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Teaching Home Economics with Multiple Intelligence Theory Strategies in Senior High School
Multiple Intelligence Theory
Abstract The purposes of this study are to develop teaching strategies for home economics education in senior high school with the Multiple Intelligence Theory, and to evaluate effectiveness in students’ self-concept and learning efficiency after 8-week course with these strategies. The experimental teaching strategies are developed with the emphasis on the Multiple Intelligence Theory, and on the basis of cooperative learning model. These strategies utilize four kinds of teaching methods including critical thinking, role playing, discussion and concept mapping. The experimental teaching activities are composed of 8-week courses in which include 16 classes are involved. The study is a quasi-experimental study, with 78 freshmen as study samples. With the quasi-experimental sampling method, two classes in a comprehensive high school in I-Lan County were chose as the experimental group and the control group. The experimental group received the teaching strategies emphasizing the Multiple Intelligence Theory and the control group received usual teaching strategies. The students’ self-concept and learning performance are evaluated by “adolescents’ self-concept scale” and the learning performance scale of home economics education” developed by researcher. For evaluating the intervention effect, questionnaires were filled out by 78 freshmen one week before and one week after the intervention as pre-test and post-test. The data were analyzed by SPSS with average, standard deviation, percentage, t-test, and covariance analysis. When comparing experimental with control groups, the results showed that the teaching strategies emphasizing the Multiple Intelligence Theory enhanced more of students’ self-concept, family-self, school-self and teaching efficiency. Students in the experimental group preferred new teaching strategies because they were more interesting and created more interactions. They rated the role playing teaching method as their favorite teaching method. The other results also showed that the teaching strategies integrated with the Multiple Intelligence Theory not only satisfied students’ learning demands but also gave them practical knowledge which can be used in daily life.
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