The Effect of Designing E-Activities within the Multi-Intelligence Theory on Knowledge Achievement and Motivation towards Learning and its Materials of Graduate Students

Abstract

The purpose of this study was to determine the effect of including multiple-intelligence strategy when designing an e-content on knowledge achievement, motivation and of postgraduate students at the Arabian Gulf University. An experimental method with a quasi-experimental design was used due to difficulty randomly assigned the sample. Participants, males and females, were selected from students of the Gifted Education Program at the Arabian Gulf University. The sample consisted of two groups: experimental (n=29) and control (n=22). The e-content was designed via instructional interactive activities that develop students’ intelligence determined by using Multiple-Intelligences Scale administered before the experiment. It indicated that there are three types of intelligence in the experimental group individuals: self, logical, social. The e-content was presented in three different forms to fit each type of intelligence. The control group studied the same course using face to face method. This study used several measures: Gardner’s Multiple-Intelligence Scale, Questionnaire of Motivation to Teaching Materials, Questionnaire of Learning Motivation and Knowledge Achievement Test. Results indicated that there are statistically significant differences among the mean scores of the experimental and control groups in the total of the final achievement test in favour of the experimental group. Furthermore, there are statistically significant differences between both groups in motivation to teaching materials and learning in favour of the experimental group.