摘要：The aim of this study is aimed to examine the effect of instruction based on Multiple Intelligence Theory on seventh grade students' Mathematics achievement and attitudes towards Mathematics. A pre-test and post-test experiment-control group quasi-experimental design was used in this study. The study was conducted with 76 students from two different classes who were attending the seventh-grade of a public school in Batman. The experimental group was taught according to the theory of Multiple Intelligence and the control group was instructed based on the current program of teaching. The results showed that students who were instructed based on Multiple Intelligences Theory were achieved higher achievement score and attitudes towards Mathematics than the ones who were instructed the current teaching method. This study reveals that secondary school students will advantage significantly from teaching outcomes in schools if the Multiple Intelligence Theory is used as a pedagogical approach in mathematics instructional delivery.
关键词：Çoklu zekâya dayalı eğitim;matematik başarısı;matematiğe yönelik tutum
