Abstract

This study compared the effect of utilizing multiple intelligences teaching strategies at two levels and the direct instruction method on pupils’ basic science achievement in Calabar, Cross River State, Nigeria. A quasi-experimental design that adopted pretest, posttest, and control group was used for the study. Stratified and simple random sampling techniques were used to select four schools from forty-four public primary schools in Calabar. One hundred and twenty (primary IV) pupils, comprising three intact classes, were used for the study. Basic science achievement test (BSAT) and verbal/quantitative reasoning ability test (V/QRAT) were the instruments used to collect data. Split half reliability coefficient for BSAT and V/QRAT were 0.85 and 0.91, respectively. Analysis of covariance (ANCOVA) was employed for data analyses, and the hypotheses were tested at p < 0.05 level of significance. The major finding revealed by the study was that pupils who were taught basic science with multiple intelligences teaching strategies performed better than those taught by the direct instruction method. The study recommends the adoption of multiple intelligences teaching strategies in teaching basic science in schools. These instructional strategies would help to improve pupils’ academic achievement significantly.