The Effectiveness of Using a Programme Based on Multiple Intelligences Theory on Eighth Graders’ English Reading Comprehension Skills

Abstract

This study aimed at investigating the effectiveness of a suggested programme based on Multiple Intelligences (MI) theory on eighth graders’ English reading comprehension skills. The targeted skills were skimming, scanning, making inferences, knowing the meaning of words through context and sequencing. To achieve this aim, the researcher employed a representative sample of 65 EFL male students studying at Az-Zaitoun Preparatory ‘A’ Boys’ School which is run by UNRWA in the Gaza Strip. The participants were divided into two equivalent groups: a control group, 32 students, and an experimental one, 33 students. Regarding the instrumentations, an achievement test and weekly quizzes, for the purpose of formative evaluation, were administered. Being used as a pre-test, the achievement test was meant to prove groups equivalence. Besides, it was used as a post test to measure any possible differences between the target groups. The collected data were analyzed and treated statistically through the use of SPSS. The findings indicated that there were statistically significant differences between both groups, favouring the experimental one, only in skimming, scanning and knowing the meaning of words through context due to the programme implemented. Concerning the other remaining skills, no differences were observed. This was attributed to the fact that making inferences and sequencing are types of higher-order thinking skills that needed much more time to be mastered. It is also attributed to the bad psychological case the students had passed through because of a possible aggressive war onGaza. It was also because students knew that the results of the post test would not be calculated and regarded in their school transcripts. Additionally, implementing the effect size equation, the study revealed that the programme had a medium effect size favouring the experimental group. Therefore, the findings are tentative waiting for other studies to be conducted in this regard. Taking into account this medium effect the findings showed, the researcher recommended the re-use of the programme on the same reading skills. Moreover, he recommended the use of MI theory on other language skills, and other school subjects as well.