Academic Achievement from Using the Learning Medium Via a Tablet Device Based on Multiple Intelligences in Grade 1...

Area of Science:

• Educational Technology
• Cognitive Development
• Pedagogy

Background:

• Traditional teaching methods, such as recitation, may not cater to diverse learning styles.
• Multiple intelligence theory suggests tailoring instruction to individual cognitive strengths can enhance learning outcomes.
• Digital learning tools offer potential for personalized and engaging educational experiences.

Purpose of the Study:

• To evaluate the academic achievement of a multiple intelligence-based learning medium delivered via a tablet.
• To compare the effectiveness of this new digital medium against traditional recitation methods for vocabulary acquisition.

Main Methods:

• A quasi-experimental study with a pretest-posttest non-randomized control group design was employed.
• Participants included 62 first-grade students, with an experimental group (n=31) using the tablet medium and a control group (n=31) using recitation.
• The experimental group's tablet application was specifically matched to logical-mathematical multiple intelligence.

Main Results:

• The experimental group demonstrated significantly higher post-test vocabulary scores (9.07 marks increase) compared to the control group (4.39 marks increase).
• The odds of achieving higher post-test scores were 8.75 times greater in the experimental group than in the control group.
• Both groups showed significant improvement, but the tablet-based learning medium yielded superior academic achievement.

Conclusions:

• The multiple intelligence-based tablet learning medium is more effective in improving academic achievement than traditional recitation.
• While both methods contribute to learning, the digital approach offers a more significant enhancement in vocabulary scores.
• Future research should explore the long-term impact of this medium on knowledge retention for lifelong learning.