The Effect of a Teaching Strategy based on the Theory of Multiple Intelligence on the Achievement of Fifth Stage Primary Pupils in General Sciences and the Extent of Retaining It

I. Abdalla, Samaa; B. Ismael, Azhar

	The Effect of a Teaching Strategy based on the Theory of Multiple Intelligence on the Achievement of Fifth Stage Primary Pupils in General Sciences and the Extent of Retaining It
Al-Fatih journal
Article 1, Volume 11, Issue 62, 2015, Pages 283-313
Authors
Samaa I. Abdalla; Azhar B. Ismael
Abstract
The present scale in our schools nowadays is based on knowledge as it was in the past, this notion is what the theory of multiple intelligence tries to change as is clarified in the current paper. This is to be gained via identifying the effect of a teaching strategy based on the theory of multiple intelligence on the achievement of fifth stage primary pupils in general sciences and the extent of retaining it. The study is limited to pupils in the fifth primary stage. The sample of the study is 59 pupils who are distributed to 30 pupils in the experimental group, and 29 pupils in the controlling group. The two groups are matched in terms of the following variables (Raven Intelligence Test, previous information in sciences, academic achievement in sciences in the fourth stage and parents' academic qualifications). So as to measure the students' level, the researchers has conducted an achievement post-test compromising of 30 multiple choice items distributed on the first three levels of Bloom's Taxonomy in the cognitive field (knowledge, comprehension, application). Upon finishing the study experiment which lasted for seven weeks, the achievement post-test is applied, after 18 years the retention test is applied, results are then statistically processed by means of the T-test for two independent samples. The following results are identified: 1. The experimental group pupils who are taught sciences according to the theory of multiple intelligence surpassed those in the controlling group who are taught according to the traditional method in the achievement test. 2. The experimental group pupils who are taught according to the theory of multiple intelligence clearly outmatched those in the controlling group who are taught according to the traditional method in the information retention test. In light of the identified conclusions, the researchers recommend researchers in the ministries of Education and Higher Education to benefit of this strategy in setting new prospectuses and in publishing text books as well as teachers and students activity books. Moreover, the researchers proposed a number of suggestions.
Keywords
Multiple Intelligence

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