TITLE

ÇOKLU ZEKÂYA DAYALI ÖĞRETİMİN ALTINCI SINIF ÖĞRENCİLERİNİN MATEMATİK DERSİN DEKİ BAŞARILARINA VE ÜSTBİLİŞLERİNE ETKİLERİ

AUTHOR(S)
DURMUŞ, Fatmagül; Şükrü ÖZDEMİR, Ahmet
PUB. DATE
December 2013
SOURCE
Electronic Turkish Studies;Fall2013, Vol. 8 Issue 12, p443
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The aim of this study is to investigate the effects of the lessons plans, prepared based on the multiple intelligences approach, on the students' mathematics achievement and metacognitive skills. This study uses a pre-test/post-test with control group design. The sample space is chosen as 60 sixth grade students studying in a primary school in Istanbul. The pre-test scores were used to verify that the levels of knowledge of both groups of students are equal prior to the intervention. At the end of the intervention a post test was delivered to both groups whose content covered all the subjects that were taught during this period. Multiple intelligences inventory with a satisfactory reliability coefficient, the aim of which is to measure students' levels of intelligences which the inventory intends to measure. Mathematics achievement tests in the forms of a pre-test, post-test and a test measuring the level retention and metacognition scale were applied. The lesson plans based on the multiple intelligence approach were applied to the experimental group. Differently, the traditional methods were applied to the control group. Data were analyzed using the SPSS 15.00 computer software. The level of significance was taken as 0,05. The tests used to examine the data provided below: * Kolmogorov-Simirnov Test for normality. * One Way Anova Test for homogeneity * Cronbach Alpha for reliability * Independent Samples t-test for unrelated data by a factor of differentiation * One Way MAN OVA impact on more than one dependent * variable in cases where a single independent variable. * Paired Samples t-test for statistics conducted on samples related to the differentiation of. The results of the study indicated that the experimental group students' mathematics achievement and metacognitive skills is higher than the control group students.
ACCESSION #
94302328

 

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