International Journal of Educational and Psychological Studies

Volume 13 - Issue 2 (4) | PP: 262 - 280 Language : العربية
DOI : https://doi.org/10.31559/EPS2024.13.2.4
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The Effectiveness of the Multiple Intelligences Strategy in Developing Creative Reading Skills Among Fourth-Grade Female Students

Rana Hmedan Juba ,
Ibrahim Jaber Shadafan ,
Afif Hafez Zeidan
Received Date Revised Date Accepted Date Publication Date
2/1/2024 24/1/2024 26/2/2024 30/4/2024
Abstract
Objectives: This study aimed to investigate the effectiveness of the multiple intelligences strategy in developing creative reading skills for fourth grade female students. The study sample consisted of (60) female students, and the two study groups (experimental and control) were assigned randomly, where the sample of both the experimental and control group consisted of ( 30) female students, and the experimental method with a quasi-experimental design was used. Methods: To achieve the aim of the study, a creative reading skills test was prepared, and its validity and reliability were verified using appropriate scientific procedures. To answer the study questions, arithmetic means, standard deviations, and analysis of covariance were used to examine the significance of statistical differences. And the Eta square to measure the size of the effect of the experimental variable. Results: The results of the study showed that the experimental group was superior to the control group in the post-application of the creative reading skills test on the total score, and the skill (fluency, flexibility, originality, and adding details) in favor of the experimental group, and that the size of the effect it had in developing each of them was large. Conclusions: In light of the findings, the researchers presented a number of relevant recommendations.


How To Cite This Article
Juba , R. H., et al. (2024). The Effectiveness of the Multiple Intelligences Strategy in Developing Creative Reading Skills Among Fourth-Grade Female Students. International Journal of Educational and Psychological Studies, 13 (2), 262-280, https://doi.org/10.31559/EPS2024.13.2.4

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