The impact of learning activities based on the multiple intelligence theory on the student success: The cell division

This study aimed to explore the impact of learning activities based on the Multiple Intelligence Theory on the success of ninth grade students on the cell divisions subject. An experimental study, in which a pre-test, a post-test and control group design were used, was conducted with two classrooms at Kılıçarslan High School located in Çankaya, Ankara. While biology courses have been taught by using traditional learning methods in the control group, the learning activities based on the Multiple Intelligence Theory were used in the treatment group. At the beginning of the study, the Multiple Intelligence Inventory was administered to the students both in control group and in treatment group to determine intelligence profiles of the students. The Cell Divisions Test was administered to the students in the control and treatment group as a pre-test. The scores from the pre-test were statistically analyzed. The pre-test results showed that, at the beginning of the study, there was no difference between treatment and control groups regarding to students? pre-knowledge on the cell divisions subject. The students in the treatment group were sub-grouped through their developed intelligence dimensions and different multiple intelligence activities were applied. At the end of the study, the Cell Divisions Test was administered to the treatment and control groups as a post-test. Data gathered from this study have been analyzed by using SPSS program (Statistical Package for Social Sciences). Obtained results showed that there was a statistically significant difference between the mean score of students? pre and post tests both in treatment group, which multiple intelligence teaching approach was used, and the control group, which traditional teaching approach was used. In this study, the mean score of the post test for the treatment group was compared with the mean score of the post test in the control group. The results of the study showed that the mean score of the post test in the treatment group was higher than that of the post test in the control group. In other word, treatment-group students, who learned the iv cell divisions subject through learning activities based on the Multiple Intelligence Theory, were more successful than control-group students.