The Effects of Teaching Activities Prepared According to the Multiple Intelligence Theory on Mathematics Achievements and Permanence of Information Learned by 4th Grade StudentsReport as inadecuate




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International Journal of Environmental and Science Education, v2 n4 p86-91 Oct 2007

The aim of this research is to reveal teaching activities which are designed according to the Multiple Intelligence Theory to have effects on the student's success in mathematics and on the permanence of the knowledge learned. This research has been carried out with the fourth graders at Gazi University Foundation Private Primary school. Among all the classes, two of them were selected, 4-A was selected as an experimental group and 4-B as a control group considering their pre-test points. The groups attending to the research were applied a permanence test which examines the behaviors that have to be gained before the subject to be taught, after the subject and the month after the completion of the subject. The points acquired from pre-test were used in order to balance the groups and final test points were used in order to determine the success points and permanence test was used in order to bring up the level of oblivion. It is found out that the average of the final test's points of the experimental group who studied in accordance with Multiple Intelligence Theory was 18.08, whereas the average of the final test's points of the control group was 15.95. The t point was determined as 2.55 in the analysis of t test. Because of the fact that the table t point in the level 0.5 was 2.06 it is understood that the result is to the advantage of the experimental group. (Contains 5 tables.)

Descriptors: Experimental Groups, Control Groups, Multiple Intelligences, Mathematics Achievement, Academic Achievement, Grade 4, Instructional Effectiveness, Mathematics Instruction, Primary Education, Private Schools, Evaluation Methods

International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese[at]gmail.com; Web site: http://www.ijese.com





Author: Temur, Ozlem Dogan

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5304&id=EJ901272







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