EFFECT OF MULTIPLE INTELLIGENCE-BASED INSTRUCTIONAL APPROACH ON STUDENTS' INTEREST IN SECONDARY SCHOOL BIOLOGY

Abstract

This study investigated the effect of multiple intelligence-based instructional approach on students’ interest in secondary school biology in Anambra State. Two research questions guided the study and two hypotheses were tested at .05 level of significance. The design adopted for this study was quasi-experimental design. Specifically, the pretest post test non-equivalent control group design. The population of the study comprises all 7,134 SS1 biology students made up of 3,214 males and 3,920 females in 2019/2020 academic session in three education zones in Anambra State. The sample for this study comprised 564 SSS1 biology students made up of 249 males and 315 females drawn using multistage sampling procedures. The instruments for data collection was titled “Biology Interest Scale” (BIS) which was duly validated using cronbach alpha which yielded 0.82.Mean and Standard deviation were used to answer the research questions and analysis of Covariance (ANCOVA) to test the hypothesis. The findings of the study revealed among others that students taught biology using multiple intelligence-based instructional approach had higher interest score than those taught using lecture method. The result further revealed that students taught Biology using multiple intelligence-based approach had higher interest scores than those taught using lecture method. Based on the findings, it was recommended among other that Science Teachers Association of Nigeria (STAN) should organize regular professional development programme for biology teachers on the use of multiple intelligence-based instructional approach in teaching the subject. The findings above were discussed and conclusions were reached. Limitations as well as suggestion for further studies were highlighted.