The effects of multiple intelligence theory based activities on the level of learning of modern genetic applications

This study was conducted to investigate the effects of modern genetics practices, enriched with multiple intelligence theory activities, on students' academic achievement and attitudes. The study was carried out with the participation of 63 students (Experimental: 42, Control: 21) studying in a state school in Silvan, a province of Diyarbakir. The data was collected through modern genetic achievement test and the biotechnology attitude scale. The data was analysed by using SPSS package program. Different criteria were used in the analysis such aspercentage, frequency, mean, independent sample t-Tests and dependent sample t-Tests. The findings revealed that there was a significantdifference in academic achievement in favour of experimental group students who were taught in a learning environment that included multiple intelligence theory-based activities. There was notany statistically significant difference between the experimental and control groups in terms of attitudes. Likewise, gender was not a significant factor when the groups were compared.