Using Strategies of Multiple Intelligences Among Students with and Without Learning Disabilities in Mathematics and Their Impact on Academic Self-Efficacy

Abstract

The objective of the current research is to identify the impact  on academic self-efficacy  of using multiple intelligences strategies among  students with and without learning difficulties in mathematics, and to highlight the areas of multiple intelligen MI most prevalent among  the student, (Male, female) In addition to revealing the differences in academic self-efficacy between students with and without LD in Mathematics in the third and fourth grade of primary school in three primary schools in the province of Beni Suif, Egypt, during the second semester of the 2020/2021 academic year, The final research sample consisted of (66) students (36) students with LD in mathematics, (30) without LD, The research tools included the Stanford Binet Intelligence Scale, the fifth edition, McKenzie's list of MI (McKenzie, 1999) "Translated and codified by the two researcher'', the academic self-efficacy scale, achievement tests in mathematics and the training program ((Preparation by two researcher). Research results showed that there are differences between average grades of students without and with mathematics LD on the scale of MI for the students without LD. Pre-test averages generally showed lower than post- test averages for each of the two groups, noting that there was no interaction between measurement periods (pre-test ,post-test and follow-up) except in verbal intelligence and existential intelligence. It also shows that the group of student without LD is more intelligent than the group of students with mathematics LD  in post test, as well as differences between them on the scale of academic self-efficacy for the students without LD as well. It also indicated that, despite the improvement in academic self-efficacy, students with LD have lower average scores than students without LD in all measurements (pre- ,post and follow-up Tests).