Dissertation committee:
Ιωάννης Βρεττός (Ομότιμος Καθηγητής του Π.Τ.Δ.Ε. του Πανεπιστημίου Αθηνών)
Αθανάσιος Νάκας (Ομότιμος Καθηγητής του Π.Τ.Δ.Ε. του Πανεπιστημίου Αθηνών)
Μαρία-Ζωή Φουντοπούλου (Καθηγήτρια του Τμήματος Φ.Π.Ψ. του Πανεπιστημίου Αθηνών)
Θωμάς Μπαμπάλης (Καθηγητής του Π.Τ.Δ.Ε. του Πανεπιστημίου Αθηνών)
Δημοσθένης Δασκαλάκης (Καθηγητής του Π.Τ.Δ.Ε. του Πανεπιστημίου Αθηνών)
Κωνσταντίνος Μαλαφάντης (Καθηγητής του Π.Τ.Δ.Ε. του Πανεπιστημίου Αθηνών)
Γεώργιος Κουτρομάνος (Επίκουρος Καθηγητής του Π.Τ.Δ.Ε. του Πανεπιστημίου Αθηνών)
Summary:
This dissertation examines the effectiveness of applying Howard Gardner’s Multiple Intelligences (MI) theory in teaching Ancient Greek both with and without the use of Information and Communication Technologies (ICT) to junior high school students. More specifically, it investigates whether and to what extent the use of MI theory triggers learning motivation, affects student psychology and classroom climate positively and improves student academic performance when compared to traditional / conventional teaching methods. The research, which was conducted with 2nd and 3rd year junior high school students, consists of two parts. Part One involves teaching original ancient Greek texts whereas Part Two concerns teaching translated ancient Greek texts with the use of ICT. During Part One, 304 students of the 2nd and 3rd grade were taught original ancient Greek texts through lesson plans based on the MI theory and lesson plans based on traditional teaching. Subsequently, the results of both procedures were compared using various tools, namely student observation, teacher interview, student questionnaire and progress test. During Part Two, 90 2nd graders were taught an extract from the Iliad with the use of ICT. The experimental group were instructed with the use of ICT as implemented within the framework of MI theory. The students in the control group attended a conventional lesson of the same subject with the use of ICT. The tools employed to collect the data in this part of the research were the following: student observation, student questionnaire, progress test. The results were drawn after comparing the data collected from both groups. According to the results from both parts of the research, implementing the MI theory in junior high school classes of ancient Greek, either with or without the use of ICT, enhances the learning process. The research has specifically indicated that introducing lesson plans based on multiple intelligence profiles in the teaching of ancient Greek texts, activates learning motivation to a greater degree than traditional/conventional teaching. By adapting the content of the lesson to the different ways individual students process and comprehend the world, the learning process becomes meaningful and interesting for the learner. Furthermore, when students work together in teams in the ICT room seated not randomly, as it happens in conventional teaching, but in a way that their intelligence profiles are complementary, they make up for the other΄s learning weaknesses. As a result, difficulties during the learning process are more easily overcome and students’ interest and involvement in the lesson remain intact. From the research it is also evident that teaching Ancient Greek within the framework of MI theory has significantly improved student academic performance, affected student psychology and classroom climate positively. Differentiated instruction has enabled even weak learners to comprehend ancient Greek texts and reach learning objectives which in turn improved their self-esteem. Finally, teacher interventions were reduced since students worked together in harmony as they remained focused on their task.
Keywords:
Multiple Intelligences, Ancient Greek, ICT, intelligence profile, differentiated instruction
