EFFECT OF FOUR MODE APPLICATION TECHNIQUES ON ACHIEVEMENT, RETENTION AND MULTIPLE INTELLIGENCES OF STUDENTS WITH DIFFFERENT
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EFFECT OF
FOUR MODE APPLICATION TECHNIQUES ON ACHIEVEMENT, RETENTION AND MULTIPLE
INTELLIGENCES OF STUDENTS WITH DIFFFERENT
Abstract
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<.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<.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<.000. Also, there was no
significant main influence of gender on students achievement in biology F(1, 138)
= .433, p>.512. There was no significant main influence of gender on
students retention in biology F(1, 138) = .831, p>.364, there was a
statistical significant main influence of gender on students multiple
intelligences in biology F(1, 138) = 4.184, p<.043, there was no statistical
significant main interaction effect of method and gender on mean achievement
score of students in biology F(7, 138) = 1.826, 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<.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<.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.
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