Eeffectiveness of Instruction Based on multiple Intelligence model on the Self-Concept and Academic Achievement of Male Students with Dyslexia

,; Kajbaf, Mohammad Bagher; Rabiee Nezhad, Mohammad Reza; Tallebi, Hooshang; Abedi, Ahmad

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Kajbaf M B, Rabiee Nezhad M R, Tallebi H, Abedi A. Eeffectiveness of Instruction Based on multiple Intelligence model on the Self-Concept and Academic Achievement of Male Students with Dyslexia. MEJDS 2016; 6 :1-7
URL: http://jdisabilstud.org/article-1-471-en.html

Eeffectiveness of Instruction Based on multiple Intelligence model on the Self-Concept and Academic Achievement of Male Students with Dyslexia

Mohammad Bagher Kajbaf¹

, Mohammad Reza Rabiee Nezhad²

, Hooshang Tallebi²

, Ahmad Abedi¹

1- Isfahan University
2- Azad University of Khorasgan

Abstract: (14756 Views)

Abstract
Objective: Self-concept plays an important role in the academic achievement of elementary students with Learning Disabilities (LD).The purpose of this research is to study the compiled eeffectiveness of instruction based on multiple intelligences model on the self-concept and academic achievement of male Students with dyslexia.
Methods: Research plan, quasi-experimental pretest-posttest control group with follow-up testing was used. The population of this research included all dyslexic male students in the fourth grade and fifth grade school at Qazvin city in the academic year 2013-14. Fourty dyslexic male students in Special Learning Disorders School were chosen and participated in random replacement method in experimental and control groups (each group, n=20). For Data collection the Tennessee's Self-Concept Scale and Abedi's multiple intelligences scale were used. Also, the academic achievement of students' mean scores and low scores were obtained by converting descriptive feedback. To analyze the data, descriptive and inferential statistics (ANOVA with repeated measures) were used.
Results: The investigation of two groups in terms of mean in the self-concept and academic achievement as well as their academic development through the tools used in the post-test and follow-up showed an increase in self-concept and academic achievement in the group after the intervention was based on multiple intelligences model (p<0.001).
Conclusion: The results of this study, using a model based on multiple intelligences can be enhanced self-concept and academic achievement of students with dyslexia.

Keywords: Dyslexia, Multiple intelligence, Self-concept, Academic chievement.

Full-Text [PDF 588 kb] (2844 Downloads)

Type of Study: Original Research Article | Subject: Rehabilitation

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