The Effects of cooperative learning method based on multiple intelligence theory on success, attitudes, learning strategies and multiple intelligence domains in teaching Turkish to 4th grade of primary

The aim of this research was to reveal the effects of cooperative learning methodbased on multiple intelligence theory on success, attitudes, learning strategies and multipleintelligence domains in Turkish classes.In the research, pre test and post test design with control group was employed. Theresearch involving 178 pupils was performed with 3 experiment groups and 1 control groupin the 4th grade Turkish classes within the 2005-2006 educational year. In one of theexperiment groups, the cooperative learning method based on Multiple Intelligence Theorywas applied, in the second experiment group cooperative learning method in the thirdexperiment group, learning based on multiple intelligence theory and in the control group,2005-2006 Turkish Curriculum were applied. The research was conducted in Izmir lasted for14 weeks at primary school in Buca. The data of the research were collected with ?ReadingComprehension Success Tests, The Scale of Attitude Concerning Reading, The Scale ofReading Comprehension Strategies and The Scale of Multiple Intelligence for Children.? Inorder to analyze the data, arithmetic mean, standard deviation, t-test, variance analysis(ANOVA), covariance analysis (ANCOVA), Bonferonni and Scheffé test were used.The research revealed the following findings : 1. In terms of reading comprehensionsuccess, both cooperative learning method and cooperative learning method based onMultiple Intelligence Theory were more effective than the 2005-2006 Turkish Curriculum. 2.As for the development of attitude towards reading, the learning method based on MultipleIntelligence Theory was more effective than cooperative learning method based on multipleintelligence theory, cooperative learning and the 2005-2006 Turkish Curriculum. 3. Indeveloping the use of reading comprehension strategies, both cooperative learning based onMultiple Intelligence Theory and cooperative learning were more effective than 2005-2006Turkish Curriculum. 4. Results of the research were the observation that there weremeaningful differences in favour of the activation of Verbal-Linguistic Intelligence, Visual-Spatial Intelligence, Bodily- Kinaesthetic Intelligence, and Intrapersonal Intelligencedomains.Key Word: Teaching Turkish, Multiple Intelligence, Attitude, Cooperative Learning,Learning Strategies, Primary School.