The Effect of Multiple Intelligence Theory on Students’ Academic Success in The Subject of Geometric Shapes in Elementary School

Gülşah Batdal Karaduman, Halime Cihan

Abstract


The aim of the research is to investigate whether "Teaching Mathematics for the 2nd grade of elementary school in an appropriate way for the theory of multiple intelligences on geometric subjects" has any impact on students’ academic achievement or not. The research is an experimental study and it was conducted with the students of the 2nd grade class in a primary school in Küçükçekmece province of Istanbul in 2016-2017 education year. A total of 60 students participated in the research, 30 in the experimental group and 30 in the control group. In the control group, while the subject "geometric objects" was taught using traditional methods, the same subject in the experimental group was taught by curriculums prepared in accordance with the Multiple Intelligence Theory. The study lasted for 4 weeks together with the applications of test development, pre-test, post-test and course work. The application was performed by researchers. The data obtained from the application were evaluated in the SPSS 22 Program. As a result of the evaluations made, it was concluded that the lesson which was taught by using the curriculums prepared according to the Multiple Intelligences Theory had a more positive effect on student achievement compared to the lesson which was taught using traditional methods.

Keywords: Multiple Intelligence Theory, Mathematics, Geometry, Academic Achievement


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DOI: https://doi.org/10.5430/ijhe.v7n2p227

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International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online)

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