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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/4061

Title: Improving the Quality of Teaching and Learning of General Knowledge in Art Using Multiple Intelligences Lesson Plan
Authors: Agbenatoe, Wisdom Gameli
Issue Date: 19-Jun-2011
Abstract: One type of teaching strategy that has been tried, tested and proven effective in advanced countries is the theory of Multiple Intelligences. This teaching philosophy assumes there are nine ways in which people show intelligence: Verbal-Linguistic, Mathematical-Logical, Musical-Rhythmic, Visual-Spatial, Bodily-Kinaesthetic, Interpersonal, Intrapersonal, Naturalist and Existential Intelligences. Multiple Intelligences theory has been in use for many years in some developed parts of the world, but it remains an untapped domain in Ghana. This study was therefore, conducted to find out the extent to which teaching based on the theory of Multiple Intelligences can improve academic performance of students in General Knowledge in Art (GKA) within the Senior High School level Visual Arts Programme. The study involved two groups of GKA students at the same class level. Students in the Control Group were taught with the normal “chalk and talk method” while students Experimental Group were taught with lessons based on the theory of Multiple Intelligences (MI), and comparing the performance of groups using Chi-Square Analysis. The study showed that for each grade classification, the Experimental Group significantly outperformed the Control Group at 5% test level. The implication of this result is that lesson plans based on the theory of Multiple Intelligences significantly improves teaching and learning of GKA which is an integrated subject. It also proves the MI theory is real and applicable to the teaching and learning in Ghana for promoting quality secondary education. The researcher recommends adoption of the theory by GKA teachers to improve their teaching in order to raise academic performance of their students and the standard of secondary education in Ghana.
Description: A thesis submitted to School of Graduate Studies, Kwame Nkrumah University of Science and Technology, Kumasi,in partial fulfillment of the requirements for the degree of Master of Arts in art Education, 2011
URI: http://hdl.handle.net/123456789/4061
Appears in Collections:College of Arts and Social Sciences

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