Multiple Intelligences based Instruction and Perceived Reading Skills: an Experimental Analysis

Abstract

Instruction based on Multiple Intelligences could be the key to unlocking human resource potential. The study's goal is to determine whether "teaching reading skills through Multiple Intelligence-based Instruction (MIBI) for the K12 graders" affects students' academic achievement. In this study, the pretest-posttest nonequivalent groups design was used. This study included 60 randomly selected students, 30 in the experimental group and 30 in the control group. TerraNova and IOWA achievement tests were used in this study to determine students' reading comprehension achievement. A twenty-four-week study was conducted in this case. The SPSS 22 study was conducted by researchers, who analyzed and interpreted the data from the application. Researchers found that students who learned reading comprehension through MIBI performed better than those who learned it through traditional methods.