The Effects of Cooperative Learning Within a Multiple Intelligence Framework on Academic Achievement and Retention in Maths

dc.creator	Kamuran TARIM
dc.creator	Kasım YILDIRIM
dc.creator	Ayten İFLAZOĞLU
dc.date	2006-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:24:59Z
dc.date.available	2015-08-12T11:24:59Z
dc.identifier	1304-9496
dc.identifier	https://doaj.org/article/885ffc73f52e495a90069656a1630c01
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30048
dc.description	This experimental research investigated the effects of the cooperative learning method supported by multiple intelligence theory on elementary 4th grade students’ academic achievement and retention in their maths course. The subjects of study consisted of 46 4th grade students from an elementary school in the Yüreğir district of Adana. For this research, a control group was taught using the whole class teaching technique and an experimental group was taught using the cooperative learning method supported by multiple intelligence theory. The study was carried out over seven weeks. The measurement instrument used in the study was a mathematics achievement test. This instrument was used as pre-test, post-test and retention test with the experimental and control groups. Furthermore, prior to the study TIMI was administered to all participants. In conclusion, it was found that there were differences in achievement between the experimental and control groups. From this result, it can be said that the cooperative learning method supported by multiple intelligence theory is more effective than the whole class teaching on achievement in mathematics. At the same time, it was found that there are no significant differences in their retention.
dc.language	English
dc.language	Turkish
dc.publisher	Çanakkale Onsekiz Mart University
dc.relation	http://eku.comu.edu.tr/index/2/2/kyildirim_ktarim_aiflazoglu.pdf
dc.relation	https://doaj.org/toc/1304-9496
dc.source	Journal of Theory and Practice in Education, Vol 2, Iss 2, Pp 81-96 (2006)
dc.subject	Academic Achievement
dc.subject	Cooperative Learning
dc.subject	Mathematics Teaching
dc.subject	Multiple Intelligence Theory
dc.subject	Retention
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	The Effects of Cooperative Learning Within a Multiple Intelligence Framework on Academic Achievement and Retention in Maths
dc.type	article