The Development of Instructional Model Based on Gardner’s Multiple Intelligence Theory to Improve the Mathematics Achievements of Second Grade Primary School Students

Abstract

This research aimed to 1) study the factors affecting the development of mathematics achievement of second-grade students in Qinhuang Town Primary School, 2) develop an instructional model based on Gardner’s Multiple Intelligence Theory, 3) compare the mathematics achievement of second-grade students before and after using an instructional model based on Gardner’s Multiple Intelligence Theory. The sample group was 30 second-grade students in Qinhuang Town Primary School. The research Instruments were 1) a questionnaire about the factors affecting elementary school students' mathematics achievement 2) an interview form about the factors affecting elementary school students' mathematics achievement 3) lesson plans 4) a mathematics achievement test 5) students' behavioral observation form 6) interview form about the opinions on teaching and learning. This study was conducted in three steps: a study of the factors affecting the development of second-grade students' mathematics achievement, the development of an instructional model based on Gardner’s Multiple Intelligence Theory, and an experimental and improvement process. Data were statistically analyzed, Qualitative data were analyzed through content analysis, and Quantitative data were analyzed through descriptive statistics, frequency, percentage, means, and standard deviation, and the different scores of mathematics achievement before and after using the instructional model were analyzed through t-test for dependent samples. The results of the study show that: 1) the factors affecting elementary school students' mathematics achievement include four aspects: 1) students 2) teachers 3) the learning process and the environment. 2) the instructional model consisted of four components: Principle, Objective, Learning Process, and Result. 3) the implementation of the instructional model based on the multiple intelligences students have after mathematics achievement was significantly higher than that before class with statistical significance at the level .01