The effect of education based on multiple intelligences theory on 7th grade students' mathematics achievement, attitudes and the permanence of knowledge

In this research, it is aimed to examine the effect of education which is related with multiple intelligence theory on 7th grade students' math achievements, attitude and persistence of information. The effect of math achievements of students' gender, preschool education differences, parents' education level, social economic situations and first term average of school report are also searched. The study was designed according to the pretest-posttest control group semi-trial model. This research was conducted with 76 students, who are 7th grade students at two different classes, at a public school in Batman in 2019-2020 spring academic year. As a data collection tool, multiple intelligence inventory, mathematics achievement test, mathematics attitude scale, readiness test and personal information form were used. Before we started the study, readiness test, mathematic achievement test and mathematic attitude scale were applied for two class. According to statistical analysis, these two class are equivalent to each other. One of these two class was experiment group, the other one was control group and this selection was determined at randomly. End of the study, mathematic achievement test and attitude test was reapplied for two these classes. In addition, six weeks after the end of the study, the mathematics achievement test was reapplied as a retention test. While the subjects of "Ratio-Proportion and Percentages" in the experimental group were taught with the teaching plans based on the Theory of Multiple Intelligences, in the control group they were taught with the current curriculum. The application part of the research continued for seven weeks. Independent samples t-test, Paired sample t-test and one-way ANOVA have been used on data analysis. As a result of the research, it was determined that teaching based on Multiple Intelligence Theory increased students' mathematics achievement, mathematics attitudes and retention of knowledge more than the current teaching method. In addition, any significant difference was found between students 'gender, preschool education status, parents' educational status and socio-economic status and their mathematics achievement. However, a significant difference was found between students' first semester reports score averages and their mathematics achievements. According to results, suggestions were made to new researchers and teachers. It is hoped that the research has contributed to previous studies and will also shed light on future studies.