@article{2016,title={THE EFFECT OF THE USE OF THE THEORY OF MULTIPLE INTELLİGENCES IN TURKISH COURSE ON 7th AND 8th GRADE MIDDLE SCHOOL STUDENTS’ ACADEMIC STANDING},abstractNode={The present study was conducted for the purpose of determining the effect of the use of the Theory of Multiple Intelligences in grammar instruction on students’ academic standing. The study is experimental with a control and experimental group design. A control and an experimental group were formed for each grade level. The former was instructed with the support of the theory of multiple intelligences while the latter was taught with plain narration method. Within the scope of the study, “adverbs”, and “tenses and modals” were selected for 7th graders and “gerunds and infinitives” and “elements of sentence construction” were selected for 8th graders. In order to determine children’s dominant intelligence areas, “Students’ Areas of Multiple Intelligences Determination Form” was used. Achievement pre-tests were applied for the purpose of finding out students’ level of readiness prior to the instruction; achievement post-tests were applied to find out their academic standing after instructing all subjects and finally permanency tests were applied 21 days after post-tests in order to determine the permanency of the subjects learnt.Data obtained were analyzed by using frequency (f), percentage (%), arithmetic mean ( ), standard deviation (ss) and t-test appropriate to the purpose of the study. Whether there is a significant difference between groups was tested at ?=.05 reliability level. As a result of the study, it was concluded that the effect of the use of Multiple Intelligences Theory at the grammar lessons taught within the scope of Turkish courses on students’ academic standing and especially on the permanency of the knowledge acquired is quite high compared to the students in the control group where plain narration method was used.},author={Selcen ÇİFÇİ-& Ahmet DEREKÖY},year={2016},journal={International Journal of Language Academy}}