In this study, the effects of cooperative learning method supported by multiple intelligence theory on students achievement and retention were investigated. The study, which lasted sixteen weeks, was carried out at public school in the district of Yüreğir-Adana in 2005-2006 academic year. The participants of the study were 72 students. The measurement instruments that used for the study are mathematics achievement test and semi-constructed interview form. Findings indicated that cooperative learning method supported by multiple intelligences has a significant effect on academic achievement, and retention. Analysis of interview data revealed that students felt that this instruction is much more beneficial than traditional instruction.
Key words: Cooperative Learning, Multiple Intelligences Theory, Mathematics Instruction
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