THE EFFECT OF MULTIPLE INTELLIGENCES-BASED INSTRUCTION ON STUDENTS' LEARNING OF ECONOMICS

The purpose of this study is to examine the effect of multiple intelligences-based instruction on students’ learning of economics. In 1995, Becker and Watts first surveyed economics professors in the United States and found that the “chalk and talk” (that is, one-way lectures and chalkboard presentations) dominated their teaching. In 2000 and 2005, they replicated their survey, and found that the “chalk and talk” persisted and were still the dominant teaching style. As different students have different learning styles, the investigator of this study designed active and learner-centred instruction to engage students in economics learning according to their multiple intelligences in a public university in Hong Kong during 2010-2015. Surveys were designed and used to collect the impacts of such multiple intelligences-based teaching on students’ learning. Findings show that the instruction improved students’ deep learning.