The Effect of Multiple Intelligences-Based Instruction on Learning Motivation and Learning Achievement in Science Courses

Abstract

of the study show that, after implementing MI-based instruction, the students in the experimental group significantly outperformed those in the control group in terms of science learning motivation, science learning value, and active learning strategies, while the students with low learning achievement showing an improvement in their learning attitude that allowed them to develop a positive learning attitude toward biology classes and raised their class participation and preference for biology classes.