BEYOND THE CONVENTIONAL APPROACHES: ENHANCING BIOLOGY LEARNING THROUGH MULTIPLE INTELLIGENCE-BASED APPROACH IN PAKISTAN

Abstract

This study aims to examine the effect of the Multiple Intelligence Approach (MIA) on the attitudes of secondary-level
students towards learning biology in Islamabad, Pakistan. The study employs a true experimental design to compare
the attitudes of students taught through MIA with those taught using conventional methods. The comparison is based
on several dimensions of the Biology Attitude Scale (BAS), such as interest, career inspiration, perceived
importance, and perceived difficulties in biology. A cohort of 70 ninth-grade students was segregated into
experimental and control groups, and 35 students in each group underwent analysis by independent sample t-tests.
Results showed that students in the MIA group had significantly higher average scores in all aspects compared to
the control group, underscoring the efficacy of MIA in improving students' interest, career ambitions, and perceived
significance of biology, while also decreasing learning challenges. These findings emphasise the significance of
including MIA in teaching methods to enhance students' attitudes and involvement in science education. This study
provides theoretical validation of MIA in the educational setting of Pakistan and has practical implications for
educators and policymakers. Nevertheless, the constraints of limited sample size, a short-term study, and limited
generalizability indicate the need for additional research to investigate the long-term effects and wider relevance of
MIA in various educational environments.