The effect of layered curriculum supported by multiple intelligences on students' achievements and permanence

Abstract

The purpose of this research is to investigate the effect of Layered Curriculum Supported by Multiple Intelligences on students' achievements and permanence. The research was conducted in Ankara Altindaǧ Kaşgarli Mahmut Primary School on 2011-2012 educational year. The implementation process, which lasted for 4 weeks, was carried out with the theme named "The World of All of Us" in Social Studies lesson at 5th grade. The research was conducted according to the protest-posttest model with control group. Success test and permanence test were used as data collection tools; the permanence test was applied after 28 days from the end of the implementation process. According to the findings, it is concluded that layered curriculum supported by multiple intelligences is more effective than the existing approaches in the curriculum not only in redoubling the academic success but also in eliciting the permanence of the knowledge.