The Effects of Cooperative Learning Within a Multiple Intelligence Framework on Academic Achievement and Retention in Maths

This experimental research investigated the effects of the cooperative learning method supported by multiple intelligence theory on elementary 4th grade students’ academic achievement and retention in their maths course. The subjects of study consisted of 46 4th grade students from an elementary school in the Yüre ir district of Adana. For this research, a control group was taught using the whole class teaching technique and an experimental group was taught using the cooperative learning method supported by multiple intelligence theory. The study was carried out over seven weeks. The measurement instrument used in the study was a mathematics achievement test. This instrument was used as pre-test, post-test and retention test with the experimental and control groups. Furthermore, prior to the study TIMI was administered to all participants. In conclusion, it was found that there were differences in achievement between the experimental and control groups. From this result, it can be said that the cooperative learning method supported by multiple intelligence theory is more effective than the whole class teaching on achievement in mathematics. At the same time, it was found that there are no significant differences in their retention.