A study of the effectiveness of Gardner s multiple intelligences theory based teaching on learning religion and life course of students

Arzita Salehin¹ Naser Amini² Ali Pakizeh³

1) Master s degree curriculum - teachers and teacher educators University of Bushehr
2) PhD in Counseling-Assistant Professor Islamic Azad University of Bushehr
3) PhD in Educational Psychology. Assistant Professor Persian Gulf University of Bushehr

IOI Code : XYAF-ZCKBZ
Publication : 3rd International Conference on Humanities, Psychologies and Social Science(3hpsconf.com)
Abstract :
    Gardner s multiple intelligences theory has introduced some new methods to improve learning processes and students creativity (Abdi, 1389).To determine the effectiveness of the application of Gardner s multiple intelligences theory overall the learning process – learning religion and life course of students , score of 16 writing, based on Bloom s cognitive domain,and based on the seven types of multiple intelligences (Verbal, logical, visual, musical, objective existence, nature-oriented and within individual), till Statistical analysis of their scores , teaching – learning level to be measured. Meanwhile, two intelligence groups and the movement of students who were not measurable in the written test was measured, by Sign in descriptive form view and activities.For data analysis, two ways were used: descriptive and inferential statistics. After the demographics info the sample included : Frequency,Percent abundance,The mean and standard deviation,Research hypotheses using t-test for independent groups,Analysis of variance . The results oft-test indicated that ther is no significant differences between the . Female students in experimented group (tought by Gardner s method) and the Female students in control group (traditional method). The comporison between boys and girls showed get mor scores in the course. And in learning to read students based on field of study, there is no significant difference.

Keywords : effectiveness multiple intelligences gardner s theory teaching learning