The effects of manners of informing families about multiple intelligence and assignments of the students in to the different dominant intelligence groups on students’ project success and attitude in life studies lesson

ABSTRACT THE EFFECTS OF MANNERS OF INFORMING FAMILIES ABOUT MULTIPLE INTELLIGENCE AND ASSIGNMENTS OF THE STUDENTS IN TO THE DIFFERENT DOMINANT INTELLIGENCE GROUPS ON STUDENTS? PROJECT SUCCESS AND ATTITUDE IN LIFE STUDIES LESSON By Mustafa BEKTAŞ Ph. Thesis Submitted to Department of Elementary Education, Primary School Teachers Education Program Supervisor: Assistant Prof. Dr. Bahri ATA September - 2007 The purpose of this research is to identify effects of assignment of the third grades life studies students in heterogeneous and homogeneous dominant intelligence groups and the manners of informing families about multiple intelligence on students? project success and attitude. This research is planned and executed as appropriate to the 2x2 factorial model with two factor through the experimental models. First factor is ?assignment of the students to the project groups with respect to the dominant intelligence area? and the second factor is ?manners of informing families about multiple intelligence?. Families are informed in two ways about multiple intelligence. The first is ?informing with printed material? which is executed with the delivering printed materials to the families and the second is verbal informing which is executed by inviting families to the class for presenting verbally the same content supporting with presentations. Assignment of the students to the project groups with respect to the dominant intelligence area. The first is assignment of the students to homogenous groups who have the same dominant intelligence area and the second is the assignment of students to heterogeneous groups whose have the different intelligence areas. The subjects of study consisted of 24 students who are elected by considering to their dominant intelligence areas, in 3/A and 3/B class students from Orhangazi Elementary School in the Kızılcahamam district of Ankara in 2006-2007 education year. vi In this research, it was found that there were no statically significant differences between students in homogeneous group and students in heterogeneous group about their project success and pre/post attitude of life studies lesson in the third grade of life studies lesson. However, students? project success whose families were informed verbally about multiple intelligence theory was found statically significant higher than whose families were informed by printed material. In addition, there were no significant differences in students? post attitude to the life studies lesson which is organized according to the their pre attitude. As a result, it is founded that homogeneous groups are as effective as heterogeneous groups in classifying dominant intelligence groups.