Abstract
This study investigated the effect of using a teaching strategy that is based on multiple intelligences theory (MIT) on achieving the concepts of Jurisprudence among 8th grade students. The study’s sample consisted of 104 students divided into four groups: two experimental groups taught by using a teaching strategy that was based on multiple intelligences theory (MIT); and two control groups examined in the traditional method. To achieve the objectives of the study, an achievement test was used. The results of the study showed a statistically significant difference at (a=0.05) on achieving jurisprudence concepts among 8th grade students that may be attributed to using a teaching strategy based on MIT. There was no effect for the interaction between teaching strategy and student's gender on achieving Jurisprudence concepts among 8th grade students.
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