The effect of a multiple-intelligences-based teaching program on Jordanian upper basic stage students’ paragraph writing ability

Other Title(s)

أثر استخدام برنامج تعليمي قائم على الذكاء المتعدد في قدرة طلاب المرحلة الأساسية العليا في الأردن في كتابة الفقرة باللغة الإنجليزية

Dissertant

Khamis, Muhammad Mustafa Ahmad

Thesis advisor

Husayn, Riyad Fayiz Isa

Comitee Members

Shair, Awatif Ali
al-Jadri, Adnan Husayn
Bani Khalid, Turki A.

University

Amman Arab University

Faculty

Faculty of Educational Sciences and psychological

Department

Department of Curriculum and Instruction

University Country

Jordan

Degree

Ph.D.

Degree Date

2005

English Abstract

This study aimed at investigating the effect of a multiple-intelligences-based teaching program on Jordanian Tenth Grade students’ paragraph writing ability in English.

More specifically, it sought to answer the following questions: 1.

Is there a significant difference in students' paragraph writing ability in English due to the teaching program (Multiple-Intelligences-Based or Conventional)? 2.

Is there a significant difference in students' paragraph writing ability in English due to the interaction between the teaching program and gender? 3.

Is there a significant difference in male students' paragraph writing ability in English due to the teaching program? 4.

Is there a significant difference in male students' paragraph writing ability in English due to the teaching program? The research hypotheses were: 1.

There is a significant difference at (α ≤ 0.05) in students’ paragraph writing ability due to the teaching program in favor of the multiple intelligences-based teaching program.

2.

There is no significant difference at (α ≤ 0.05) in students’ paragraph writing ability due to the teaching program/gender interaction.

3.

There is a significant difference at (α ≤ 0.05) in male students’ paragraph writing ability due to the teaching program in favor of the multiple intelligences-based teaching program.

4.

There is a significant difference at (α ≤ 0.05) in female students’ paragraph writing ability due to the teaching program in favor of the multiple intelligences-based teaching program.

The study adopted a quasi-experimental design involving a posttest.

It had a purposeful sample consisting of (158) Tenth Grade students (90 males and 68 females), enrolled in two western Amman public schools during the second semester, 2004/2005.

Students of each school were randomly assigned to a control group and an experimental group.

Group homogeneity and equivalence were ensured through the use of two-way (ANOVA) on the subjects’ first semester English language final scores.

For the purposes of this study, the researcher developed a four-question achievement test intended to measure students’ paragraph writing ability.

The test was validated and its interscorer reliability was ensured.

Teachers were trained in the multiple-intelligences-based teaching program.

The experiment started at the beginning of the second semester, 2004/2005 and lasted for eight weeks, at the end of which the posttest was administered.

Test papers were scored and results were analyzed.

Results of two-way (ANOVA) indicated a statistically significant difference in all students’ paragraph writing ability in English in favor of the multiple intelligences-based teaching program and that there was no statistically significant difference due to program/gender interaction; while results of two one-way ANOVA analyses indicated a statistically significant difference in male and female students’ paragraph writing ability in English in favor of the multiple intelligences-based teaching program In light of the above findings, the researcher made recommendations to the Ministry of Education to take the Multiple Intelligences Theory into consideration in the process of ELT curriculum development, to teacher trainers to include courses about it into their programs, to teachers to incorporate it into their teaching and assessment practices and to researchers to conduct other studies targeting different samples of students and different language skills.

Main Subjects

Educational Sciences
Languages & Comparative Literature

Topics

• Education
• Learning
• Second language learning
• Writing
• Jordan
• English language

No. of Pages

279

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-435044