أثر استخدام استراتيجية الذكاءات المتعددة في تحصيل طلبة المرحلة الثانوية في مادة التربية الإسلامية واتجاههم نحوها في الجمهورية اليمنية

Abstract

This study investigated the impact of employing the Multiple Intelligences (MI) strategy on academic achievement and attitudes towards the Islamic Education subject among female students in the first year of secondary school (10th grade) in the Republic of Yemen. Employing a quasi-experimental design, the research sample comprised 58 students divided into experimental and control groups. Study instruments included an achievement test constructed according to Bloom’s cognitive levels and a three-dimensional attitude scale. The researcher utilized statistical analyses including difficulty, ease, and discrimination indices, the T-test, Pearson’s correlation coefficient, and the Spearman-Brown formula. The findings indicated statistically significant differences favoring the experimental group in post-test achievement, attitudes towards the subject, and higher-order cognitive levels. Furthermore, the study revealed a significant positive correlation between academic achievement and attitude. In light of these results, it is recommended to train Islamic Education teachers in the effective application of multiple intelligences-based strategies and to revise curricula to support such pedagogical approaches.