Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia

Year 2019, Volume: 7 Issue: 1, 1 - 14, 15.03.2019

Suhail Al-zoubı Fatma Ali Al-adawı

https://doi.org/10.17478/jegys.515102

Cited By: 9

Abstract

This study aimed at identifying the
effects of instructional activities based on Multiple Intelligences Theory
(MIT) on the academic achievement of the Omani students with dyscalculia (OSD).
The sample consisted of 14 male and female students in third and fourth grades
enrolled in the resource room at Al-Ahed Primary School, Sultanate of Oman. The
sample was randomly distributed to control and experimental groups each group
included 7 students. The mathematics test (MT) was applied to both groups as
pretest and posttest. The students in the experimental group were enrolled in
instructional activities based on MIT at resource room for ten weeks, while the
students in the control group were received their individual instruction at
resource room at the same period. The results indicated that there were
statistically significant differences between the performance of the two groups
on post-MT in favour of the OSD in the experimental group.

Keywords

dyscalculia, Intelligence, activities

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