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The Effect of Multiple Intelligence Theory Based on Activites in Developing Preparatory Students Reading Comprehension

المصدر: دراسات في المناهج وطرق التدريس
الناشر: جامعة عين شمس - كلية التربية - الجمعية المصرية للمناهج وطرق التدريس
المؤلف الرئيسي: Ali, Rabea Fayez Faheim (Author)
المجلد/العدد: ع174
محكمة: نعم
الدولة: مصر
التاريخ الميلادي: 2011
الشهر: سبتمبر
الصفحات: 79 - 94
ISSN: 2535-213X
رقم MD: 680549
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch
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المستخلص: A thesis submitted in fulfillment of the requirements for the degree of MA, (TEFL). The purpose of the study was two folds. The first purpose was to design a multiple intelligences-informed program to investigate the impact of applying multiple intelligences in a reading program to EFL preparatory students. The second purpose was to investigate the relationship between the participants’ reading comprehension skills and their multiple intelligences profiles This study adopted a quasi-experimental design to investigate two groups: an experimental group using MI-informed activities and a control group using the prescribed course activities over one semester. The two groups of forty preparatory students - at Al Sayda Khadega school in Helwan- were equally assigned into a control and experimental groups. The experimental group received the multiple intelligences-informed program that focused on reading comprehension. While the control group studied their prescribed English course. The study found that there were significant statistical differences between the mean scores of the experimental and control groups on the post reading comprehension tests in favor of those of the experimental group. The findings of this study did not support the hypothesis that has suggested the relationship between the participants’ multiple intelligence profiles and the participants’ reading comprehension. In addition, there wasn’t significant difference between the MI rank order of the pre and post Multiple Intelligences Survey (MIS) of the experimental group

ISSN: 2535-213X