Comparisons of Learning Achievement and Attitudes toward Mathematics Learning Entitled Time in the Mathematics Learning Strand of Pathomsuksa 3 Students between Organization of Learning Activities by Application of Theory of Multiple Intelligences and Organization of Conventional Learning Activities

Abstract

Organization of learning activities by application of theory of multiple
intelligences is one of teaching models which can help learners have development
in intelligences together with an affective domain of learners. This study aimed to
develop plans for organization of learning activities using learning activities by
application of theory of multiple intelligences and plans for organization of
conventional learning activities entitled Time with a required efficiency of 75/75, to
find out effectiveness indices of the two developed plans for organization of learning
activities and to compare learning achievement and attitudes toward Mathematics
learning between the 2 models of organization of learning activities. The sample used
in the study consisted of 52 Phathomsueksa (grade) 3 students attending Ban
Naseenuan School, Charoensin district under the Office of Sakonnakorn Elementary
Educational Service Area Zone 2 in the first semester of the academic year 20011,
obtained using the purposive sampling technique. These students were then selected
using the simple random sampling technique and assigned to on experimental group
and a comparison group, 26 students each. The experimental group received
organization of leaning activities by application of theory of multiple intelligences while
the comparison group received organization of conventional learning activities. Three
types of the instruments used in the study were plans for organization of learning
activities by application of theory of multiple intelligences and plans for organization
for organization of conventional learning activities in the mathematics learning strand
entitled Time for Prathomsueksa (grade) 3, 15 plans each, each plan taught for 1 hour ;
a 40 – item achievement test with difficulties ranging .34 to .73, discriminating powers
ranging .30 to .65 and a reliability of .95 ; and a 20–item scale on attitude toward
mathematics learning with discriminating powers (rxy) ranging .58 to .73 and a reliability
.96. The statistics used for analyzing the collected data were percentage, mean
and standard deviation ; and Hotelling’s T2 was employed for testing hypotheses.
The results of the study were as follows:
1. The developed plans for organization of learning activities in the science
learning strand by organization of learning activities by application of theory of multiple
intelligences and the plans for organization of conventional learning activities entitled
Time had efficiencies of 82.35 / 89.90 and 76.89 / 77.60 respectively.
2. The effectiveness indices of the plans for organization of learning
activities by application of theory of multiple intelligences and the plans for
organization of conventional learning activities were .82 and .63 respectively