Literaturnachweis - Detailanzeige
Autor/inn/en | Abdi, Ali; Laei, Susan; Ahmadyan, Hamze |
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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 |
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 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 |