The Effect of Teaching Strategy Based on Multiple Intelligences on Students' Academic Achievement in Science Course

Autor/inn/en	Abdi, Ali; Laei, Susan; Ahmadyan, Hamze
Titel	The Effect of Teaching Strategy Based on Multiple Intelligences on Students' Academic Achievement in Science Course
Quelle	In: Universal Journal of Educational Research, 1 (2013) 4, S.281-284 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Teaching Methods; Science Instruction; Multiple Intelligences; Grade 5; Elementary School Students; Conventional Instruction; Experimental Groups; Control Groups; Comparative Analysis; Science Achievement; Achievement Tests; Statistical Analysis; Scores; Hypothesis Testing; Quasiexperimental Design; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Intelligenz (Psy); School year 05; 5. Schuljahr; Schuljahr 05; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Hypothesenprüfung; Hypothesentest; Ausland
Abstract	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. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01