The Effect of Using (PDEODE) in Developing the Multiple Intelligences of third-stage students and providing them with the Basic Concepts of Psychology

Abstract

This study aimed to investigate the impact of a teaching strategy known as PDEODE on the development of multiple intelligences and the acquisition of basic psychology concepts among third-year students in the Department of Psychology at the College of Education for Humanities, Tikrit University. The researcher employed an experimental method with a quasi-experimental design. The study sample comprised 30 third-year students for the academic year 2020-2021, divided into two groups: an experimental group and a control group. To collect data for the study, the researcher used two main instruments: a multiple intelligence scale and an achievement test designed to measure the acquisition of basic psychology concepts. The validity and reliability of these tools were confirmed using appropriate methods. Statistical analysis was carried out using the Statistical Package for the Social Sciences (SPSS 26), which included the calculation of the Cronbach Alpha coefficient to measure test reliability, as well as the computation of means and standard deviations of the study data. The analysis of the data involved the use of t-tests for two independent samples to assess the equivalence between the two groups. Additionally, analysis of covariance was conducted to determine the significance of differences between the average scores of the experimental group and the control group in terms of developing multiple intelligences and increasing students' ability to acquire basic psychology concepts. The study's results indicated statistically significant differences at a significance level of α = 0.05. These differences favored the PDEODE teaching strategy, as it was found to be more effective in developing multiple intelligences among the students. Furthermore, the average scores of the experimental group students were significantly higher than those of the control group in terms of acquiring and retaining psychology concepts. In summary, the study demonstrated that the PDEODE teaching strategy had a positive impact on the development of multiple intelligences and the acquisition of basic psychology concepts among the third-year students in the Department of Psychology at Tikrit University. These findings provide valuable insights for educators and curriculum designers interested in enhancing the effectiveness of teaching strategies in psychology education.