The Impact of Education Based On Multiple Intelligences in Increasing the Willingness to Learn Mathematics among Primary High School Students

Afsaneh Nabipoor, Zohreh Saadatmand

Abstract


This study aimed to investigate the impact of education based on multiple intelligences in increasing the willingness to learn mathematics among primary high school students in Esfahan district one. This study is practical in nature and data are quantitative and the method of study is descriptive and survey. Besides, it is a quasi-experimental research with a pre-test and post-test design. The statistical population included all primary high school students in Esfahan district one, while 40 of them were chosen randomly through simple random sampling and they were classified randomly as well.  The instrument of the study were two questionnaires including an 80-item questionnaire of multiple intelligences by Gardner (2004) and an 18-item questionnaire of Corter (2007)'s willingness to learn mathematics with three subscales, including “willingness to learn math ", "math self-esteem" and "intrinsic motivation to learn math ". Face validity of the questionnaire was approved and Cronbach's alpha was obtained %76 and %84 respectively for two questionnaires in order to confirm the reliability of the instruments. Results showed that education based on multiple intelligences made a significant achievement in the low group when it was compared with the high group and it reduced the difference between the two groups. The components of willingness to learn math and intrinsic motivation of math in low group increased when it was compared with the high group. Thus, students are more willing to learn math. But in the component of math self-esteem no significant difference was found between the two groups of students in the high and low groups.

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References


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