The Effects of Activities Based on the Multiple Intelligence Theory of Students' Conceptual Learning and Their Retention: A Case of Circle and Cylinder

Autor/inn/en	Gurbuz, Ramazan; Birgin, Osman; Catlioglu, Hakan
Titel	The Effects of Activities Based on the Multiple Intelligence Theory of Students' Conceptual Learning and Their Retention: A Case of Circle and Cylinder
Quelle	9 (2014) 1, S.197-205 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Middle School Students; Grade 7; Multiple Intelligences; Concept Formation; Retention (Psychology); Learning Theories; Geometric Concepts; Mathematics Instruction; Quasiexperimental Design; Control Groups; Experimental Groups; Pretests Posttests; Statistical Analysis; Mathematics Tests; Scores; Learning Processes; Teaching Methods; Comparative Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Intelligenz (Psy); Concept learning; Begriffsbildung; Merkfähigkeit; Learning theory; Lerntheorie; Elementare Geometrie; Mathematics lessons; Mathematikunterricht; Statistische Analyse; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	The purpose of this study was to investigate the effect of activities based on the Multiple Intelligence Theory (MIT) of seventh grade students' conceptual learning and their retention in two consecutive subjects, namely "The Circumference and the Area of a Circle" and "The Surface Area of the Vertical Cylinder". The quasi-experimental research was conducted using 48 seventh grade students (24 for each group-control and experimental). The experimental groups were exposed to instruction based on the MIT activities whereas the control groups were exposed to traditional instruction. A Conceptual Learning Test (CLT) consisted of 10 open-ended questions which were administered to both groups as a pre-test, post-test and retained test. A 2x3 (group x time) repeated measures ANOVA was performed to determine the significant differences in the test scores. Results showed that instruction based on the MIT had a more significant effect on 7th grade students' conceptual learning and their retention than traditional mathematics instruction. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01