EFFECTS OF MULTIPLE INTELLIGENCE TEACHING STRATEGY ON STUDENTS’ ACADEMIC ACHIEVEMENT AND ATTITUDES TOWARDS CHEMISTRY IN JALINGO EDUCATION ZONE OF TARABA STATE, NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The present study investigates the effects of the Multiple Intelligence Teaching Strategy (MITS) on students’ academic achievement and attitudes towards chemistry in the Jalingo Education Zone of Taraba State, Nigeria. The aim of this research is to explore the potential benefits of incorporating multiple intelligence-based instructional approaches in chemistry education.
The study employed a quasi-experimental design with a pretest-posttest control group. The participants consisted of secondary school students in the Jalingo Education Zone, who were randomly assigned to either the experimental group (taught using MITS) or the control group (taught using traditional instructional methods). The academic achievement of the students was assessed using a standardized chemistry test, while their attitudes towards chemistry were measured using a Likert scale questionnaire.
The findings revealed that students who received instruction through the Multiple Intelligence Teaching Strategy demonstrated significantly higher academic achievement in chemistry compared to those taught using traditional methods. Moreover, students in the experimental group exhibited more positive attitudes towards chemistry, as evidenced by their increased interest, motivation, and engagement in the subject matter.
These results suggest that implementing the Multiple Intelligence Teaching Strategy can enhance students’ academic achievement and foster positive attitudes towards chemistry. By recognizing and accommodating students’ diverse intelligences, this approach promotes a more inclusive and personalized learning environment. Therefore, it is recommended that educators and policymakers consider the integration of the Multiple Intelligence Teaching Strategy in chemistry education in the Jalingo Education Zone and potentially other regions of Taraba State, Nigeria.
Keywords: Multiple Intelligence Teaching Strategy, academic achievement, attitudes towards chemistry, Jalingo Education Zone, Taraba State, Nigeria.
EFFECTS OF MULTIPLE INTELLIGENCE TEACHING STRATEGY ON STUDENTS’ ACADEMIC ACHIEVEMENT AND ATTITUDES TOWARDS CHEMISTRY IN JALINGO EDUCATION ZONE OF TARABA STATE, NIGERIA, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS