Multiple Intelligence Theory And Its Impact on Student Academic Achievement in Communication Skills
Azizah Saad Al Rowais
Dr. Azizah Saad ALRowais, Department of Curriculum and Instruction, College of Education, Salman bin Abdul-Aziz University, Riyadh, Saudi Arabia.
Manuscript Received on February 22, 2015. | Revised Manuscript Received on February 28, 2015. | Manuscript published on March 15, 2015. | PP: 1-5 | Volume-1 Issue-6, March 2015.
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The concept of multiple intelligences (MI) theory is a challenge for educators to create environments that develop students’ eight intelligences. The chief goal of the present research study is to investigate the role of MI theory on the student’s achievement in communication skills. The researcher builds a new concept to assess the MI theory in developing the PYP students’ academic success in Communication Skills at Salman bin Abdul-Aziz University. The present study employed the descriptive method to determine the principles of MI (Multiple Intelligence) theory to prepare the communication skills course, and the quasi- experimental method to measure the effectiveness of the independent variable (MI theory) on the dependent variable (achievement). Sixty students who represent Salman bin Abdul-Aziz University in Saudi Arabia were selected randomly. For this purpose, Achievement test was used to gather the data. The study showed that there were positive effects of MI theory on the student’s achievement. The major contribution of the researcher is to develop a relationship between MI theories in the PYP students’ academic attainment.
Keywords: Communication Skills, Multiple Intelligence (MI) Theory & PYP Students, Saudi student