مرکز منطقه ای اطلاع رساني علوم و فناوري - ANALYZE OF EFFECT OF LEARNING METHOD BASED ON THE MULTIPLE INTELLIGENCE THEORY ON PERMANENCE OF STUDENTS ACADEMIC SUCCESS AND INFORMATION WITH REGARDS TO MOTİVATIONAL STYLE

Abstract :

The objective of this study is to determine the effect of the transaction between the learning method based on the Multiple Intelligence Theory and motivational styles on students’ attitudes towards their biology course, their academic success their knowledge. In the study, the experimental study design was used and the pretest-protest control group model was used as a quasi-experimental model. The study was conducted with 300 students attending ninth grade in a high school situated in Ağrı during the school year 2010-2011. Classes on the Classification of Living Creatures and Biological Diversity were taught using the learning method based on the Multiple Intelligence Theory in the experimental group and by using the traditional learning method in the control group. The implementation process of the study was realized during a total of 30 course hours in 15 weeks. The personal information questionnaire applied in normalizing, the biology attitude scale, the biology success test and the motivational styles questionnaire were used as data collection tools in this investigation. Data were collected by applying a biology attitude scale and success test at the beginning and end of the investigation. The following results were obtained from this study: The common effect of the method and motivational style implemented on learning is not significant. The common impact of the group and motivational style does not have a significant impact on the attitude score. In all motivational styles, the averages of the success scores of the experimental group are higher than those belonging to the control group. In the experimental group in which the learning method based on the multiple intelligence theory was implemented, the highest average of the success score was in the cooperative motivational style, while the lowest was in the participation motivational style. In the control group in which the traditional learning method was implemented, while the highest success score belonged to the investigation motivational style, the lowest average of the success score was observed in those who had a communication motivational style.