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Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2006 / Cilt: 7 - Sayı: 2

The Effects of Cooperative Learning Method Supported by Multiple Intelligence Theory on Elementary School 4th Grade Students' Academic Achievement

Çoklu Zeka Kuramı Destekli Kubaşık Öğrenme Yönteminin İlköğretim 4. Sınıf Öğrencilerinin Matematik Dersindeki Erişilerine Etkisi

Kasım YILDIRIM
Pages
301–315
Publication Date
2022-10-11
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Mathematics achievement test was used as pretest and posttest to the experimantal and control group.Findings indicated that cooperative learning method supported by multiple intelligence theory instructional teaching has a more significant effect on academic achievement than the traditional teacher oriented method.

📌 3 Key Takeaways

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Objective & Hypothesis:In this experimental research, the effects of cooperative learning method supported by multiple intelligence theory on elementary 4th grade students’ academic achievement was investigated.The study, which lasted five weeks, was carried out at public school in the discrit of Yüreğir-Adana in 2004-2005 academic year.
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Key Findings & Data:The participants of the study were 46 students that They were divided in a experimental group and control group.
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Conclusion & Impact:Mathematics achievement test was used as pretest and posttest to the experimantal and control group.Findings indicated that cooperative learning method supported by multiple intelligence theory instructional teaching has a more significant effect on academic achievement than the traditional teacher oriented method.
🔬Design:Research Article
📍Scope:2004-2005 Verileri
⚙️Variables:Domain Parameters

Abstract

In this experimental research, the effects of cooperative learning method supported by multiple intelligence theory on elementary 4th grade students’ academic achievement was investigated.The study, which lasted five weeks, was carried out at public school in the discrit of Yüreğir-Adana in 2004-2005 academic year. The participants of the study were 46 students that They were divided in a experimental group and control group. For the purpose of this study, the experimental group was instructed using cooperative learning method supported by multiple intelligence theory, whereas the control group was instructed utilizing the traditional teacher oriented method. The measurement instrument used in the study was mathematics achievement test. Mathematics achievement test was used as pretest and posttest to the experimantal and control group.Findings indicated that cooperative learning method supported by multiple intelligence theory instructional teaching has a more significant effect on academic achievement than the traditional teacher oriented method.

Özet

Bu deneysel çalışmada İlköğretim 4. sınıf Matematik dersinde çoklu zeka kuramı destekli kubaşık öğrenme yönteminin uygulandığı deney grubu ile geleneksel öğretim yönteminin uygulandığı kontrol grubu arasında erişi açısından anlamlı bir farkın olup olmadığı araştırılmıştır. Araştırma 2004-2005 eğitim yılının ikinci yarı yılında,Adana ili Yüreğir ilçesine bağlı bir Devlet İlköğretim okulunda okuyan toplam 46 dördüncü sınıf öğrencisi ile gerçekleştirilmiştir. Araştırmada, bir deney bir de kontrol grubu kullanılmıştır. Ölçme aracı olarak kullanılan “Matematik Başarı Testi” her iki gruba da öntest ve sontest olarak verilmiştir. Uygulama toplam beş hafta sürmüştür.Araştırma bulguları; Erişi açısından, çoklu zeka kuramı destekli kubaşık öğrenme yönteminin, geleneksel öğretim yöntemine göre daha etkili olduğunu ortaya koymuştur.

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Cite This Article

YILDIRIM, K. (2022). The Effects of Cooperative Learning Method Supported by Multiple Intelligence Theory on Elementary School 4th Grade Students' Academic Achievement. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 7 - Sayı: 2, 301–315. https://ajindex.com/articles/431196

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