ABSTRACT

Aim: This research aims to establish to what extent Multiple Intelligences (MI) Theory differentiated instruction enhances second graders’ mathematics achievement: focus on geometric objects. Methods: The study adopted the pre-test; post-test control group quasi experimental research designs the participants for the study comprised 80 second-grade students from two primary schools in the China for the 2022-23 academic year. The students were divided into two groups: The experimental group comprised 40 students who were taught under an MI-based curriculum, and 40 students in the control group who were taught under traditional curriculum. Pre- and post-test of 25 multiple choice questions with options A, B, C, D and E focused on identifying geometric objects. Results: The study results showed the fact that there was a significant difference in the pre and post-test of the experimental group through significant increase in the scores as through the implementation of MI-based curriculum which enhanced academic achievement The systematic control group also exhibited improved performance but far from that of the experimental group. Consequently, the study establishes that MI-based instructional approach, which aligns learning and teaching with students’ learning styles, is more effective in enhancing learning and teaching of geometry as compared to conventional methods. Thus, the research finds that the implementation of Multiple Intelligences Theory in a learning environment increases learners’ interest and activity levels and decreases resource spends on learning anxiety to produce improved learning outcomes. Conclusion:  The findings of this study evidence the notion that using MI based instruction is superior and helpful in creating a friendlier learning climate that can enhance the success of the students in the long run. The implications of the study are generalized to the field of education to indicate that adopting multiple intelligences teaching approaches makes student achievement better across all fields. It is hereby suggested that further research study the outcomes of implementation of MI-based curricula in various educational environments in the long run.