Abstract
This study investigated the effect of Four Mode Application Techniques (4MAT) on achievement, retention and multiple intelligences of students with different learning styles. To guide the study, nine research questions were posed and nine hypotheses were formulated and tested at 0.05% probability level. Quasi-experimental design was adopted for the study, specifically the non-equivalent control group design. The study was carried out in Abakaliki Local Government Area of Ebonyi State. A sample size of one hundred and thirty nine (139) SSII Biology students were used for the study. This sample was drawn using purposive sampling technique. Two groups of students were used for this study, they are experimental and control groups. The experimental group were taught using 4MAT and the control group was taught using the conventional lecture method. The treatment lasted for six weeks. Three instruments were used for data collection in this study namely: Biology Achievement Test (BAT), Multiple Intelligence Inventory (MII) Students and Teacher Interview Schedule (STIS). The same test (BAT) was used as pretest, posttest, and retention test. At each stage after the pretest, the items were reshuffled. The research questions were answered using mean and standard deviation, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significant. The results of the study revealed that there was a statistically significant main effect for instructional methods on mean achievement score of students in biology F(7, 138) = 11.500, p<.000, there was a statistically significant main effect for instructional methods on mean retention score of students in biology F(7, 138) = 43.160, p<.000, there was a statistically significant main effect for instructional methods on Multiple Intelligence (MI) score of students in biology F(7, 138) = 39.986, p<.000. Also, there was no significant main influence of gender on students achievement in biology F(1, 138) = .433, p>.512. There was no significant main influence of gender on students retention in biology F(1, 138) = .831, p>.364, there was a statistical significant main influence of gender on students multiple intelligences in biology F(1, 138) = 4.184, p<.043, there was no statistical significant main interaction effect of method and gender on mean achievement score of students in biology F(7, 138) = 1.826, p>.088, there was no statistical significant main interaction effect of methods and gender on mean retention score of students in biology F(7, 138) = .996, p<.437, and there was a statistical significant main interaction effect of method and gender on MI score of students in biology F(7, 138) = 2.473, p<.021. In line with the findings of the study, the educational implications of the findings were highlighted and the recommendations were equally proffered among others that science teachers.
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