Effect of Multiple Intelligence Theory Practice on Student Success by Bloom's Taxonomy

• Published in: Educational research and reviews Vol. 6; no. 18; pp. 952 - 960
• Main Author: Uzunoz, Abdulkadir
• Format: Journal Article
• Language: English
• Published: Academic Journals 12-11-2011
• Subjects: Academic Achievement; Achievement Tests; Classification; Cognitive Style; Foreign Countries; Geography; Geography Instruction; Grade 9; High Schools; Item Analysis; Multiple Intelligences; Pretests Posttests; School Holding Power; Teaching Methods; Turkey; Turkey
• ISSN: 1990-3839; 1990-3839

In this study, it is aimed to determine the effects of the "Multiple Intelligence Theory" on the retention and achievement of the students according to Bloom Taxonomy. This study is a research as an experimental model. Research in academic year of 2008/2009 in Foca Izmir Lesbos Reha Country High School 9 Class is conducted on students. In this school, 9th grade class has 72 students. 50% of these students were male and 50% of the female students. For testing the effects of Geography Education supported by "multiple intelligence theory and traditional geography education" on retention and achievement of students, controlled pre-test and post-test is used. Achievement Test is developed to examine the level of student achievement after and before the application. In order to analyze the data, arithmetic mean, standard deviation, t test, KR 20, variance analysis, basic item analysis were used. As a result of the research, it is observed that Multiple Intelligence Theory is effective on students' achievement, but traditional method is effective on students' permanence of achievement and the only step of the analysis has not been effective retention success; while teaching "atmosphere and climate" in Geography 1 lesson. Next studies can be done in order to test this situation. In addition, secondary school geography lesson operation can be done in different areas or different disciplines. (Contains 20 tables.)