The Effectiveness of A Program Based on Multiple Intelligences Theory in Developing the Ability to Solve Verbal Problems in Mathematics among Hearing-Impaired Middle School Students.

Shaban, Nasser; Fkry, Gamal Mohamed; Morsy, Hamdy Mohamed

doi:10.21608/mfes.2025.325225.1952

The Effectiveness of A Program Based on Multiple Intelligences Theory in Developing the Ability to Solve Verbal Problems in Mathematics among Hearing-Impaired Middle School Students.

Articles in Press

Document Type : Original Article

Authors

¹ Faculty of Eduction

² Assiut University – Faculty of Education – Department of Curriculum and Methods of teaching.

³ Assiut University- faculty of education- Department of Curriculum and instruction

10.21608/mfes.2025.325225.1952

Abstract

Researcher’s name: Nasser Shaaban Mohamed Mohamed Nasser

Title of the study: The Effectiveness of A Program Based on Multiple Intelligences Theory in Developing Visual Thinking Skills and the Ability to Solve Verbal Problems in Mathematics among Hearing-Impaired Middle School Students.

Degree: Doctor of Philosophy in Education – Specialization in Mathematics Curriculum and Methods of teaching.

I

Research objectives: The study aimed to develop verbal problem-solving skills among hearing-impaired middle school students in the mathematics curriculum using a program based on the theory of multiple intelligences

Research group: The study group consisted of a number of first-year hearing-impaired female students from Al-Amal School for the Deaf and Hearing-Impaired in the city of Al-Arbaeen, affiliated with the Assiut Educational Administration in Assiut Governorate. The group included 27 students, divided into 14 students in the experimental group who were taught using the program based on the theory of multiple intelligences, and 13 students in the control group who were taught using the usual method.

Research Results:

The study results revealed the following:

1. A statistically significant difference at the 0.01 level was found between the mean scores of the experimental and control female students groups in the post-test of visual thinking skills, favouring the experimental group.

2. A statistically significant difference at the 0.01 level was found between the mean scores of the experimental and control female students groups in the post-test of verbal problem-solving skills, favouring the experimental group."

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