Effect of multiple intelligence supported project-based learning on students’ achievements levels and attitudes toward English practices
Project work is a term that is done individually or in a group and illustrated in its written form. The aim of this research will be investigating multiple intelligences that are allowed within project-based learning towards the English language. The study will want to use students from different classes to reflect the significant differences being explored.
The basis of project-based learning is not a new concept and emerged in the early 1920s. The idea came into being when William Heard Kilpatrick suggested project-based instruction as a learning method. According to his postulation, project learning was to contain four components that include; purposing, planning, executing and judging (Bas, 2011). The roots of implementation of project-based ideas have been practised over time with benefits based on experiential, hands-on and directed learning. Intelligence theory that supports project-based learning has important implications for English learning.
The application of project-based learning among students by the teachers addresses the greater diversity among the learner's intelligence. It’s one method of creating individualized learning environment since the benefits of using the approach consider individual needs (Bas & Bayhab, 2017). Also with the introduction of the project-based learning, changes have been witnessed in teaching methodologies in multiple schools. Multiple intelligence theory is greatly considered in English teaching. The approach has not only been used in public instructions but also has found a wider application in teaching English. Many learners however still have difficulty in using English regarding corrections, writing, speech, independent reading, and meaningful communication in general (Sloeimani, Moinnzadeh, Kassaian, & Ketabi, 2012). Numerous factors are mentioned for lacking interest in the performance of English due to lack of cognitive approaches to education.
While more researchers have investigated the effects of project-based learning in the English language, more studies are required to explain how the approach improves English. In spite of the studies emphasizing on language skills, the results continue to show a decreasing English learning (Sloeimani et al., 2012). Detecting language learning problems need advanced project-based learning as the instructional plan. Therefore, the present day research aims to investigate the effect of such an approach to learning and improvement of English.
As a result of the gap in studies, the problem is whether project multiple intelligence project-based learning impacts on the achievement level of students towards the English language. Also, the study will seek to understand the differences between multiple intelligence theories and the traditional approaches to learning English. In answering the questions, the following questions will be posted;
1 Do we have any differences between MI- project-based teaching and the traditional approach of teaching English among the students as a way of improving structures in English course?
2 Does any difference occur between the two approaches being compared in improving the vocabularies in general English course?
3 Does the multi-intelligence project-based learning lead to improved comprehension reading in English learning?
4 Does MI- project-based learning contribute to improved student attitudes towards English course?
Multiple intelligence project-based learning refers to an instructional method focusing on the learner. The approach makes the students come up with questions, and they are guided through the research under the supervision of an instructor. Rather than making use of rigid lesson plans to direct the learner, project-based learning of a language permits detailed investigation of a topic worth learning in that specific language (Bas, 2011). The challenging questions posed by student play a central role in the learning process. In such a kind of learning, the students play a central role in making a design, problem solution, and decision that grant them the opportunity to work autonomously. The approach is a comprehensive strategy to classroom teaching in investigating complex issues in language learning. Thus, the used approach is likely to be successful after giving information concerning the projects.
The model is an authentic learning strategy makes the learners plan, implement and evaluate projects that go beyond the classroom level. The strategy is essential in engaging the students while acquiring skills and knowledge through inquiry process that are designed around complex questions (Bas, 2011). The approach facilitates quality learning and contributes to high levels of cognitive development when the students engage in complex matters. The students are subjected to a range of skills that involves collaborative working and time management in the learning processes. The instructors are capable of noting the student improvements regarding attendance, class engagements and the willingness to ta...