The design of a learning environment based on the theory of multiple intelligence and the study its effectiveness on the achievements, attitudes and retention of students

Abstract

Multiple intelligences theory (MIT) which takes into account students' individual differences has an important role in the teaching and learning process. In this study a novel learning environment based on MIT which takes students' interests and needs into an account has been developed. Many activities were carried out depending on students' intelligence types. The effects of different activities on students' achievements, attitudes toward chemistry and retention of knowledge in periodical features' variety at the 10th class were measured and compared. The comparison between experimental group, which was instructed through MIT learning strategies and materials, and control group thought by traditional methods was observed. The research was applied in the first semester of 2009-2010 education years. The study carried out on 75 high school students in Izmir. The application of the study was lasted for 8 weeks containing methods and tests' practices. Following MIT assessment survey, achievement test and attitude scales were used to analyze its effectiveness. Based on the theories and literature data, an instructional material included concept maps, puzzles, stories, classical music in background, group games, and photos about periodic features' variety as an alternative to traditional written material. As a result of statistical analysis there were significant differences between achievement post-test and attitudes post-test towards chemistry course of control and experimental groups. Consequently, instructional methods needed to be varied so students could use their intellectual strengths to better understand topics, increase their intrinsic motivation, intervention and encourage active student engagement to improve learning at middle school level.

Impact of Cognitive Tasks on Scholastic Achievement among 14 Year Old Students

“…It was revealed that multiple intelligence teaching approach had improved the academic achievement among subjects. Similar findings have been witnessed by Abdi and Ahmadyan (2013), Akkuzu and Akçay (2011), Ary et al (2018), Ayalew, Mikre and Tefera (2016), Baş (2010), Bayley (1955), Bechtel, Abrahamsen and Graham (2017), Benedek et al (2014), Binet and Simon (1916) and Binet and Simon (1961).…”

The Effect of Multiple Intelligences on Academic Achievement: A Meta-Analytic and Thematic Study

“…There are a number of studies showing that schools' widespread use of MIT as a learning and teaching model, across many different disciplines produces successful results (Akkuzu & Akçay, 2011;Chan, 2007;Furnham, 2001;Stanciu, Orban, & Bocoş, 2011). When the literature review of these studies and the research results are examined, it can be seen that MIT presents a wide range of models and helps teachers reach more students in their class by providing a variety of methods.…”

Tangible user interface design for learners with different multiple intelligence

“…The first fold was to incorporate the MI theory into the design and development of teaching and learning activities for primary school learners. Research goals were to develop activities suitable for each MI type, to develop learners' skills, and to examine learners' ability to perform learning activities [10,11,[18][19][20][21][22][23][24]. The second fold was to develop models and procedures for learning activities based on the principle of MI.…”