The effect of teaching method depending on the multiple intelligence theory in visual art lessons on the success and the sustainability of the learnt information of the 7th grade students

The aim of this study is to investigate the effect of teaching method based on Multiple Intelligence Theory on 7th grade primary school students in visual art lessons.The study group consists of 60 7th grade students from Malatya Fatih Primary School. In the study, pre-test post-test experiment and post-test pattern was used.A success test consisting of 10 questions in the form of pre-test and post-test was given to the students. The grades from the post-test at the end of the 6 weeks experimental period one-lesson (1 x 45) hour each week were analyzed by SPPS-package program in groups by t-test and ANCOVA. The level of significance of the teaching method based on multiple intelligence theory was found to be 0.05.When the last test academic success grades of students compared between the lectures carried out according to multiple intelligence theory and the lecture carried out in traditional method; a significant difference was found out.When the retainment of the knowledge compared between environments applying multiple intelligence theory and traditional methods; there was also difference.When the retainment of the knowledge compared with respect to the last test grades of the students between multiple intelligence theory and traditional methods; there was also a significant difference.In the end of the conducted t-test it was found out that the teaching method based on multiple intelligence theory has statistically significant at the level of 0.05.Key words: Multiple Intelligence Theory, Intelligence, Visual Art Training,Traditional Training.