Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia

Autor/inn/en	Al-Zoubi, Suhail Mahmoud; Al-Adawi, Fatma Ali
Titel	Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia
Quelle	7 (2019) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-360X
Schlagwörter	Foreign Countries; Multiple Intelligences; Academic Achievement; Learning Activities; Grade 3; Grade 4; Elementary School Students; Mathematics Instruction; Teaching Methods; Resource Room Programs; Instructional Effectiveness; Learning Disabilities; Mathematics Skills; Oman + Suchen Sie Ihr Suchwort? Ausland; Intelligenz (Psy); Schulleistung; Lernaktivität; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	This study aimed at identifying the effects of instructional activities based on Multiple Intelligences Theory (MIT) on the academic achievement of the Omani students with dyscalculia (OSD). The sample consisted of 14 male and female students in third and fourth grades enrolled in the resource room at Al-Ahed Primary School, Sultanate of Oman. The sample was randomly distributed to control and experimental groups each group included 7 students. The mathematics test (MT) was applied to both groups as pretest and posttest. The students in the experimental group were enrolled in instructional activities based on MIT at resource room for ten weeks, while the students in the control group were received their individual instruction at resource room at the same period. The results indicated that there were statistically significant differences between the performance of the two groups on post-MT in favour of the OSD in the experimental group. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01