The effects of cooperative learning method supportedby multiple intelligence theory on elementary school fifth grade students' academic achievement, self-esteem and retention

In the present experimental study, the effects of cooperative learning methodsupported by multiple intelligence theory on elementary school fifth grade students?academic achievement, self-esteem and retention were investigatedThe study, which lasted sixteen consecutive weeks, was carried out at two publicelementary school in the district of Yüreğir-Adana in 2005-2006 academic year. Theparticipants of the study were 72 students that They were divided in a experimentalgroup and a control group.For the purpose of this study, the experimantal group was instructed usingcooperative learning method supported by multiple intelligence theory, whereas thecontrol goup was instructured utilizing the traditional teacher oriented method.The measurement instruments fort the study were used mathematicsachievement test and self-esteem scale. Mathematic achievement test was used aspretest, posttest and retention test to the experimantal and control group. Self-esteemscale was used to determine students? self-esteem. Further more prior to the studymultiple intelligence tendency identification scale was administered to all of theparticipant. At the end of instruction, ?Interview Form? was used for getting opinionsabout cooperative learning method supported by multiple intelligence theoryinstructional teaching. Data were proccesed by using covariance analysis. For interviewdata, content analysis technique were used.Findings indicated that cooperative learning method supported by multipleintelligence theory instructional teaching has a significant effect on academicachievement and retention but not significant effect on self-esteem. Analysis ofinterview data were revealed that, students felt that this instruction is much morebenefical than traditional instruction.