Teaching Strategies Based on Multiple Intelligences Theory among Science and Mathematics Secondary School Teachers

Sulaiman, Tajularipin; Abdurahman, Abdul Raub; Rahim, Suzieleez Syrene Abdul

doi:10.1016/j.sbspro.2010.12.070

Cited by 32 publications

(15 citation statements)

References 11 publications

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“…At this point, the results of the study also show consistency with those that were not included in the analysis. The excluded studies can be listed as follows: the MA theses on a national level (Çakan, 2006;Moradaoğlu, 2006;Taşezen, 2005;Türkuzan, 2004); PhD dissertation (Bümen, 2001); articles (Azar, Presley, & Balkaya, 2006); conference/congress (Kıray & Göktaylar, 2004), and a variety of studies on an international level (Kuo, Maker, Su, & Hu, 2010;Sulaiman, Abdurahman, & Rahim, 2010;Zhao, Zhang, & Vance, 2013). For this reason, the results for the meta-analytic study concerning students' academic achievement can be said to be quite consistent with the related literature.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

The Effect of Multiple Intelligences on Academic Achievement: A Meta-Analytic and Thematic Study

2017

EDUC SCI-THEOR PRACT

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Citation: Batdı, V. (2017). The effect of multiple intelligences on academic achievement: A meta-analytic and thematic study. AbstractIn this study, the effect of multiple intelligence theory (MIT) on the academic achievement was examined in the context of a multi-complementary approach (McA). It aimed to reach pre-complementary information by using meta-analytical and thematic examinations based on document analysis in the first stage of McA, which consists of using different analysis programs and of three basic stages. 63 studies examining the effect of the MIT were selected for meta-analytical research. Comprehensive Meta-Analysis and MetaWin programs were used for data analysis. In order to support the meta-analysis, a qualitative dimension including a detailed examination of the thematic aspects of the data was added to the first stage. The data was analyzed via the QSR-Nvivo-8.0 program in accordance with the case study design. In the second stage of the McA, an experimental dimension and the thematic analysis based on students' views were conducted. The working group was selected from 12th grade high school students and the data obtained from them was considered to be post-complementary information. The process of combining the data in two stages was done in order to reach complementary information in the synthesis stage. The McA is expected to contribute to the extent and reliability of the research.

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Section: Conclusion and Discussionmentioning

confidence: 99%

The Effect of Multiple Intelligences on Academic Achievement: A Meta-Analytic and Thematic Study

2017

EDUC SCI-THEOR PRACT

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“…The use of MIT inside the academic field as a teaching path for enhancing student's capabilities have been previously reported in some published papers with general purposes (Armstrong, 2009;Akkuzu & Akçy, 2011) or particular ones, that is, focusing the science and mathematics education (Sulaiman, Abdurahman & Rahim, 2010;Karamikabir, 2012).…”

Section: Perception Of a Challenging Environment Etc An Emotion Depmentioning

confidence: 95%

Teaching technology: From knowing to feeling enhancing emotional and content acquisition performance through Gardner’s Multiple Intelligences Theory in technology and design lessons

Sánchez‐Martín

Alvarez-Gragera

Dávila-Acedo

et al. 2017

J. Technol. Sci. Educ.

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Gardner's Multiple Intelligences Theory (MIT) can be a cognitive and emotional improvement if is taken into account in the standard development of the Technology lessons. This work presents a preliminary evaluation of the performance enhancement in two concomitant aspects: contents acquisition and emotional yield. The study was made on up to 150 students with ages of 12-13 years old. The control group was submitted to traditional transmission-reception lessons, whereas the experimental one was submitted to novel educational techniques that included specific activities which took into account the different intelligences styles (IS) inside the classroom. The results clearly depicted that both studied variables underwent a statistical significant enhancement through the application of the MIT-based educational method.

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“…at elementary education (Stanford 2003;Sharifi 2008;Kelly and Tangney 2006), and the impact on mathematics (Isik and Tarum 2009;Sulaiman et al 2010), science (Goodnough 2001) and e-learning (Krishnasamy et al 2003). at elementary education (Stanford 2003;Sharifi 2008;Kelly and Tangney 2006), and the impact on mathematics (Isik and Tarum 2009;Sulaiman et al 2010), science (Goodnough 2001) and e-learning (Krishnasamy et al 2003).…”

Section: Resultsmentioning

confidence: 99%

Assessment for Learning Within and Beyond the Classroom

2016

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Teaching Strategies Based on Multiple Intelligences Theory among Science and Mathematics Secondary School Teachers

Cited by 32 publications

References 11 publications

The Effect of Multiple Intelligences on Academic Achievement: A Meta-Analytic and Thematic Study

The Effect of Multiple Intelligences on Academic Achievement: A Meta-Analytic and Thematic Study

Teaching technology: From knowing to feeling enhancing emotional and content acquisition performance through Gardner’s Multiple Intelligences Theory in technology and design lessons

Assessment for Learning Within and Beyond the Classroom

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