Hide/Show Apps

The effect of multiple intelligences based instruction on 9th graders chemistry achievement and attitudes toward science

Bilgin (Köken), Elmas
The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students’ understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eight 9th grade classes of Genç Osman High School randomly. The students are at the ages between 14 and 16. The group which was assigned as experimental group was instructed by multiple intelligences theory based instruction (MITBI) whereas the other group was traditionally instructed. This experimental study took a period of three weeks. To determine the effectives of multiple intelligences based instruction over traditional science instruction, an achievement test about chemical bonding concept which consisted of 25 items were administered and an attitude scale toward chemistry developed by Geban et al., was applied. Science Process Skill Test was administered to investigate the relationship between the students’ science process skills and their achievement. For the statistical analysis, t-test, and Analysis of Covariance (ANCOVA) were used. The results showed that students who were instructed by multiple intelligences theory based instruction were achieved higher than the ones which were instructed by the traditional science instruction about chemical bonding concept. There was also a significant difference between the students instructed with Multiple Intelligences Theory Based Instruction (MITBI) and the students instructed with traditional science instruction (TSI) with respect to the attitudes of students toward chemistry. There was no significant difference between the attitudes and achievement of female students and that of male students. Students’ science process skills had no greater contribution to their success.