The impact of primary students' multiple intelligences on motivation in thinking maps classroom
The implementation of Thinking Maps had been introduced in Malaysian schools since 2011. Hence, the present study served to investigate the impact of primary students’ Multiple Intelligences and motivation in Thinking Maps classroom. The participants of the study were 100 Year 4 students in a Ch...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2014
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/9112/1/Then%20Yih%20Yaw.pdf |
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| Summary: | The implementation of Thinking Maps had been introduced in Malaysian
schools since 2011. Hence, the present study served to investigate the impact
of primary students’ Multiple Intelligences and motivation in Thinking Maps
classroom. The participants of the study were 100 Year 4 students in a
Chinese medium school in Sri Aman. Students’ MI profiles and motivational
level were surveyed by using Multiple Intelligence Profiling Questionnaires
III (MIPQ III) and Instructional Materials Motivational Survey (IMMS)
respectively. Students were found to be intermediately motivated in Thinking
Maps classroom. There were also significant differences found in Logical-
Mathematical, Spatial and Bodily-Kinesthetic Intelligence between boys and
girls. Additionally, Linguistic and Naturalist Intelligence could contribute
partially in predicting students’ motivation in Thinking Maps classroom.
Other factors affecting students’ motivation in Thinking Maps classroom
include school climate, teacher’s teaching experiences and knowledge about
Thinking Maps. The study provides some insights into the effect of students’
MI on motivation in Thinking Maps classroom. It is hoped to benefit all
stakeholders as well as the students themselves to achieve effective learning. |
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