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Comparative Study

| Published: September 25, 2016

Effect of Interpersonal Intelligence Based Teaching Strategies on Students Academic Achievement

Dr. Vinita Advani ,

Assistant Professor, R.H. Patel English Medium B.Ed College, Kadi Sarva Vishwavidyalaya, Gandhinagar, Gujarat, India Google Scholar More about the auther

Ms. Hema G

Research Scholar (Edu.), Kadi Sarva Vishwavidyalaya, Gandhinagar, Gujarat, India Google Scholar More about the auther

DIP: 18.01.203/20160304

DOI: 10.25215/0304.203

ABSTRACT

The intent of the present study was to investigate the effect of interpersonal intelligence based teaching strategy (IBTS) on students’ academic achievement. Totally, 101 students who were found to be having higher mean scores in interpersonal intelligence participated in the study. The experimental and control group encompassed 51 and 50 students, respectively. All students were of IX standard students belonging to a school in Ahmedabad city. The sample was selected through purposive sampling. The experimental group was taught through IBTS whereas the control group received conventional teaching of same science topics. To determine the effectiveness of IBTS over conventional teaching method, an academic achievement test on the science topics which consisted of 30 multiple choice questions was administered. Mean, SD, SEd, and t-values were calculated to compare to test the hypotheses. The results showed that students who were taught through IBTS were achieved higher score than the other group. There was no difference in the academic achievement of boys and girls students who were taught through IBTS.
Responding Author Information

Dr. Vinita Advani @ hemaanagesh@gmail.com

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ISSN 2348-5396

ISSN 2349-3429

DIP: 18.01.203/20160304

DOI: 10.25215/0304.203

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Published in   Volume 03, Issue 4, July-September, 2016

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