The Effects of Multiple Intelligence Approach in Project Based Learning on Mathematics Achievement
 
Abstract

Problem of the study: Especially mathematics and of course other theoretical sciences are often taught purely using the traditional lecture format, which causes passivity and isolation of students. This paper advocates the use of certain alternative teaching methods, including project based leaning and multiple intelligence approach. The emphasis throughout is on getting students to participate more, to interact more, and to broaden their perspective.

Purpose and significance: The purpose of this research is to determine the effects of multiple intelligence approach in project based learning on the students’ mathematics achievements.

Method: The research was an experimental study designed according to pretest-posttest design with control group. The experimental study was conducted at two primary schools in the Fatih district of İstanbul in the spring semester of 2006–2007 education years. A total of 144 students of 6th classes of these schools participated.

While students in the experimental groups were learning mathematics with project based learning, the control group students learned mathematics with traditional methods. In the first experimental group the project topics were assigned according to intelligences which the students’ maximum points in multiple intelligence quizzes, in the second experimental group, the project topics were assigned according to ones which the students’ minimum points in multiple intelligence quizzes.

The data were gathered through a mathematics achievement test and a multiple intelligence quiz. The gathered data were analyzed descriptively and then the findings were determined and evaluated based on the research questions.

Results: At the end of the study, it was found that there was no statistically important effect of multiple intelligence approach in project based learning applied in mathematics lesson on the students’ mathematics achievements. On the other hand, it was also seen that project based learning applied according to multiple intelligences has positive effect on the students’ achievement.

Discussion and Conclusions: Although at the end of the study there was no statistically important effect of multiple intelligence approach in project based learning applied, it is important findings that while the students in the first experimental group that the project topics were assigned according to intelligences which the students’ maximum points in multiple intelligence quizzes were found statistically more successful according to the students in the control group, the students in the second experimental group that the project topics were assigned according to intelligences which the students’ minimum points in multiple intelligence quizzes were not found statistically more successful. According to this result, using two alternative learning approaches together supplies higher success.

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