Integrating Multiple Intelligences and Learning Styles on Solving Problems, Achievement in, and Attitudes towards Math in Six Graders with Learning Disabilities in Cooperative GroupsReportar como inadecuado




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Online Submission, International Journal of Psycho-Educational Sciences v2 n2 p32-45 Sep 2013

This study investigated the effect of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and T.test were employed for data analysis. Findings from this study indicated the effectiveness of differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in the target students. On the basis of the findings, the study advocated for the effectiveness of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in learning disabled students.

Descriptors: Multiple Intelligences, Cognitive Style, Problem Solving, Mathematics Achievement, Scientific Attitudes, Experimental Groups, Control Groups, Individualized Instruction, Learning Disabilities, Grade 6, Achievement Tests, Minimum Competency Testing, Cooperative Learning, Statistical Analysis, Likert Scales





Autor: Eissa, Mourad Ali; Mostafa, Amaal Ahmed

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4004&id=ED565626







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