AN EMPIRICAL RESEARCH ON THE EFFECTIVENESS OF MULTIPLE INTELLIGENCES THEORY-BASED-TEACHING APPROACH IN THE SUBJECT OF ENGLISH AT SECONDARY LEVEL
Clicks: 3
ID: 312373
2024
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Emerging Content
0.6
/100
3 views
2 readers
AI Quality Assessment
Not analyzed
Readership in this journal
EmergingRanked #388 of 395 articles by views in Social Sciences & Humanity Research Review
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 395 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
Every individual is different from each other inheriting different capabilities and abilities. Therefore, teaching and assessing them in the same way is unfair with their learning abilities and future success. The Multiple Intelligences theory (MI) by Howard Gardner uplifted different teaching techniques and assessment tools to be used in the classroom especially in second language, such as English. The major purpose of the study was to investigate the effectiveness of MI-theory based teaching approach in the subject of English at secondary level. The objectives of the study were: to identify the effects of Traditional teaching approach in the subject of English at secondary level; to investigate the effectiveness of MI theory-based-teaching approach in the subject of English at secondary level; and to compare significance of MI theory-based-teaching approach with Traditional teaching approach on students’ academic achievement. Population of the study consisted of all female students of GGHS at secondary level in Peshawar. Sample comprises 02 GGHS, each in the rural and urban areas of District Peshawar. Total No. of students were 160 i.e., 80 from rural school and 80 from urban school. It was a quasi-experimental study that further used non-equivalent control group design. The pretest and posttest were used for data collection before and after the experiment. Data was collected through classroom teaching and was analysed through t-test for significance difference. This experiment was composed of two variables, Comparison variable and Experimental variable and experimental group received an experimental teaching of 2 weeks. The results showed no significant effects of traditional teaching approach in a diverse classroom in the subject of English and indicated that MI- theory based teaching approach is an effective teaching approach to entertain all the multiple intelligences of students in the subject of English and provide productive results in their academic achievement. It is highly recommended that while constructing an educational program or lesson plan teachers must consider multiple intelligences of students. Moreover, curriculum and policy makers should provide all the resources of MI-theory based teaching materials and make it compulsory to implement MI-based teaching approaches in public sector institutes.
| Reference Key |
imported_1776692180_69e62bd403f7c
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Muhammad Naeem Butt |
| Journal | Social Sciences & Humanity Research Review |
| Year | 2024 |
| DOI |
10.63468/sshrr.063
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.