THE EFFECT OF MULTIPLE INTELLIGENCE THEORY SUPPORTED BY COOPERATIVE LEARNING METHOD ON ACHIEVEMENT IN TEACHING GEOGRAPHY CURRICULUM


ILGAR R. , BABACAN S.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, ss.212-224, 2012 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: Konu: 42
  • Basım Tarihi: 2012
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Sayfa Sayıları: ss.212-224

Özet

The purpose of the research is to find out the difference of multiple intelligence theory assisted by cooperative learning method from traditional teaching method and show its effect on achievement. The practice study has been carried out at Vali Fahrettin Akkutlu Primary School in Canakkale in the second term of 2005-2006 education periods. At this school, over 60 students educated in the 6th grade, 32 students in 6/A class have constituted of the experiment group whereas 28 students in 6/B class have constituted of the control group. At the end of the study, whereas the average of the pre-test scores of the students in the experiment group was 21.81 +/- 3.30, their post-test average has been found as 32.00 +/- 4.60. As for the control group, while average of pre-test scores was 21.78 +/- 4.58, their post-test average has been found as 24.03 +/- 4.58. Through the analysis of the averages of both groups' post-test scores, it has been determined that this difference is significantly meaningful in the favour of experiment group at an advanced level (p<0.01). As for the averages of permanence test scores, it was 32.87 +/- 4.47 for experiment group, whereas it was 24.82 +/- 4.51 for the control group. After the statistical analysis, it has been concluded that this difference is also significantly meaningful in the favour of experiment group at an advanced level (p<0.01).