Using Multiple Intelligence Activities and Cooperative Groups to Improve Academic Achievement and Retention

Abstract

In this study, the effects of cooperative learning method supported by multiple
intelligence theory on students’ achievement and retention were investigated. The study, which lasted
sixteen weeks, was carried out at public school in the district of Yüreir-Adana in 2005-2006
academic year. The participants of the study were 72 students. The measurement instruments that
used for the study are mathematics achievement test and semi-constructed interview form. Findings
indicated that cooperative learning method supported by multiple intelligences has a significant effect
on academic achievement, and retention. Analysis of interview data revealed that students felt that
this instruction is much more beneficial than traditional instruction.