Painting with the Multiple Intelligences: Defining Student Success and Permanence in Art Class

Şeyda Eraslan Taşpınar, Ali Kaya

Abstract


Objectives of the study are to determine the effect of teaching based on multiple intelligence theory (TBMIT) in visual arts class on student success and permanence. Experimental design is used in the study. Study group is composed of students at 8th grade in 2012-2013 educational term at Atatürk Secondary School in Iğdır city centre. Experimental and control groups are made up of 32 and 31 students, respectively. In control group, conventional teaching method was used for expressing the subject of “miniature picture” in visual arts class while in experimental group a teaching method based on multiple intelligence theory (MIT) was applied for 3 weeks in both groups. Success test developed by the researchers was applied to measure success readily after and permanence of the knowledge learned 3 weeks after the experiment. In the comparison of the results obtained from Success and Permanence tests of experiment and control groups, t test was used by considering the statistical analyses of data obtained. It was found form the results that experimental group is more successful than control on the average. According to P test results, experimental group had larger P scores than the control. As a conclusion, MIT was found to affect Success and Permanence of 8th grade students in miniature picture subject in visual arts class.


Full Text:

PDF


DOI: https://doi.org/10.11114/jets.v4i7.1684

Refbacks

  • There are currently no refbacks.




Paper Submission E-mail: jets@redfame.com

Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

Copyright © Redfame Publishing Inc.

To make sure that you can receive messages from us, please add the 'redfame.com' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

-------------------------------------------------------------------------------------------------------------------------------------------------------------