The Effect of Multiple Intelligences-Based Instruction on Learning Motivation and Learning Achievement in Science Courses  

作　　者：Yi-Chen Chang Jeng-Fung Hung 

机构地区：[1]National Kaohsiung Normal University,Kaohsiung,Taiwan

出　　处：《US-China Education Review(B)》2018年第8期329-337,共9页美中教育评论（B）

摘　　要：The purpose of this study was to understand the effect of implementing multiple intelligence(MI)-based instruction on the science learning motivation and learning achievement of 7th grade junior high students.This quasi-experimental research study utilized questionnaires and tests of science learning motivation and learning achievement,and examined collected data through use of the statistical package for the social sciences(SPSS).An analysis of covariance(ANCOVA)and a t-test were performed in order to explore the differences between the science learning motivations and learning achievements of the experimental group(N=39),who were subjected to teaching based on MI theory,and the control group(N=36),who were subjected to traditional lectures.The results of the study show that,after implementing MI-based instruction,the students in the experimental group significantly outperformed those in the control group in terms of science learning motivation,science learning value,and active learning strategies,while the students with low learning achievement showing an improvement in their learning attitude that allowed them to develop a positive learning attitude toward biology classes and raised their class participation and preference for biology classes.

关 键 词：MULTIPLE intelligences(MI) LEARNING MOTIVATION LEARNING ACHIEVEMENT 

分 类 号：G4[文化科学—教育学]