Effect of multiple intelligences based instruction on tenth grade students acedemical achievement, attitude towards biology and permanance of instruction

Ill ABSTRACT EFFECT OF MULTIPLE INTELLIGENCES BASED INSTRUCTION ON TENTH GRADE STUDENT'S ACADEMICAL ACHIEVEMENT, ATTITUDE TOWARDS BIOLOGY AND PERMANANCE OF INSTRUCTION (M. Sc. Thesis) Mustafa Serdar KOKSAL GAZI UNIVERSITY INSTITUTE OF EDUCATIONAL SCIENCES August-2005 The purpose of this study was to investigate the effect of multiple intelligence based biology education upon the academic success of the students, their attitudes towards the course and the permanence of the education compared to the classical approach. The space of the study was the students studying in two different science classes in Atatürk Anatolian High school in 2004 -2005 academic year. The major reasons for choice of this particular school were its High School Entrance (LGS) scores and the willingness of the teachers observed in the mutual dialogues. The classes were selected according to the biology grades and the opinions of the teachers. The classes were arbitrarily chosen as the "control" and "experimental" groups. Both groups were consisted of 25 students.The study took 8 weeks, fourIV weeks for the education, two weeks for the application of the pre- and the final -tests, and two weeks for the application of the permanence test. The experimental groups was taught " the respiratory systems" based on Multiple Intelligence Theory (MIT) while the control group was educated with the use of the traditional approach. The applications were carried out together with the classroom teachers. The data were collected with Multiple Intelligence Inventory, Respiratory Systems Test, Biology attitude Scale, Constructed Observation Form and Research Control Form. Among the numerical data obtained the ones related to the success, attitude and the permanence of the education were analysed with the use of SPSS program. Other data were evaluated with the content analysis. The statistical evaluations were carried out with t- test and MANCOVA method for the independent variables. The results obtained were evaluated at.05 significance level for both methods. The study revealed that the multiple intelligence based education has a statistically significant effect upon the success rates of the students and the permanence of the education compared to the classical approach while it was observed to have no significant effect on the attitudes of the students towards the course.