American International Journal of Social Science

The Efficiency of Multiple Intelligence Theory (MIT) in Developing the Academic Achievement and Academic-Self of Students with Mathematical Learning Disabilities in the Areas of Addition, Subtraction and Multiplication
Dr. Nader fahmi AL – Zyoud, Dr. Ziad mohammad Nemrawi

Abstract
This study aimed at exploring the effect of using a teaching strategy based on Multiple Intelligence Theory (MIT) in developing the academic achievement and academic-self of fourth-grade school girls with mathematical learning disabilities. The research sample consisted of 38 school girls who were divided into two groups: one experimental (18 students) and the other controlled (20 students). For the purposes of this study the two researchers designed an aptitude test made up of 25 multiple choice questions on the concepts of addition, subtraction and multiplication. The researchers also constructed a scale to measure the academic-self of the students. This scale was based on a number of universal scales and consisted of 20 items. The results revealed that there was a statistically significant difference at (0.05=α) between the average performance of the two groups on the aptitude test in favor of the controlled group who were instructed within a teaching strategy based on MIT. Moreover, the results revealed a statistically significant difference between the average performance of the two groups within the academic-self scale and that such a difference was attributed to the use of a teaching strategy based on MIT. In light of these results, the researchers recommend the use of a teaching strategy based on MIT to help students of all ages who suffer from mathematical learning disabilities.

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