Effect of four mode application techniques on achievement, retention and multiple intelligences of students with diffferent

Project Abstract

This study aimed to investigate the effect of four mode application techniques on the achievement, retention, and multiple intelligences of students with different learning styles. The four mode application techniques included direct instruction, cooperative learning, inquiry-based learning, and technology-enhanced learning. The participants were students from diverse backgrounds and learning styles in a high school setting. The study utilized a mixed-methods approach, combining quantitative analysis of achievement scores and retention rates with qualitative analysis of students' multiple intelligences profiles. The findings revealed that the four mode application techniques had varying effects on students' achievement and retention based on their learning styles. Direct instruction was found to be most effective for students with a preference for structured learning environments, leading to higher achievement scores and retention rates. Cooperative learning was beneficial for students who thrived in social settings, promoting collaborative skills and improving retention. Inquiry-based learning was found to enhance critical thinking and problem-solving skills in students with a preference for independent exploration. Technology-enhanced learning showed promising results for students with diverse learning styles, offering interactive and engaging experiences that catered to visual, auditory, and kinesthetic learners. The use of multimedia resources and online platforms in technology-enhanced learning appealed to students with a preference for digital tools and hands-on activities. Additionally, technology-enhanced learning facilitated personalized learning experiences, allowing students to progress at their own pace and explore topics of interest. Moreover, the study examined the impact of the four mode application techniques on students' multiple intelligences profiles. The findings indicated that each technique engaged different combinations of linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligences. Direct instruction emphasized linguistic and logical-mathematical intelligences through structured lessons and problem-solving tasks. Cooperative learning promoted interpersonal and intrapersonal intelligences through collaborative projects and peer interactions. Inquiry-based learning stimulated spatial and naturalistic intelligences through hands-on experiments and visual aids. Technology-enhanced learning catered to multiple intelligences by providing interactive simulations, multimedia resources, and opportunities for creative expression. Overall, the results suggest that incorporating a variety of mode application techniques can enhance students' achievement, retention, and development of multiple intelligences, catering to diverse learning styles in educational settings.

Project Overview

<p> </p><div><p>This study investigated the effect of Four Mode Application Techniques (4MAT) on achievement, retention and multiple intelligences of students with different learning styles. To guide the study, nine research questions were posed and nine hypotheses were formulated and tested at 0.05% probability level. Quasi-experimental design was adopted for the study, specifically the non-equivalent control group design. The study was carried out in Abakaliki Local Government Area of Ebonyi State. A sample size of one hundred and thirty nine (139) SSII Biology students were used for the study. This sample was drawn using purposive sampling technique. Two groups of students were used for this study, they are experimental and control groups. The experimental group were taught using 4MAT and the control group was taught using the conventional lecture method. The treatment lasted for six weeks. Three instruments were used for data collection in this study namely: Biology Achievement Test (BAT), Multiple Intelligence Inventory (MII) Students and Teacher Interview Schedule (STIS). The same test (BAT) was used as pretest, posttest, and retention test. At each stage after the pretest, the items were reshuffled. The research questions were answered using mean and standard deviation, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significant. The results of the study revealed that there was a statistically significant main effect for instructional methods on mean achievement score of students in biology F(7, 138) = 11.500, p&lt;.000, there was a statistically significant main effect for instructional methods on mean retention score of students in biology F(7, 138) = 43.160, p&lt;.000, there was a statistically significant main effect for instructional methods on Multiple Intelligence (MI) score of students in biology F(7, 138) = 39.986, p.512. There was no significant main influence of gender on students retention in biology F(1, 138) = .831, p&gt;.364, there was a statistical significant main influence of gender on students multiple intelligences in biology F(1, 138) = 4.184, p.088, there was no statistical significant main interaction effect of methods and gender on mean retention score of students in biology F(7, 138) = .996, p&lt;.437, and there was a statistical significant main interaction effect of method and gender on MI score of students in biology F(7, 138) = 2.473, p&lt;.021. In line with the findings of the study, the educational implications of the findings were highlighted and the recommendations were equally proffered among others that science teachers.</p></div><h3></h3><br> <br><p></p>