Effect of Multiple Intelligences-Based Teaching on Secondary School Students' Learning Attainments
DOI:
https://doi.org/10.62997/psi.2025a-41056Keywords:
Multiple Intelligences, Traditional Teaching, 10th Grade Students, Learning AttainmentsAbstract
The main objectives of this experimental research study were to examine and compare the effects of multiple intelligence-based instructions (MIBI) and traditional-based instruction (TBI) on students' learning attainments. The research was carried out by applying a pretest-posttest controlled group design on 10th-grade students. A self-developed test comprising 25 items was given to both groups of students prior to and after the intervention. In order to analyze the study data statistically, independent and paired sample t-tests were utilized. The study found that multiple intelligences-based instruction groups outperformed traditional group students. It is recommended that teachers should plan personalized learning design that caters to their students' unique intelligences. Teachers may work with individual students to identify their strengths and challenges across students' different intelligences. To ensure that many intelligences are covered throughout the curriculum, teachers can work together with colleagues in different subject areas to include a variety of activities and assessments that suit different intelligences.
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