The effect of activities based on The Multiple Intelligences Theory on student achievement and permanency in life science class

ABSTRACT In this research the effect of The Multiple Intelligences Theory activities in Hayat Bilgisi (Life Science) class on the student achievement and permanency is tried to be determined. Emprical method was used in this research. Before teaching, a pre-test; after teaching, a post test and a month after teaching, a permanency test was applied to the groups. By the help of pre and post tests, achievement; by the help of permanency test, permanency degrees were tried to be determined. In the research, "Vehicles and Traffic" unit of Life Knowledge lesson in primary school second class degree was studied. The research is done on the two classes; Ankara Beypazarı Altay Primary school 2-A class and the same town Çayırlı Primary School 2-A pre test results of which are bale. As the experiment group, Altay Primary School 2-A class, as the control group, Çayırlı Primary School 2-A class were chosen. For the experiment group methods based on The Multiple Intelligences Theory was used in teaching. For the control group, traditional approach was used. When the results were analysed; Post test data averages of experiment and control groups were analysed and it is realised that there is a quite meaningful difference in favour of experiment group. Pre test and post test average points of the experiment group were analysed and a quite meaningful difference is determined. So it is realised that teaching with the methods based on The Multiple Intelligences Theory has a positive effect on student achievement. Control group's pre test and post test results were analysed and a meaningful difference was found between them. The difference between results of experiment group's pre and post tests is higher. In this case it can be said that the experiment group is more successful.Achievement points of both groups are analysed and a meaningful difference was found in favour of experiment group. So it is evident that teaching with the methods based on the Multiple Intelligences Theory has a positive effect on student achievement. When permanency points were analysed a meaningful difference in favour of experiment group was not found. When post test and permanency test results of the groups were compared, there is not a meaningful difference between post test and permanency test points of experiment group. So it is possible to say that teaching with the methods based on The Multiple Intelligences Theory obtains permanent learning. Also there is not a meaningful differeOnce between post and permanency test points of control group. So it can be claimed that teaching with traditional methods also obtains permanent learning. Consequently, it can be claimed that teaching by considering different intelligences, has a positive effect on teaching "Vehicles and Traffic" unit in Life Science lesson. VI