Araştırma Makalesi
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Yıl 2019, Cilt 7, Sayı 1, 1 - 14, 15.03.2019
https://doi.org/10.17478/jegys.515102

Öz

Kaynakça

  • Aborn, M. (2006).An intelligent use for belief. Education, 127(1), 83-85.
  • Al Sulaiti, F.,& Mifdy, K. (2012).The Effect of the strategies of multiple-intelligences and six hats strategies and problem solving in the development of eighth grader's scientific thinking skills in Jordan. Journal of Educational and Psychological Studies, 6(1), 80-98.
  • Al–Qamash, M. (2012).Multiple intelligences among students with learning disabilities. Journal of Educational and Psychological Studies, 6(2), 59-75.
  • Al-Zoubi, S., & Al-Qahtani, M. (2015).The effects of token reinforcement on reducing symptoms of attention deficit hyperactivities disorders among students with learning disabilities. Jordan Journal of Educational Sciences, 11(3), 373-386.
  • Al-Zoubi, S., & Bani Abdel Rahman, M. (2016).Mainstreaming in Kingdom of Saudi Arabia: Obstaclesfacing learning disabilities resource room. Journal of Studies in Education, 6(1), 37-55.
  • Al-Zyoud, N.,& Nemrawi, Z. (2015).The efficiency of multiple intelligence theory (MIT) in developing the academic achievement and academic-self of students with mathematical learning disabilities in the areas of addition, subtraction and multiplication. American International Journal of Social Science, 4(2), 171-180.
  • Ambusaidi, A. (2009). The effect of teaching strategies based on multiple intelligence theory on academic achievement and alternative conceptions in chemistry. Journal of King Saud University - Educational Sciences and Islamic Studies, 21(1), 1-33.
  • Armstrong, T. (2018). Multiple intelligences in the classroom (4th ed.). Alexandria, VA: ASCD.
  • Ashour, M. (2016).The relationship between multiple intelligences and academic achievement of students with learning disabilities. Educational and Psychological Studies, (92), 207-242.
  • Bani Abdel Rahman, M., & Al-Zoubi, S. (2017).Effects of classwide peer tutoring on word attack skills among students with learning disabilities. European Journal of Special Education Research, 2(5), 88-101.
  • Batdi, V. (2017). The effect of multiple intelligences on academic achievement: A meta-analytic and thematic study. Educational Sciences: Theory & Practice, 17, 2057–2092.
  • Calik, B., & Birgili, B. (2013). Multiple intelligence theory for gifted education: Criticisms and implications. Journal for the Education of Gifted Young Scientists, 1(2), 1-12.
  • Dahash, A. (2010). The effectiveness of an educational program based on multiple intelligences theory on improving mathematical thinking among students in Saudi Arabia. Faculty of Education Journal, 34(2), 225-274.
  • Denig, S. (2004). Multiple intelligences and learning styles: Two complementary dimensions. Teachers College Record, 106(1), 96-111.Dolu, G., & Urek, H. (2014).A study related to the investigation of multiple intelligence profiles of gifted and talented children across Turkey. Journal for the Education of the Young Scientist and Giftedness, 2(2), 58-66.
  • Eissa, M.,&Mostafa, A. (2013).Integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. International Journal of Psycho-Educational Sciences, 2(2), 32-45.
  • ELkeshky, M., & Sindi, L. (2016).Level of multiple intelligence in a sample of pupils with learning disabilities in public primary stage in Jeddah. Journal of Special Education and Rehabilitation, 3(10), 160-162.
  • Gouws, F. (2007) Teaching and learning through multiple intelligences in the outcomes-based education classroom, Africa Education Review, 4(2), 60-74.
  • Hakem, O., & Bekri, A. (2018).The effectiveness of an educational program based on multiple intelligences theory to address learning disabilities in mathematicsamong elementary students. Journal of Educational and Psychological Sciences, 6(1), 102-128.
  • Harris, J. (2014). New classification for neurodevelopmental disorders in DSM-5. Current Opinion in Psychiatry, 27(2), 95–97.
  • Helmbold, N., Rammsayer, T., &Altenmüller, E. (2005). Differences in primary mental abilities between musicians and nonmusicians. Journal of Individual Differences, 26(2), 74–85.
  • Hijazi, A., & Al-Mingash, A. (2017). The effectiveness of a program based on the multiple intelligences activitiesin the development of reading skills among pupil students with learning disabilities. Saudi Journal of Special Education, (6), 119-161.
  • İnan, C., & Erkuş, S. (2017). The effect of mathematical worksheets based on multiple intelligences theory on the academic achievement of the students in the 4thgrade primary school. Universal Journal of Educational Research 5, 1372-1377.
  • Kahraman, S., & Bedük, S. (2016). Multiple intelligences and perfectionism in middle school gifted students. Journal for the Education of Gifted Young Scientists, 4(2), 1-13.
  • Kovalik, S., & Olsen, K. (2007). Exceeding expectations: A user's guide to implementing brain research in the classroom (3rd. ed.). Federal Way, WA: Books for Education.
  • Lerner, J., & Johns, B. (2012). Learning disabilities and related mild disabilities. Belmont, CA: Wadsworth Cengage Learning.
  • Mahmoud, A., &Almaharmah, L. (2014). The level of multiple intelligences among special education teachers in Jordan. Dirasat: Educational Sciences, 41(1), 115-127.
  • Mcmahon, S., Rose, D., & Parks, M. (2004). Multiple intelligences and reading achievement: An Examination of the Teele Inventory of Multiple Intelligences. The Journal of Experimental Education 73(1), 41-52.
  • Nada, A. (2009). Learning disabilities. Amman, Jordan: AlWaraq Publishing.
  • Newton, P., & Burgess, D. (2008).Exploring types of educational action research: Implications for research validity. International Journal of Qualitative Methods, 7(4), 18-30.
  • Nofal, M. (2010).Multiple intelligence in the classroom. Amman, Jordan: Massira for Publishing.
  • Saban, A. (2011). An evaluation of the teaching activities implemented in the elementary science and technology courses in terms of multiple intelligence theory: a sample from Adana. Educational Sciences: Theory & Practice, 11(3), 1641-1649.
  • Shoqeirat, M., & Alswilmi, A. (2012).The effect of multiple intelligence theory strategies in the achievement of sixth grade students in the science. Journal of Arab Children, 13(52), 47-67.
  • Silver, C., Ruff, R., Iverson, G., Barth, J., Broshek, D., Bush, S., ... Reynolds, C. (2008). Learning disabilities: The need for neuropsychological evaluation. Archives of Clinical Neuropsychology, 23(2), 217-219.
  • Weiten, W. (2013). Psychology: Themes and Variations (9th ed.). Belmont, CA: Wadsworth.

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

Yıl 2019, Cilt 7, Sayı 1, 1 - 14, 15.03.2019
https://doi.org/10.17478/jegys.515102

Öz

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.

Kaynakça

  • Aborn, M. (2006).An intelligent use for belief. Education, 127(1), 83-85.
  • Al Sulaiti, F.,& Mifdy, K. (2012).The Effect of the strategies of multiple-intelligences and six hats strategies and problem solving in the development of eighth grader's scientific thinking skills in Jordan. Journal of Educational and Psychological Studies, 6(1), 80-98.
  • Al–Qamash, M. (2012).Multiple intelligences among students with learning disabilities. Journal of Educational and Psychological Studies, 6(2), 59-75.
  • Al-Zoubi, S., & Al-Qahtani, M. (2015).The effects of token reinforcement on reducing symptoms of attention deficit hyperactivities disorders among students with learning disabilities. Jordan Journal of Educational Sciences, 11(3), 373-386.
  • Al-Zoubi, S., & Bani Abdel Rahman, M. (2016).Mainstreaming in Kingdom of Saudi Arabia: Obstaclesfacing learning disabilities resource room. Journal of Studies in Education, 6(1), 37-55.
  • Al-Zyoud, N.,& Nemrawi, Z. (2015).The efficiency of multiple intelligence theory (MIT) in developing the academic achievement and academic-self of students with mathematical learning disabilities in the areas of addition, subtraction and multiplication. American International Journal of Social Science, 4(2), 171-180.
  • Ambusaidi, A. (2009). The effect of teaching strategies based on multiple intelligence theory on academic achievement and alternative conceptions in chemistry. Journal of King Saud University - Educational Sciences and Islamic Studies, 21(1), 1-33.
  • Armstrong, T. (2018). Multiple intelligences in the classroom (4th ed.). Alexandria, VA: ASCD.
  • Ashour, M. (2016).The relationship between multiple intelligences and academic achievement of students with learning disabilities. Educational and Psychological Studies, (92), 207-242.
  • Bani Abdel Rahman, M., & Al-Zoubi, S. (2017).Effects of classwide peer tutoring on word attack skills among students with learning disabilities. European Journal of Special Education Research, 2(5), 88-101.
  • Batdi, V. (2017). The effect of multiple intelligences on academic achievement: A meta-analytic and thematic study. Educational Sciences: Theory & Practice, 17, 2057–2092.
  • Calik, B., & Birgili, B. (2013). Multiple intelligence theory for gifted education: Criticisms and implications. Journal for the Education of Gifted Young Scientists, 1(2), 1-12.
  • Dahash, A. (2010). The effectiveness of an educational program based on multiple intelligences theory on improving mathematical thinking among students in Saudi Arabia. Faculty of Education Journal, 34(2), 225-274.
  • Denig, S. (2004). Multiple intelligences and learning styles: Two complementary dimensions. Teachers College Record, 106(1), 96-111.Dolu, G., & Urek, H. (2014).A study related to the investigation of multiple intelligence profiles of gifted and talented children across Turkey. Journal for the Education of the Young Scientist and Giftedness, 2(2), 58-66.
  • Eissa, M.,&Mostafa, A. (2013).Integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. International Journal of Psycho-Educational Sciences, 2(2), 32-45.
  • ELkeshky, M., & Sindi, L. (2016).Level of multiple intelligence in a sample of pupils with learning disabilities in public primary stage in Jeddah. Journal of Special Education and Rehabilitation, 3(10), 160-162.
  • Gouws, F. (2007) Teaching and learning through multiple intelligences in the outcomes-based education classroom, Africa Education Review, 4(2), 60-74.
  • Hakem, O., & Bekri, A. (2018).The effectiveness of an educational program based on multiple intelligences theory to address learning disabilities in mathematicsamong elementary students. Journal of Educational and Psychological Sciences, 6(1), 102-128.
  • Harris, J. (2014). New classification for neurodevelopmental disorders in DSM-5. Current Opinion in Psychiatry, 27(2), 95–97.
  • Helmbold, N., Rammsayer, T., &Altenmüller, E. (2005). Differences in primary mental abilities between musicians and nonmusicians. Journal of Individual Differences, 26(2), 74–85.
  • Hijazi, A., & Al-Mingash, A. (2017). The effectiveness of a program based on the multiple intelligences activitiesin the development of reading skills among pupil students with learning disabilities. Saudi Journal of Special Education, (6), 119-161.
  • İnan, C., & Erkuş, S. (2017). The effect of mathematical worksheets based on multiple intelligences theory on the academic achievement of the students in the 4thgrade primary school. Universal Journal of Educational Research 5, 1372-1377.
  • Kahraman, S., & Bedük, S. (2016). Multiple intelligences and perfectionism in middle school gifted students. Journal for the Education of Gifted Young Scientists, 4(2), 1-13.
  • Kovalik, S., & Olsen, K. (2007). Exceeding expectations: A user's guide to implementing brain research in the classroom (3rd. ed.). Federal Way, WA: Books for Education.
  • Lerner, J., & Johns, B. (2012). Learning disabilities and related mild disabilities. Belmont, CA: Wadsworth Cengage Learning.
  • Mahmoud, A., &Almaharmah, L. (2014). The level of multiple intelligences among special education teachers in Jordan. Dirasat: Educational Sciences, 41(1), 115-127.
  • Mcmahon, S., Rose, D., & Parks, M. (2004). Multiple intelligences and reading achievement: An Examination of the Teele Inventory of Multiple Intelligences. The Journal of Experimental Education 73(1), 41-52.
  • Nada, A. (2009). Learning disabilities. Amman, Jordan: AlWaraq Publishing.
  • Newton, P., & Burgess, D. (2008).Exploring types of educational action research: Implications for research validity. International Journal of Qualitative Methods, 7(4), 18-30.
  • Nofal, M. (2010).Multiple intelligence in the classroom. Amman, Jordan: Massira for Publishing.
  • Saban, A. (2011). An evaluation of the teaching activities implemented in the elementary science and technology courses in terms of multiple intelligence theory: a sample from Adana. Educational Sciences: Theory & Practice, 11(3), 1641-1649.
  • Shoqeirat, M., & Alswilmi, A. (2012).The effect of multiple intelligence theory strategies in the achievement of sixth grade students in the science. Journal of Arab Children, 13(52), 47-67.
  • Silver, C., Ruff, R., Iverson, G., Barth, J., Broshek, D., Bush, S., ... Reynolds, C. (2008). Learning disabilities: The need for neuropsychological evaluation. Archives of Clinical Neuropsychology, 23(2), 217-219.
  • Weiten, W. (2013). Psychology: Themes and Variations (9th ed.). Belmont, CA: Wadsworth.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Teaching Techniques and Activities for Gifted
Yazarlar

Suhail AL-ZOUBI> (Sorumlu Yazar)

0000-0002-6648-4680
Oman


Fatma Ali AL-ADAWI Bu kişi benim

Yayımlanma Tarihi 15 Mart 2019
Yayınlandığı Sayı Yıl 2019, Cilt 7, Sayı 1

Kaynak Göster

Bibtex @araştırma makalesi { jegys515102, journal = {Journal for the Education of Gifted Young Scientists}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2019}, volume = {7}, number = {1}, pages = {1 - 14}, doi = {10.17478/jegys.515102}, title = {Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia}, key = {cite}, author = {Al-zoubı, Suhail and Al-adawı, Fatma Ali} }
APA Al-zoubı, S. & Al-adawı, F. A. (2019). Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia . Journal for the Education of Gifted Young Scientists , 7 (1) , 1-14 . DOI: 10.17478/jegys.515102
MLA Al-zoubı, S. , Al-adawı, F. A. "Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia" . Journal for the Education of Gifted Young Scientists 7 (2019 ): 1-14 <https://dergipark.org.tr/tr/pub/jegys/issue/44329/515102>
Chicago Al-zoubı, S. , Al-adawı, F. A. "Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia". Journal for the Education of Gifted Young Scientists 7 (2019 ): 1-14
RIS TY - JOUR T1 - Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia AU - SuhailAl-zoubı, Fatma AliAl-adawı Y1 - 2019 PY - 2019 N1 - doi: 10.17478/jegys.515102 DO - 10.17478/jegys.515102 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 1 EP - 14 VL - 7 IS - 1 SN - -2149-360X M3 - doi: 10.17478/jegys.515102 UR - https://doi.org/10.17478/jegys.515102 Y2 - 2019 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia %A Suhail Al-zoubı , Fatma Ali Al-adawı %T Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia %D 2019 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 7 %N 1 %R doi: 10.17478/jegys.515102 %U 10.17478/jegys.515102
ISNAD Al-zoubı, Suhail , Al-adawı, Fatma Ali . "Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia". Journal for the Education of Gifted Young Scientists 7 / 1 (Mart 2019): 1-14 . https://doi.org/10.17478/jegys.515102
AMA Al-zoubı S. , Al-adawı F. A. Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia. JEGYS. 2019; 7(1): 1-14.
Vancouver Al-zoubı S. , Al-adawı F. A. Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia. Journal for the Education of Gifted Young Scientists. 2019; 7(1): 1-14.
IEEE S. Al-zoubı ve F. A. Al-adawı , "Effects of Instructional Activities Based on Multiple Intelligences Theory on Academic Achievement of Omani Students with Dyscalculia", Journal for the Education of Gifted Young Scientists, c. 7, sayı. 1, ss. 1-14, Mar. 2019, doi:10.17478/jegys.515102

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