The impact of using the multiple intelligences strategy on developing reading comprehension in the "My Eternal Language" subject for the first intermediate grade in the Makkah region

Abstract

The study aimed to investigate the effect of using the multiple intelligences strategy on developing reading comprehension skills among first-grade intermediate school students in the Makkah region. The study employed a quasi-experimental approach based on a two-group design: experimental and control, with pre- and post-applications. The study sample consisted of (40) first-grade intermediate school students, with (20) students in the experimental group who studied using the multiple intelligences strategy, and (20) students in the control group who studied using the conventional method. The study instrument was a reading comprehension test designed to measure students' performance in the pre- and post-applications. The results showed a statistically significant effect of using the multiple intelligences strategy on developing reading comprehension skills in favor of the experimental group, at a significance level of (p = 0.020), and with an educationally acceptable effect size (η²p = 0.138). In light of this result, the study recommended employing the multiple intelligences strategy in teaching reading comprehension skills, diversifying classroom activities to accommodate individual differences among students, and training Arabic language teachers to design reading activities based on multiple intelligences.