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

Research output: Conference Papers (RGC: 31A, 31B, 32, 33)32_Refereed conference paper (no ISBN/ISSN)peer-review

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Detail(s)

Original languageEnglish
Pages3
Publication statusPublished - Dec 2018

Conference

TitleTHE 12th INTERNATIONAL CONFERENCE ON LANGUAGE, EDUCATION, AND INNOVATION (ICLEI)
Location
PlaceMalaysia
CityKuala Lumpur
Period17 - 18 December 2018

Abstract

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.

Research Area(s)

  • Multiple Intelligences, Deep Learning

Bibliographic Note

Information for this record is supplemented by the author(s) concerned.

Citation Format(s)

THE EFFECT OF MULTIPLE INTELLIGENCES-BASED INSTRUCTION ON STUDENTS' LEARNING OF ECONOMICS. / HO, To Ming.

2018. 3 Paper presented at THE 12th INTERNATIONAL CONFERENCE ON LANGUAGE, EDUCATION, AND INNOVATION (ICLEI), Kuala Lumpur, Malaysia.

Research output: Conference Papers (RGC: 31A, 31B, 32, 33)32_Refereed conference paper (no ISBN/ISSN)peer-review