English abstract
The main aim of this study was to investigate the effect of Multiple Intelligences Theory (MIT) strategies on achievement and attitude towards Chemistry among (10) Students in Public Schools. The sample of study consisted of (120) female students from Kadeja Alkoubra Basic Education School second cycle in Batinah North. They were divided into two groups: the experimental group which consisted of (60) students who were taught according to Multiple Intelligences Theory ( MIT) Strategies. The second was the controlled group which also consisted of (60) students and they were taught according to normal methods. Both groups studied the same units for (8) weeks with a total number of (24) lessons during the second semester of the academic year 2004/2005.
To identify the students of the study sample capabilities of multiple intelligences, a multiple intelligences inventory was used as a screening instrument. The multiple intelligences inventory was developed with reference to the literature but adapted to suit the Omani context and students' age. The validity of the tool was examined by a panel of experts. The reliability of this inventory was calculated with Coefficient of stability which gave the value of (0.82).
In order to measure the effect of the multiple intelligences' strategies on the experimental group the researcher used an achievement test that items and attitude towards Chemistry 'scale'. The test and the attitude scale were reviewed and validated by a number of specialists. According to the Cronbach Alpha measuring method the internal consistency of the test was (0.79) and the reliability of 'attitude towards Chemistry scale', was (0.84).
To analyse the results of both groups of the study sample, the researcher used different statistical analyses methods such as means, standard deviation and T-test. These instruments were used to compare the averages of both groups on the achievement test and attitude scale. T-test was also used to analyse the results of the paired sample groups to measure the changes in the students' attitudes towards Chemistry before and after implementation of the experiment.
The research findings showed that, there were statistically significant differences in the means of the students' performance between the two groups (a=0.001). In both variables: achievement test and attitude scale, the experimental group's results were better. The improvement in the post-application of the attitude scale was statistically significant (a=0.05).
In the light of these results, the researcher proposed a number of recommendations for the educational field.
