International Journal of Economy, Management and Social Sciences, 3(3) March 2014, Pages: 193-195

TI Journals

International Journal of Economy, Management and Social Sciences

ISSN
2306-7276

www.tijournals.com

Impact of Multiple-Intelligence Approach & Traditional

Teaching Approach on Educational ESP Attainment and
Attitudes of Educational Science Students
Bahman Saeidipour 1, Seyyed Hematollah Taheri Otaghsara *2
1
2

Associate Professor, Faculty member, Payame Noor University, Iran.

PhD student in Distance education program, Payame Noor University, Iran.

AR TIC LE INF O

AB STR AC T

Keywords:

The present study attempts to compare teaching based on Gardner's multiple intelligences with
traditional teaching of English for specific purpose (ESP) in terms of impact on learning
achievement and attitudes of educational science students in Babol Payame Noor University. To
accomplish this purpose, 40 students taking ESP course in first semester of 2013-2014 academic
year were placed into treatment group and control group. ESP was taught to treatment group and
control group respectively through multiple-intelligence method and the conventional method for
six weeks. Instruments of study were two researcher-made tests about ESP learning and attitudes
towards ESP. For analysis of collected data, we used descriptive statistics including mean and
standard deviation as well as independent t inferential statistics and 19th version of SPSS software.
Findings revealed significant difference in learning achievement and attitudes of students in
treatment group and control group. In other words, students being taught through multipleintelligence method had higher learning achievement as compared with students being taught
through traditional method.

Gardner's Multiple Intelligences

learning achievement
English for specific purpose
Educational science
Students

(ESP)

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1.

Introduction

In today's world, rapid and wide developments in science, technology, communication and emergence of new views about social, political,
economic, and cultural issues bring about fundamental changes in educational systems and teaching methods. In coincidence with decline
of behaviorist psychology and emergence of cognitive psychology especially constructive approach to learning, students are viewed as
creator of their own cognitive structure rather than pure recipients of information. After receiving information, they should process them,
relate them to past experiences, organize the received information, and apply them to new situations and problem solving in real life.
In accordance with Howard Gardner's multiple intelligence theory (2004), new conditions have prevailed in terms of understanding of
human intelligence and emergence of strong views in teaching process, which perform essential teaching functions (Armstrong, 2007).
Gardner questions the conventional concept of intelligence as a single constant existence. Rather, he defines intelligence as mental,
biological ability of information processing which can result in problem solving and development of production with cultural value
(Gardner, 2004).
Due to his multiple-intelligence theory, he challenges this view that there is only one teaching method, only on way for attention attraction,
and only one method for their learning. The actual learning occurs when the unique abilities of individual students are taken into
consideration, and necessary conditions exist for creation and development of any intelligence component (Tina & Gardner, 1990).
Gardner's theory develops new methods for different individuals. This helps them grasp opportunities for learning through appropriate
methods. His methods appreciate a wider significance to learners and provide them with alternatives to fulfill their learning requirements
(Sardar, 2007).
Gardner's theory has captured educators' attention. They attempt to make his methods applied and design curriculums based on them.
Moreover, a large number of schools and institutions arrange their schedules in accordance with multiple-intelligence theory (Haji Hossein
Nejad, 2004).
One of areas in which we can examine impact of intelligence components is learning achievements of students in universities and schools.
Multiple-intelligence method can be viewed as new method with various teaching strategies. As a result, they gain greater success in
education.
Today, one of considerable educational difficulties lies in apathy and weakness in specific courses such as English learning courses. This
results in poor academic performance. Many students fall into apathy in general English courses and ESP courses including vocabulary,
reading comprehension, writing, etc.
The available strategies for English teaching often rely on memorization of texts and vocabulary, making negative impact upon fluency and
social skills which are considered significant in English learning (Harris & Grenfell, 2004). In the case that alternatives are not offered in
English teaching curriculum, students are fraught with more serious difficulties (Barrington, 2004). Conducted studies in this area reflect
positive impact of multiple-intelligence method upon educational achievement of students. Hall (2004) and Hamoorlo (2007) indicate that
* Corresponding author.
Email address: taheri.1348@yahoo.com

Bahman Saeidipour and Seyyed Hematollah Taheri Otaghsara

194

Internat ional Journal of Economy, Mana ge ment and Social Science s , 3(3) March 2014

multiple-intelligence-bases curriculums result in greater attainment in English classes (as cited in Sarkooglo and Erkan, 2009). Similarly,
Estrahan, Sami, and Bouls (1996) put emphasis on influence of multiple-intelligence methods on English learning achievement. Abdi et al.
(2011) in their study on multiple-intelligence-based English teaching reflected significant difference in general English learning on the
basis of two approaches including multiple-intelligence approach relative to conventional teaching approach. In other words, students
represented greater achievement due to multiple intelligence approach.
Difficulties in English learning can not be recognized unless educators employ methods such as multiple intelligence approach (Armstrong,
2007). Thus, the present study aims at examining the impact of multiple-intelligence approach upon ESP achievement relative to
conventional methods. It discusses the following hypotheses:
There is significant difference between attainment (vocabulary, reading comprehension, and writing) of students in multiple-intelligence
curriculum and students in conventional curriculum.
There is significant difference between attitudes of students towards ESP learning in multiple-intelligence curriculum as compared with
conventional curriculum.

2.

Methodology

This study was an applied, pseudo-experimental research including pre-test and post-test and control group. The population consisted of
educational science students in Payame Noor University of Babol taking ESP course in first semester of academic year of 2013-2014. Due
to small range of population, we used census-bases sampling. There were 21 students in treatment group (multiple-intelligence group) and
20 students in control group (traditional teaching method group). Instruments contained ESP achievement test (30 oral and writing
questions) and attitude test (12 researcher-made questions about attitudes of students towards ESP). The former was designed by the
teacher on the basis of ESP books and booklets. Next, the validity tests were assessed by experts in ESP and educational science. Their
reliability was assessed through Cronbach's Alpha. In achievement test and attitude test, we respectively observed value of 0.82 and 0.81
for Cronbach's Alpha. Then, we selected two ESP classes and divided them into treatment group and control group. In six-week schedule,
the former was taught by an experienced teacher on the basis of multiple-intelligence method and the latter was taught in accordance with
traditional teaching method. Finally, we administered post-test in both groups. We analyzed data by descriptive statistics (mean and
standard deviation) and independent t inferential statistics.

3.

Results and discussion

Table 1: Plenty distribution, Average, and deviation standard of scores test of language and participants view to specific language lesson

N
Mean
Std. Error of Mean
Std. Deviation

Pre-test of
group view
of testing

Pre-test of
group view
of controlling

Pre-test of
group view
of controlling

Pre-test of
group view
of controlling

Pre-test of
group view
of testing

Pre-test of
group view
of controlling

Pre-test of
group view
of testing

Pre-test of
group view
of testing

22
19.0455
1.47046
6.89705

20
19.7500
1.57760
7.05523

22
23.0909
1.32885
6.23286

20
18.1000
1.37247
6.13789

22
8.5000
.32733
1.53530

20
8.6000
.31119
1.39170

22
10.4545
.35265
1.65406

20
8.4500
.34393
1.53811

As the table 1 indicates, the introductive results are expressing the score of specific language test score of testing group and control group
are almost equal but the testing group score was higher than control group.
The core of students' view regarding to specific language lesson was increased during the test in which it has not been very considerable in
control group. For analyzing the test question it was applied of t test independent that its scores were observable in the following table:

Table 2: The results of independent t test for comparing the operation of testing group and control group in progress of learning specific language lesson
95% Confidence Interval of the Difference
Upper
Lower
8.45902

.92280

Std. Error
Difference

Mean Difference

Sig. (2-tailed)

df

1.86441

4.69091

.016

40

2.516

The meaningful level of 0.016 indicates that the hypothesis of survey the difference between the traditional teaching and multilateral
teaching in specific language is admitted.

Table 3: The results of t independent for comparing the operation of testing and controlling group in view to specific language lesson
95% Confidence Interval of the Difference
Upper
Lower
3.00014

1.00895

Std. Error
Difference

Mean Difference

Sig. (2-tailed)

df

.49260

2.00455

.000

39.975

4.069

Impact of Multiple-Intelligence Approach & Traditional Teaching Approach on Educational ESP Attainment and Attitudes

195

Internat ional Jour nal of Economy, Mana ge ment and Social Sciences , 3(3) March 2014

As the results show in table 3 there is a meaningful difference between the view of testing and controlling group view to the English
language. The meaningful level of 0.000 teaching specific language depending on multilateral method had a meaningful impression on
students to specific language lesson.

4.

Conclusion

This study examined impact of multiple-intelligence method on attitudes and ESP attainment of educational science students in Babol
Payame Noor University. Our statistical and inferential findings showed significant difference between mean scores of treatment group and
control group. To put it differently, multiple-intelligence based teaching had great influence in ESP attainment of treatment group as
compared with traditional method in control group. This finding is consistent with studies of Abdi et al. (2011), Hall (2004), and Hamoorlo
(2007), Estrahan, Sami, and Bouls (1996).
Similarly, other studies on effectiveness of multiple-intelligence method in educational
attainment reflected positive impact of this method. Findings of Bell Flower (2008), Cooper (2008), Daglas, Borton, and Dorham (2008),
Massen (2007), Barrington (2004), Boomen (2001), Haji Hossein Nejad (2004) are indications of this impact. In multiple intelligence
setting, as compared with traditional teaching setting, students are allowed to encourage participation, explore different issues, offer their
views, and gain clear understanding of lessons through different methods. Moreover, building awareness of their intelligence components
and mental capabilities among students helps them learn study methods and find their strengths and weakness.
Also, our findings highlighted that multiple-intelligence-based teaching creates enormous impact on attitudes of students towards ESP. This
finding supported studies of Abdi et al. (2011), Hall (2004), and Hamoorlo (2007). As encouraging environment is provided in multipleintelligence settings and students are allowed to learn contents on the basis of their abilities, they do not feel great anxiety when
encountering learning difficulties (Abdi et al, 2011), they find class environment enjoyable, in which they are not forced to learn. Multiple
intelligence theory suggests significance of personal differences, variety of learning, and assessment on the basis of individual abilities
(Armstrong, 2009). This theory is a practical way for understanding of learning process in all persons regardless of their gender, ethnicity,
cultural background, and economic-social status (Teele, 2002).
According to Teele (2008), most schools and institutions do not take necessary environment for optimal performance of individuals into
consideration in 21th century. In order to accomplish this purpose, teachers and professors should support education, raise great and acute
awareness of the content they teach and of new different ways and means consistent with different requirements of students, and have
students gain experiences guaranteeing their long-term success.

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