The Effectiveness of Teaching an IM-based Developed Course on Developing Problem Solving and Decision Making Skills of Students at the Faculty of Education, Sana’a University.
The Effectiveness of Teaching an IM-based Developed Course on Developing Problem Solving and Decision Making Skills of Students at the Faculty of Education, Sana’a University.
Taghreeda A. Ahmad Al-Areqi
Faculty of Education Sana’a University Republic of Yemen
The main purpose of this study was to investigate the effects of teaching a developed course based on Gardner’s Multiple Intelligences (MI) theory on developing students’ problem-solving and decision-making skills.
To achieve this, the study used the one-group pretest – posttest design and the descriptive approach as well. The study has been conducted on the third-level of Biology department students at Faculty of Education – Sana’a University. Totally 83 students, who were selected as a sample to participate in the study.
The study used two scales prepared by the researcher. The first consisted of 6 problem- solving sub-skills and the second consisted of 4 decision-making sub-skills. For statistical analysis, the study used the Z-test and Pearson Correlation Coefficient (Pearson’s R) to calculate Validity and Reliability.
The study found out the following results:
- There are significant differences at the level of significance (a ≤ 0.05) between the means of the pre-test and post-test in the scale of problem solving skills, where the value of (Z) reached a percentage of (-7.746).
- There are significant differences at the level of significance (a ≤ 0.05) between the means of the pre-test and post-test for each of the problem-solving sub-skills.
- There are significant differences at the level of significance (a ≥ 0.05) between the means of the, the pre-test and post-test, in the decision-making scale, where the value of (Z) reached a percentage of (-7.921).
- There are significant differences at the level of significance (a ≤ 0.05) between the means of the pre-test and post-test for each of the decision-making skills.
- There is a correlation between the students’ problem-solving skills and decision-making skills with a degree of (.648**).
In the light of the previous results, the study recommended the follwing:
- Developing the universal syllabuses based on Gardner’s Multiple Intelligences (MI) theory in developing problem-solving and decision-making skills.
- The necessity of involving the Multiple Intelligence (MI) strategies in teacher Preparation Programs by faculty members.