The Effectiveness of Using Multiple Intelligences Strategies in Teaching Mathematics on the Academic Achievement of Eighth Grade Students in Al-Saddah Directorate

Abstract

The current research aimed at revealing the effect of using some of the multiple intelligence strategies in teaching Mathematics on academic achievement for the eighth class students in the Al-Saddah District in  Ibb Governorate. The research sample consisted of (60) she-students distributed to experimental and controlled groups including (30) students in each group. The teacher’s guide and a student pamphlet were prepared in the topic of the current research related to (the unit of relative numbers) determined for the eighth grade students based on the strategies that are related to intelligence (linguistic, logical, visual, motor and social). The measurement tools were applied (achievement test). The most important findings of the research were the availability of statistically significant differences between the means of the scores of the two groups (experimental and control) in the post-application of the achievement test in favor of the experimental group, and the availability of statistically significant differences between the means of the scores of the experimental group in the achievement test in favor of the post-test. The research concluded to some recommendations, the most important of which are: rebuilding Mathematics curricula in a manner that enhances the diversification of teaching strategies, taking into account the diversity of learners' patterns, and suggesting conducting more studies on employing multiple intelligence strategies in teaching and learning Mathematics in the different classes and in the different study stages.