COMPARING THE EFFECTIVENESS OF A TEACHING STRATEGY BASED ON MULTIPLE INTELLIGENCES WITH A TRADITIONAL TEACHING METHOD ON 5TH GRADE ELEMENTARY STUDENTS' ACADEMIC ACHIEVEMENT AND ATTITUDE TOWARDS SCIENCE LEARNING

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ABDI ALI; NOWRUZI DARYUSH; MALAKI HASAN; EBRAHIMI SOGHRA

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Paper Information

Journal: JOURNAL OF EDUCATIONAL INNOVATIONS Year:2011 | Volume:9 | Issue:37 Page(s): 101-120

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Title

COMPARING THE EFFECTIVENESS OF A TEACHING STRATEGY BASED ON MULTIPLE INTELLIGENCES WITH A TRADITIONAL TEACHING METHOD ON 5TH GRADE ELEMENTARY STUDENTS' ACADEMIC ACHIEVEMENT AND ATTITUDE TOWARDS SCIENCE LEARNING

Author(s)

ABDI ALI | NOWRUZI DARYUSH | MALAKI HASAN | EBRAHIMI SOGHRA | Issue Writer Certificate

Keywords

TEACHING STRATEGY BASED ON MULTIPLE INTELLIGENCESQ2

ATTITUDE TOWARDS SCIENCE LEARNINGQ2

STUDENTS' ACADEMIC ACHIEVEMENTQ2

SCIENCEQ2

Abstract

The aim of this research was to compare the effectiveness of a TEACHING STRATEGY BASED ON MULTIPLE INTELLIGENCES and a traditional teaching method on STUDENTS' ACADEMIC ACHIEVEMENT and SCIENCE LEARNING/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank"> ATTITUDE TOWARDS SCIENCE LEARNING. Totally 535th grade students in two different classes (Experimental N=28 and Control N=25) participated in the study. They were selected by multi-stage clustered sampling method. The experimental group was instructed by a TEACHING STRATEGY BASED ON MULTIPLE INTELLIGENCES, whereas the control group was instructed by traditional teaching method. This experimental study took a period of eight weeks. To determine the effectiveness of the TEACHING STRATEGY BASED ON MULTIPLE INTELLIGENCES over traditional teaching method, an achievement test on SCIENCE which consisted of 30 items were administered. Also, an attitude scale toward SCIENCE, developed by Akpinar et.al (2009) was used. The data was analysed using Analysis of Covariance (ANCOVA) and Multiple Analysis of Covariance (MANCOVA). The results showed that students who were instructed by a TEACHING STRATEGY BASED ON MULTIPLE INTELLIGENCES had higher academic achievement than the ones who were instructed by the traditional teaching method. Also, findings showed that students in the experimental group developed more positive SCIENCE LEARNING/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank"> ATTITUDE TOWARDS SCIENCE LEARNING after the treatment.

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References

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APA: Copy

ABDI, ALI, NOWRUZI, DARYUSH, MALAKI, HASAN, & EBRAHIMI, SOGHRA. (2011). COMPARING THE EFFECTIVENESS OF A TEACHING STRATEGY BASED ON MULTIPLE INTELLIGENCES WITH A TRADITIONAL TEACHING METHOD ON 5TH GRADE ELEMENTARY STUDENTS' ACADEMIC ACHIEVEMENT AND ATTITUDE TOWARDS SCIENCE LEARNING. JOURNAL OF EDUCATIONAL INNOVATIONS, 9(37), 101-120. SID. https://sid.ir/paper/75671/en

Vancouver: Copy

ABDI ALI, NOWRUZI DARYUSH, MALAKI HASAN, EBRAHIMI SOGHRA. COMPARING THE EFFECTIVENESS OF A TEACHING STRATEGY BASED ON MULTIPLE INTELLIGENCES WITH A TRADITIONAL TEACHING METHOD ON 5TH GRADE ELEMENTARY STUDENTS' ACADEMIC ACHIEVEMENT AND ATTITUDE TOWARDS SCIENCE LEARNING. JOURNAL OF EDUCATIONAL INNOVATIONS[Internet]. 2011;9(37):101-120. Available from: https://sid.ir/paper/75671/en

IEEE: Copy

ALI ABDI, DARYUSH NOWRUZI, HASAN MALAKI, and SOGHRA EBRAHIMI, “COMPARING THE EFFECTIVENESS OF A TEACHING STRATEGY BASED ON MULTIPLE INTELLIGENCES WITH A TRADITIONAL TEACHING METHOD ON 5TH GRADE ELEMENTARY STUDENTS' ACADEMIC ACHIEVEMENT AND ATTITUDE TOWARDS SCIENCE LEARNING,” JOURNAL OF EDUCATIONAL INNOVATIONS, vol. 9, no. 37, pp. 101–120, 2011, [Online]. Available: https://sid.ir/paper/75671/en

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