EFFECT OF MULTIPLE INTELLIGENCE BASED INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENT ACADEMIC ACHIEVEMENT IN BIOLOGY IN GWALE ZONAL EDUCATION KANO
Abstract
ABSTRACT
The study investigate the effect of multiple intelligence based instructional strategy on secondary school students academic achievement in biology in Gwale zonal education, Kano state. The population for this study was 34,227 SS2 students. The subjects were divided into two, experimental and control groups. The study adopted quasi-experimental design and used a simple random sampling technique in selecting 222 respondents. A structured and validated test titled “Biology Academic Achievement Test (BAAT)” was developed for data collection with reliability coefficient of 0.722. Three research questions were stated and their null hypothesis were tested. The data collected were subjected to statistical analysis at 0.05 level of significance. The findings of the study revealed that, the use of multiple intelligence-based instructional strategy can significantly impact students’ academic achievement in the subject. Research consistently showed that students’ taught using multiple intelligence-based instructional strategy positively influence their learning outcomes.
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