Multiple Intelligence Approach-Based Learning Approach

A number of major research studies have focused on Multiple Intelligences in the teaching learning activities. Multiple intelligence approach based teaching could overcome the drawbacks of traditional learning even for the students with special educational needs. An extensive use of thematic lessons, web plans, monthly themes strengthened Multiple Intelligences among the students thereby leading to mastery learning. The researches catered to MI-based instructional planning and implementation which had a positive impact on students' cognitive and affective capabilities.

Objectives of the Study

The study was conducted with the following specific objectives:

1. To study the main effect as well as the interaction effects of the Multiple Intelligence

The first unit was taught to the first group (X1) by traditional chalk and talk method (MA1) and the second group (X2) Multiple Intelligence Approach (MB1). After completing the unit, a criterion test (post test) on that unit was administered to both the groups to assess the conceptual clarity of the unit taught (O1 and O2) In the second stage, the second unit was taught to X1 by Multiple Intelligence Approach (MB2) and X2 by Traditional Approach (MA2). After completing the unit, a criterion test (post test) was administered to both the groups to assess the conceptual clarity of the unit taught (O3 and O4). The achievement scores of the two groups were analyzed as follows: The column means of post test scores were computed to get the mean achievement for the two groups taught by the

There is no significant main effect as well as interaction effect of the approaches to curriculum transaction (MIA,TA) and the level of achievement of the participants (Average, Below Average and Above Average) on the achievement of educational objectives of RBT among secondary school students. The parametric tests that have been used for testing the null hypotheses are two-way ANOVA and ω 2 est (omega square estimate).

1.There is significant main effect as well as interaction effect of the approaches to curriculum transaction (MIA, TA) and the LOA (Average, Below Average and Above Average) on the achievement of educational objectives of RBT among secondary school students at 0.01 level. Discussions: The students seemed to be at an advantage as the activities catered to a broader range of intellectual ability. Drawing a picture, composing a rap, or listening to sounds and stories, interpreting the stories, preparing a collage, designing an alternate plan, debating, critiquing - all these activities catered to diverse learning styles and promoted learning. The activities provided opportunities for real life and authentic learning experiences that was well suited to the participants’ needs, interests and talents. Participants were at no time left unnoticed or isolated. Since the activities were planned as per the levels of objectives given by Revised Bloom’s Taxonomy, the quest for evaluating and creating also increased among the participants. The activities