The effects of the cooperative learning method supported by multiple intelligence theory on Turkish elementary students' mathematics achievement


Işık D., TARIM K.

ASIA PACIFIC EDUCATION REVIEW, cilt.10, ss.465-474, 2009 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 10 Konu: 4
  • Basım Tarihi: 2009
  • Doi Numarası: 10.1007/s12564-009-9049-5
  • Dergi Adı: ASIA PACIFIC EDUCATION REVIEW
  • Sayfa Sayısı: ss.465-474

Özet

In the present experimental study, the effects of the cooperative learning method supported by multiple intelligence theory (CLMI) on elementary school fourth grade students' academic achievement and retention towards the mathematics course were investigated. The participants of the study were 150 students who were divided into two experimental (used CLMI) and two control groups (used traditional method). "Mathematics Achievement Test," "Teele Inventory for Multiple Intelligences" and "Personal Information Form" were used as the measurement instruments of the study. The findings of this research have indicated that CLMI has a more significant effect on academic achievement than the traditional method. Yet, regarding the retention scores, CLMI has not significant effect on retention.

In the present experimental study, the effects of the cooperative learning method supported by multiple intelligence theory (CLMI) on elementary school fourth grade students’ academic achievement and retention towards the mathematics course were investigated. The participants of the study were 150 students who were divided into two experimental (used CLMI) and two control groups (used traditional method). “Mathematics Achievement Test,” “Teele Inventory for Multiple Intelligences” and “Personal Information Form” were used as the measurement instruments of the study. The findings of this research have indicated that CLMI has a more significant effect on academic achievement than the traditional method. Yet, regarding the retention scores, CLMI has not significant effect on retention