The Effect of Multiple Intelligences Teaching Approach on the Achievement of Physics Students in Senior Secondary Schools in Lagos State
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Date
2020-12
Authors
Babajide, V.F.T.
Akin-Oluyomi, O.T.
Journal Title
Journal ISSN
Volume Title
Publisher
FACULTY OF EDUCATION KAMPALA INTERNATIONAL UNIVERSITY
Abstract
This study investigated the effect of multiple intelligences teaching approach on the achievement of physics students in senior secondary schools in Lagos State. It employed a pretest-posttest control group non-randomized quasi-experimental research design. Five hundred and forty four (544) physics students (273 boys and 271 girls) of intact classes in ten purposively selected public senior secondary schools from 51 public schools in Educational District 2 of Lagos State constituted the sample. Four validated research instruments Physics
Achievement Test r = 0.68 Multiple Intelligences Inventory r = 0.68 and Instructional Packages for Multiple Intelligences Teaching Approach and Traditional Teaching Method were used in data
collection. Three research questions were answered and four research hypotheses were tested at 0.05 level of significance. Data collected were analysed using descriptive statistics, independent samples t–test, ANOVA and ANCOVA. The results showed that the predominant
multiple intelligence of senior secondary physics students in Lagos State is interpersonal intelligence and there is a significant effect of treatment (Multiple Intelligences Teaching Approach)on achievement of students in physics in favour of the students taught using Multiple
Intelligences Teaching Approach. The use of the Multiple Intelligences
Description
Scholarly articles
Keywords
Effect , Multiple Intelligences , Teaching Approach , Achievement , Physics , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Babajide, V.F.T. Akin-Oluyomi, O.T. (2020). The Effect of Multiple Intelligences Teaching Approach on the Achievement of Physics Students in Senior Secondary Schools in Lagos State. Journal of Pedagogical Thought, 15, 55-82p.