The effect of the whole brain approach and multiple intelligent theory based education on the first class students of primary schools

ABSTRACT The goal of this research, within the period in which the first grade students aim to learn reading and writing with attached italic writing, was to determine if there are any differences in the reading and writing skills between students on which a learning approach of the complete brain is applied and between students on which an education that is based on Multiple Intelligence Theory is applied. An answer for the following issues has been sought: According to this goal is there a difference on education between of Whole Brain Approach and the Multiple Intelligence Theory of first grade students who attain reading and writing? And does the sex factor affect the attainment points of the students during education. The research was carried out with a Last Test Control Group pattern on a total of 46 test persons of which 22 people were in the experiment group and 24 were in the control group. The test persons of the research were selected from first grade students of the Private Maya Primary School that is founded within the Ankara Provinz and the Çankaya administrative province border. Appropriate activities for the 4 quarters of the thinking brain have been prepared for the students who participated in the experiment. Because of this 100 hours of lessons have been carried out with the Whole Brain Approach. In the control group an education of reading and writing that is based on the Multiple Intelligence Theory has been carried out. At the end of the experimental work in order to find answers for the 3 sub problems a test that is about reading and writing that consists of two sections and of 17 questions has been applied to both groups. At the end of the test the dominant brain profiles of the experiment and control groups have been drawn and with the help of the SPSS 10.0 package program it has been determined if there are anyVI differences between the reading and writing and the affect of sexuality. If we look at the difference between the averages of data, we can realize that the data have undergone analyzes of the independent t Test and the Mann Whitney U Test. The results of the research can be summarized as follows: 1. Students who make their lessons with the Whole Brain Approach are more successful in reading than students who make their lessons with the Multiple Intelligence Theory. 2. Students who make their lessons with the Whole Brain Approach are more successful in writing than students who make their lessons with the Multiple Intelligence Theory. 3. There is no meaningful difference between the two methods and sexuality. And between the sexuality and the attainment points of the last test of the group that takes lessons with the Whole Brain Approach. Also there is no meaningful difference between the sexuality and the attainment points of the last test of the group that takes lessons with the Multiple Intelligence Theory. According to the results it has been acknowledged that sexuality is not an important factor of the reading and writing skills of the students.