The Effect of Using a Teaching Strategy Based on the Multiple Intelligence Theory on Achievement in Arabic Language content and on Improving the Critical Thinking Skills among Sixth Grade Pupils at the Public Schools of Nablus District

Alia Al-Assali; Nader Qasem; Sereeen Abu Hamad

doi:https://doi.org/10.35552/0247-029-004-005

English
العربيّة

The Effect of Using a Teaching Strategy Based on the Multiple Intelligence Theory on Achievement in Arabic Language content and on Improving the Critical Thinking Skills among Sixth Grade Pupils at the Public Schools of Nablus District

DOI:

10.35552/0247-029-004-005

Authors:

Article info

Received 2014-03-02

Received in revised form

Accepted 2014-06-25

Availabe online

Pages 731 - 758

Keywords

educational strategy
achievement
multiple intelligences Theory
critical thinking.

Abstract

The study aimed at identifying the effect of using a teaching strategy based on the multiple intelligence theory on achievement in Arabic Language and on improving the critical thinking skills among sixth grade pupils at the public schools of Nablus District for the scholastic year (2012-2013). The population of the study consisted of the male and female sixth-grade pupils at the public schools. The sample of the study consisted of (109) male and female pupils divided into two treatment groups, an experimental group and a control group. The instrument of the study included two tests which were designed by the researcher. The results showed that using a teaching strategy based on multiple intelligences affects pupils’ achievement and improves their critical thinking. The mean scores of the experimental groups were higher than the mean scores of the control groups. The results also revealed that the mean scores of the female pupils were higher than the mean scores of the male pupils.

Recommended Citation

BibTex RIS

Al-Assali, A., Qasem, N., & Abu Hamad, S. (2015). The Effect of Using a Teaching Strategy Based on the Multiple Intelligence Theory on Achievement in Arabic Language content and on Improving the Critical Thinking Skills among Sixth Grade Pupils at the Public Schools of Nablus District. An-Najah University Journal for Research - B (Humanities), 29(4), 731–758. https://doi.org/10.35552/0247-029-004-005

[1]A. Al-Assali, N. Qasem, and S. Abu Hamad, “The Effect of Using a Teaching Strategy Based on the Multiple Intelligence Theory on Achievement in Arabic Language content and on Improving the Critical Thinking Skills among Sixth Grade Pupils at the Public Schools of Nablus District,” An-Najah University Journal for Research - B (Humanities), vol. 29, no. 4, pp. 731–758, Apr. 2015, doi: 10.35552/0247-029-004-005.

Al-Assali, Alia, et al. “The Effect of Using a Teaching Strategy Based on the Multiple Intelligence Theory on Achievement in Arabic Language Content and on Improving the Critical Thinking Skills among Sixth Grade Pupils at the Public Schools of Nablus District.” An-Najah University Journal for Research - B (Humanities), vol. 29, no. 4, Apr. 2015, pp. 731–58. Crossref, https://doi.org/10.35552/0247-029-004-005.

1.Al-Assali A, Qasem N, Abu Hamad S. The Effect of Using a Teaching Strategy Based on the Multiple Intelligence Theory on Achievement in Arabic Language content and on Improving the Critical Thinking Skills among Sixth Grade Pupils at the Public Schools of Nablus District. An-Najah University Journal for Research - B (Humanities) [Internet]. 2015 Apr;29(4):731–58. Available from: http://dx.doi.org/10.35552/0247-029-004-005

Al-Assali, Alia, Nader Qasem, and Sereeen Abu Hamad. “The Effect of Using a Teaching Strategy Based on the Multiple Intelligence Theory on Achievement in Arabic Language Content and on Improving the Critical Thinking Skills among Sixth Grade Pupils at the Public Schools of Nablus District.” An-Najah University Journal for Research - B (Humanities) 29, no. 4 (April 2015): 731–58. https://doi.org/10.35552/0247-029-004-005.

أثر استخدام إستراتيجية تعليمية قائمة على نظرية الذكاءات المتعددة في تحصيل طلبة الصف السادس الأساسي في المدارس الحكومية في محافظة نابلس في محتوى منهاج اللغة العربية وفي تنمية مهارات التفكير الناقد لديهم

DOI:

10.35552/0247-029-004-005

المؤلفون:

معلومات المقال

تاريخ التسليم 2014-03-02

تاريخ تسليم النسخة المعدلة

تاريخ القبول 2014-06-25

على شبكة الإنترنت

الصفحات 731 - 758

الكلمات الإفتتاحية

educational strategy
achievement
multiple intelligences Theory
critical thinking.

الملخص

هدفت الدراسة التعرف إلى أثر استخدام نظرية الذكاءات المتعددة في تحصيل طلبة الصف السادس في منهاج اللغة العربية، وتنمية التفكير الناقد لديهم في المدارس الحكومية في محافظة نابلس للعام الدراسي (2012-2013)، استخدمت الباحثة المنهج التجريبي، حيث تم اختيار عينة قصدية من مجتمع الدراسة الذي تكون من جميع طلبة الصف السادس الأساسي ذكورا وإناثا في المدارس الحكومية لمحافظة نابلس، وقد بلغ عددهم (109) طالبا وطالبة، موزعين على مجموعتين تجريبية وضابطة. وتكونت أداة الدراسة من اختبار تحصيلي، واختبار التفكير الناقد، وأظهرت نتائج الدراسة أن طريقة التدريس باستخدام استراتيجية قائمة على الذكاءات المتعددة تؤثر على تحصيل الطلبة وتنمية التفكير الناقد لديهم، فقد كان متوسط علامات المجموعة التجريبية (التي تعلمت باستخدام الاستراتيجية) أعلى من الضابطة (التي تعلمت بالطريقة التقليدية)، وأن متوسط علامات الإناث أعلى من الذكور في التحصيل والتفكير الناقد.