The effects of teaching the subject of human`s support and movement system on the student`s success based on multiple intelligence theory at high education

In this study, schedules that are prepared according to Multiple Intelligence Theory (MIT) areused to search if these schedules are effective or not on the academic success of students.The research was experimental. It was performed in the first term of 2005-2006 educationalyear at Afyon Süleyman Demirel Fen Lisesi and Afyon Lisesi among the students who were in the 10thclass for two weeks. In ASDFL two classes including 24 students and in AL two classes including20 students were chosen randomly. One of these classes determined as the experiment group and theother one determined as the control group in both schools. ?Support and Movement System ofHuman? was given classically to the control group. However, it was given to the experiment groupfollowing a plan based on MIT.A pre-test was applied to the students who participated in the research and tested how muchknowledge they had about the subject and if they were equal in knowledge . After that the subjectwas told to the students according to MI based schedule and based classic teaching techniques . Afterthe subject was learnt by the both groups, a last test was applied. The comparison of the academicsuccess of the students was performed with the independent t- test .After the analysis, the results summarized according to 0.05 level of significance. There ismeaningful difference between the two methods according to the academic success of the students.The MIT is useful to the academic success of the students.In both schools, after the lessons, student achievements among the experimental groups whichinstructed based on MIT, comparisoned by using the independent t- test. According to the results ofthe analysis, student achievements after the instruction based on MIT isn?t related with school species.Key Words: Multiple Intelligenge Theory, traditional education, individual differences.