The Effects of Cooperative Learning Method Supported by Multiple Intelligence Theory on Elementary School Third Grade Students’ Academic Achievement on Mathematics Course

dc.creator	Dilek IŞIK
dc.creator	Kamuran TARIM
dc.creator	Ayten İFLAZOĞLU
dc.date	2007-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:25Z
dc.date.available	2015-07-20T22:08:25Z
dc.identifier	1302-5007
dc.identifier	https://doaj.org/article/ef9513816b7a4eba8a9f76d867e3b6ef
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12000
dc.description	In the present experimental study, the effects of cooperative learning method supported by mutliple intelligence theory (CLMI) on elementary school third grade students’ achievement on mathematics were investigated. The study, which had lasted nine consecutive weeks, was conducted at a public elementary school in thedistrict of Seyhan-Adana, Turkey in 2004-2005 academic year. The participants of the study were 85 students. For the purpose of this study, on experimental group cooperative learning method supported by mutliple intelligence theory (CLMI) was used as the method of instruction whereas the control groups were instructured utilizing the traditional teacher oriented method. “Mathematics Achievement Test (MAT)”, “Teele Inventory of Multiple Intelligences (TIMI)” and “Personal Information Form (PIF)” were used as the measurement instruments of the study. MAT was administered as pretest and posttest to the experimental and control groups. Furthermore, prior to the study TIMI and PIF (for getting personal information about students) were administered to all the participants. They also were used in order to constitute the cooperative learning teams in the experimental group. In this research, the data obtained by achivement test was analysed by using statistical techniques of covariance analysis.As a result, there was a statistically significant difference among experimental group and second control group in favor of the experimental group in the achivement test. Moreover, no statically significant differences were observed among the experimental group and the observed – directed group (first control group).
dc.language	Turkish
dc.publisher	Ahi Evran University
dc.relation	http://kefad.ahievran.edu.tr/archieve/pdfler/Cilt8Sayi1/JKEF_8_1_2007_63_77.pdf
dc.relation	https://doaj.org/toc/1302-5007
dc.source	Journal of Kirsehir Education Faculty, Vol 8, Iss 1, Pp 63-77 (2007)
dc.subject	Mutliple intelligence theory
dc.subject	Cooperative learning
dc.subject	Mathematics teaching
dc.subject	Academic achievement
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The Effects of Cooperative Learning Method Supported by Multiple Intelligence Theory on Elementary School Third Grade Students’ Academic Achievement on Mathematics Course
dc.type	article