Muharrem Kestel and Mehmet Kılıç

Abstract

This study aims to find out whether there is a significant difference between multiple intelligence theory-based teaching method and traditional teaching method, on 5th grade of middle school students’ achievement level and their attitudes towards the Information and Communication Technologies course in “Ethics and Safety” unit. As a design of the study pre-test and post-test-controlled group design was used. The study was carried out in a middle school located in the city centre in Karaman, Turkey. In the research, two classes, which were chosen randomly, were used as an experimental and a control group. The data was collected through Achievement Test, Information and Communication Course Attitude Scale. The data in the research were analysed by using statistical programme. In order to determine if there is a significant difference between the experimental and control groups, independent samples t test and to determine whether there is a significant difference between the pre-test and post-test scores of the groups within themselves, paired samples t test was used. At the end of the study, significant difference was found in the comprehension levels between the experimental group and the control group. Pretest and post test results of both groups showed that there is a significant difference between them in terms of achievement scores. On the other hand, according to the study results it is observed that there is no significant difference between the groups in terms of attitude pretest scores, but it was seen that attitude post test results of experimental group has increased significantly when compared to the control group.

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