A Case Study on the Effect of Geometry Course in High Schools by Multiple Intelligence Theory

Abstract

The aim of this study was to determine the effect on success of including geometry course into 9th grade curriculum by multiple intelligence theory in the direction of the ideas of directors, assistant directors and teachers of same high schools in North Cyprus. The study group was formed of some directors and teachers in Nicosia Turkish High School, Bulent Ecevit Anatolian High School, Sedat Semavi Industrial Vocatioal High School and Kurtulus High School. The data collective tool was made through interviews made for the concerned people. Nearly all of them have supported the idea that students’ success is directly proportional with the type of their intelligence and also the current curriculum includes too much unnecessary courses. Accordingly, this case creates serious difficulties on students’ success. The students whose logical intelligence is dominant, have higher motivation in geometry course. But, the situation causes serious problems for the others and it reflects negatively on their success. In addition, it was stated that, separation into classes according to type of intelligence will positively affect success. In the light of the data obtained, the opinions were given about how it would be possible to increase students’ success.