Effect of Multiple Intelligences-Based Teaching on Secondary School Students' Learning Attainments
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: The main objectives of this experimental research study were to examine and compare the effects of multiple intelligence-based instructions (MIBI) and traditional-based instruction (TBI) on students' learning attainments. The research was carried out by applying a pretest-posttest controlled group design on 10th-grade students. A self-developed test comprising 25 items was given to both groups of students prior to and after the intervention. In order to analyze the study data statistically, independent and paired sample t-tests were utilized. The study found that multiple intelligences-based instruction groups outperformed traditional group students. It is recommended that teachers should plan personalized learning design that caters to their students' unique intelligences. Teachers may work with individual students to identify their strengths and challenges across students' different intelligences. To ensure that many intelligences are covered throughout the curriculum, teachers can work together with colleagues in different subject areas to include a variety of activities and assessments that suit different intelligences.
Source: Proscholar insights
Authors: Gulap Shahzada, Naseer Ud Din
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409300530