The effectiveness of Teaching Strategies based on Multiple Intelligences on Executive Functions Elementaey School sixth Grade Boy students

The current research aimed to determine the effectiveness of teaching strategies based on multiple intelligences on the executive functions of sixth-grade male students in Shahrekord City. The research was conducted using a semi-experimental method with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of this research included all 2439 male students of the sixth grade in Shahrekord city in the academic year of 2001-2012, 40 of them were selected by purposive sampling and randomly assigned to an experimental group and a control group. The measurement tool included the BRIEF executive functions questionnaire (Gerard et al., 2000). The research data were analyzed using variance analysis with repeated measurements (mixed design). The findings showed that in the two stages of the post-test and the follow-up training, strategies based on multiple intelligences had a significant effect on executive functions compared to the control group (P>0.05); Also, the effect size showed the effect of 51.6 percent of teaching strategies based on multiple intelligences on executive functions. It is concluded that using teaching strategies based on multiple intelligences seems useful for improving executive functions.