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Mohd Ali Samsudin
Universiti Sains Malaysia
Humanities Education Library & Information Science Social Sciences Other

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Comparing the Effect of Inquiry-Based Multiple Intelligence Approach and Non-Inquiry Based Multiple Intelligence Approach on Achievement in Science Mohd Ali Samsudin; Vasugi Subramaniam; Simeon Moses Irekpita
Journal of Education and Learning (EduLearn) Vol 9, No 4: November 2015
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (52.959 KB) | DOI: 10.11591/edulearn.v9i4.2375

Abstract

The paper focused attention on comparing the effect of inquiry based multiple intelligence approach and non-inquiry based multiple intelligence approach on achievement of pupils in some selected primary schools. Two primary schools were selected purposively with one intact class from each school. Each intact class of thirty (30) pupils was randomly assigned to the two groups used for the study. A total of sixty (60) pupils were used in the study. The two groups were assigned each to the inquiry based multiple intelligence approach group and the non- inquiry based multiple intelligence approach group. The research design was a quasi-experimental design, involving a pretest and post-test in achievement of students. The reliability of the test instrument was established at 0.75 which was considered adequate. A pretest- was administered to the pupils .The pupils were taught science concepts based on the curriculum of the ministry of education for a period of eight (8) weeks using the inquiry- based multiple intelligence approach and non- inquiry multiple intelligence approach for group A and B respectively after which the post-test- was administered. . Findings using the statistical tools of mean, median, standard deviation the one way analysis of covariant (ANCOVA) were used to proffer answers to the generated research questions and hypotheses revealed that there was significant difference between the achievement scores of pupils in science for the use of non- inquiry based multiple intelligence approach and non- inquiry based multiple intelligence approach on. It was also statistically established that the effect of inquiry based multiple intelligence approach was on achievement is science was better. Conclusion and recommendations such as introducing and enhancing the use of inquiry based multiple intelligence approach in primary and secondly schools were made.
The Relationship between Multiple Intelligences with Preferred Science Teaching and Science Process Skills Mohd Ali Samsudin; Noor Hasyimah Haniza; Corrienna Abdul-Talib; Hayani Marlia Mhd Ibrahim
Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (53.818 KB) | DOI: 10.11591/edulearn.v9i1.1118

Abstract

This study was undertaken to identify the relationship between multiple intelligences with preferred science teaching and science process skills. The design of the study is a survey using three questionnaires reported in the literature: Multiple Intelligences Questionnaire, Preferred Science Teaching Questionnaire and Science Process Skills Questionnaire. The study selected 300 primary school students from five (5) primary schools in Penang, Malaysia. The findings showed a relationship between kinesthetic, logical-mathematical, visual-spatial and naturalistic intelligences with the preferred science teaching. In addition there was a correlation between kinesthetic and visual-spatial intelligences with science process skills, implying that multiple intelligences are related to science learning.
Co-Authors Corrienna Abdul-Talib Hayani Marlia Mhd Ibrahim Noor Hasyimah Haniza Simeon Moses Irekpita Vasugi Subramaniam