Contact us
[email protected] | |
3275638434 | |
Paper Publishing WeChat |
Useful Links
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Yi-Chen Chang, Jeng-Fung Hung
Full-Text PDF XML 607 Views
DOI:10.17265/2161-6248/2018.08.001
Affiliation(s)
National Kaohsiung Normal University, Kaohsiung, Taiwan
ABSTRACT
The purpose of this study was
to understand the effect of implementing multiple intelligence (MI)-based instruction on the science learning
motivation and learning achievement of 7th grade junior high students. This quasi-experimental
research study utilized questionnaires and tests of science learning motivation
and learning achievement, and examined collected data through use of the statistical
package for the social sciences (SPSS). An analysis of covariance (ANCOVA) and a t-test were performed in order to explore the differences between the science
learning motivations and learning achievements of the experimental group (N = 39), who were subjected
to teaching based on MI theory, and the control group (N = 36), who were subjected
to traditional lectures. The results of the study show that, after implementing
MI-based instruction, the
students in the experimental group significantly outperformed those in the control
group in terms of science learning motivation, science learning value, and active
learning strategies, while the students with low learning achievement showing an
improvement in their learning attitude that allowed them to develop a positive learning
attitude toward biology classes and raised their class participation and preference
for biology classes.
KEYWORDS
multiple intelligences (MI), learning motivation, learning achievement
Cite this paper
References