Dr Jude Uzodinma Ofoegbu, Dr Bernard Diwa Otu, Dr Joy Anthony Ukam, Omini Ettah Ettah & Margaret Emmanuel Oyo-Ita
Abstract
This study investigated the effect of multiple intelligence approach (MIA) teaching method on senior secondary school students’ academic achievement in reading comprehension. The study adopted a quasi-experimental design. Specifically, a pretest posttest non-equivalent control group design was used. Two research questions were posed and one hypothesis was formulated to guide the study. The sample was made up of 89 students. The instrument for this study was a 25 item multiple-choice reading comprehension achievement test. Mean and standard deviation were used to answer the two research questions while ANCOVA was used to test the hypothesis at p . The result revealed that students taught using MIA had a higher academic achievement gain score than those taught using lecture method. Based on the findings, some recommendations were made which include that English language teachers should be trained on how best to develop and use MIA strategy so as to achieve their objectives of enhancing students’ academic achievement in reading comprehension.