The Effect of a Multiple Intelligences Theory-Based Program on Tenth-Grade Students' Reading Comprehension Skills in Jordan

Authors

Musa Mayyas, Ministry of Education - JordanFollow

DOI

https://doi.org/10.35192/jjoas-h.v23i2.8

Abstract

This study investigated the effect of a multiple intelligences theory-based program on tenth-grade students' reading comprehension skills in Jordan. The researcher used a quasi-experimental design in which the participants were divided into four groups. The participants, chosen through purposeful sampling, consisted of 110 male and female tenth-grade students from two different schools in the Ramtha Directorate of Education. The first control group consisted of 28 female students, while the first experimental group included 27 female students from the same school. The second control group comprised 24 male students, whereas the second experimental group consisted of 31 male students from the same school in the academic year 2017/2018. The two control groups were taught the reading comprehension texts using traditional methods, while the two experimental groups received treatment through a multiple intelligence’s theory-based program for ten weeks. For data collection, the researcher used a validated reading comprehension pre-test and post-test, along with an observation checklist. The results, analyzed using SPSS, indicated that the multiple intelligences theory-based program had a positive effect on the students' reading comprehension skills. Furthermore, the results showed that the program positively affected all the reading comprehension sub-skills. The researcher recommended that EFL curriculum designers and teachers consider multiple intelligences when designing and teaching reading comprehension texts.

Recommended Citation

Mayyas, Musa (2020) "The Effect of a Multiple Intelligences Theory-Based Program on Tenth-Grade Students' Reading Comprehension Skills in Jordan," Jordan Journal of Applied Science-Humanities Series: Vol. 23: Iss. 2, Article 8.
DOI: https://doi.org/10.35192/jjoas-h.v23i2.8
Available at: https://digitalcommons.aaru.edu.jo/jjoas-h/vol23/iss2/8