Yükseköğretimde yabancı dil öğretiminde çoklu zeka kuramına dayalı olarak geliştirilen programın etkiliğinin değerlendirilmesi
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In this study, it was aimed to define the effect of teaching process based on Multiple Intelligences on students? academic success in foreign language teaching. In the study, one of semi-experimental models, unequal control group model has been used. The data have been collected from 44 students (22 experiment group, 22 control group) from a private university in Istanbul in 2012-2013 academic year. The study lasted during 8 weeks (3 courses each week). The courses in experiment group were based on Multiple Intelligences and in control group, they were based on traditional teaching methods. In the study, the unit programs based on Multiple Intelligences Theory and an achievement test and performance tasks to examine the students? success, all developed by the researcher, were used. To define the validity and credibility pre-applications were made. At the end of the study, it was defined that the scores that the students in experiment and control groups took from the achievement test were very close to each other. Also, in the first performance task, there is a meaningful difference for control group while in the second and third ones meaningful difference is for experiment group. On the other hand, when the scores taken from performance tasks were analyzed as a whole, there is a meaningful difference for control group. When the scores of experiment and control group students are examined, it can be thought that the programs that were developed are not effective in increasing students? success. On the contrary, increasing success rate of experiment group students in the second and the third performance tasks has proved that designing the teaching process based on Multiple Intelligences has a positive effect. Thus, it can be said that implementing longer studies at higher education level in teaching foreign language will enable Multiple Intelligences more effective.