EFFECT OF MULTIPLE INTELLIGENCE- BASED INSTRUCTIONAL APPROACH ON STUDENTS’ ACADEMIC ACHIEVEMENT IN THE LEARNING OF DIFFICULT CONCEPT IN PHYSICS IN ANAMBRA STATE

Abstract

This study investigated the effect of Multiple Intelligence Based Instructional Approach (MIBIA) on students' academic achievement in the learning of the difficult physics concepts in Anambra State. Two research questions guided the study and two hypotheses were formulated and tested at 0.05 level of significance. The research design was quasi-experimental study (non-equivalent control group). Specifically, the study was non-randomized pre-test, post-test, control group design. The sample was made up of 100 SS1 students from two randomly selected co-educational secondary schools in Nnewi Educ8ation zone. The Physics Achievement Test (PAT) instrument was used for data collection. Test-retest was used to determine the reliability of PAT. The application yielded coefficient of 0.92. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the null hypotheses at P < 0.05. The finding indicates that there was no significant difference in the mean achievement scores of students taught difficult physics concepts using MIBIA and Conventional Lecture Method (CLM). More so, there were no significant gender difference in the mean achievement scores and interest rating scores since both male and female achieved great scores and demonstrated a similar level of interest in the subject matter. It was recommended among others that educators should consider diversified instructional methods like the Multiple Intelligence Based Instructional Approach (MIBIA) and traditional methods like the Convectional Lecture Method (CLM) to cater for student's diverse needs and preferences, fostering engagement and improving learning outcome.