative Groups
Quelle	2 (2013) 2, S.32-45 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-775X
Schlagwörter	Multiple Intelligences; Cognitive Style; Problem Solving; Mathematics Achievement; Scientific Attitudes; Experimental Groups; Control Groups; Individualized Instruction; Learning Disabilities; Grade 6; Achievement Tests; Minimum Competency Testing; Cooperative Learning; Statistical Analysis; Likert Scales + Suchen Sie Ihr Suchwort? Intelligenz (Psy); Cognitive styles; Kognitiver Stil; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Individualisierender Unterricht; Learning handicap; Lernbehinderung; School year 06; 6. Schuljahr; Schuljahr 06; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kooperatives Lernen; Statistische Analyse; Likert-Skala
Abstract	This study investigated the effect of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and T.test were employed for data analysis. Findings from this study indicated the effectiveness of differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in the target students. On the basis of the findings, the study advocated for the effectiveness of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in learning disabled students. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01