Determining the Effectiveness of Mathematics Teaching Based on Gardner's Multiple Intelligences on Mathematics Achievement Emotions (Joy, Tiredness, and Anxiety) in Female Sixth-Grade Elementary School Students in Tehran City, Iran

Haji Esmaeilou , Rogaye; Rezayi , Akbar; Panahali , Amir

Volume 14 - Articles-1403 MEJDS (2024) 14: 137 | Back to browse issues page

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Haji Esmaeilou R, Rezayi A, Panahali A. Determining the Effectiveness of Mathematics Teaching Based on Gardner's Multiple Intelligences on Mathematics Achievement Emotions (Joy, Tiredness, and Anxiety) in Female Sixth-Grade Elementary School Students in Tehran City, Iran. MEJDS 2024; 14 :137-137
URL: http://jdisabilstud.org/article-1-2742-en.html

Determining the Effectiveness of Mathematics Teaching Based on Gardner's Multiple Intelligences on Mathematics Achievement Emotions (Joy, Tiredness, and Anxiety) in Female Sixth-Grade Elementary School Students in Tehran City, Iran

Rogaye Haji Esmaeilou¹

, Akbar Rezayi ^*²

, Amir Panahali³

1- PhD Student, Department of Psychology, Islamic Azad University, Tabriz Branch, Tabriz, Iran
2- Professor, Department of Psychology, Payame Noor University, Tehran, Iran
3- Assistant Professor, Department of Psychology, Islamic Azad University, Tabriz Branch, Tabriz, Iran

Abstract: (852 Views)

Abstract
Background & Objectives: Attention to the emotions related to school and education is important because the students spend much time in school. Some of the researchers concluded that emotions are under the influence of people's intelligence. Mathematics teaching based on Gardner multiple intelligences is considered one of the relatively novel educational methods whose effectiveness on the students' academic performance has been confirmed in several studies. It is said that Gardner's multiple intelligences are effective on the students' mathematics achievement emotions (joy, tiredness, and anxiety). Achievement emotions appear in different academic situations: while the student is in the classroom, and while the student is studying, and at the time of an exam. Measures should be taken to ensure that educators and teachers use education based on multiple intelligences so that the impact of these methods on students' academic emotions (pleasure, anxiety, and fatigue) can be witnessed. Therefore, this study aims to determine the effectiveness of mathematics teaching based on Gardner's multiple intelligences on mathematics achievement emotions (joy, tiredness, and anxiety) in sixth–grade female elementary school students.
Methods: The present research was quasi–experimental with a pretest–posttest design with a control group. The statistical population included all sixth–grade female elementary school students studying in Tehran City, Iran, in the academic year 2021–2022. A total of 40 students were selected through multi–stage randomized sampling. First, one district (District 2) was randomly selected from the educational regions of Tehran (19 districts), and a list of girls' elementary schools in this district was prepared. Among these schools, one non–governmental school was randomly selected, and two sixth–grade classes were randomly selected and placed in the experimental and control groups. To control for the role of the intelligence variable in the research results, students with average IQ were selected, and the Raven Intelligence Test scores in the student's academic records were used to select these students. The sample was randomly assigned to the experimental and control groups. The experimental group received a mathematics teaching package designed based on Gardner's multiple intelligences for 8 sessions, and in each session, they studied mathematics for grade six for 30 min. The control group received the usual method (traditional method) of teaching mathematics. Data were collected using the Mathematics Achievement Emotions scale – Elementary Grade (Lichtenfeld et al., 2012). The data obtained from the pretest and posttest were analyzed using descriptive statistical methods such as frequency distribution, mean and standard deviation, and inferential statistical methods through 1–way multivariate analysis of covariance (MANCOVA) in SPSS software version 26. The significance level of the tests was set at 0.05.
Results: Univariate covariance analysis showed the implementation of mathematics education based on the intelligence theory. Gardner's multiple intelligences had a significant effect on increasing the emotions of mathematical achievement related to pleasure in the three situations of math class, math homework, and math test (p<0.001) so that the implementation of the educational intervention increases the emotion of joy in the experimental group compared to the control group. Also, the results show that implementing the educational intervention reduced the emotion of math achievement related to anxiety in math class, math homework, and math exams (p<0.001). Finally, implementing math education based on Gardner's multiple intelligences reduced the emotion of math achievement related to fatigue in math class and math test situations (p<0.001).
Conclusion: According to the present research findings, the multiple intelligences–based educational intervention method effectively improves the level of emotions of mathematical progress.

Keywords: Gardner multiple intelligences, Elementary math education, Math achievement emotions (pleasure, fatigue, and anxiety)

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Type of Study: Original Research Article | Subject: Psychology

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