Effectiveness of Successful Intelligence Based Education on Critical Thinking Disposition and Academic Engagement Students
Samira Masumzadeh, Mansureh Hajhosseini

The current research has been aimed at identifying the effect of successful intelligence theory-based educational pattern on students’ critical thinking disposition and academic engagement. This research is an experimental one based on semi-experimental pretest and posttest design with an unequal control group, and the population of this research includes all secondary school girl students of Turkamanchai town in academic year 2016-2017. Among this population, two classes of ninth grade of an available high school were selected and randomly put into two groups of experimental group and control group (20 people in the experimental group and 17 people in the control group). Intelligence based-educational pattern was applied in the experimental group for 12 sessions, and at the same time, the control group was trained in traditional method. The data was collected in accordance with the design and by using the questionnaires of critical thinking disposition of Ricketts (2003) and academic engagement of Reeve and Tseng (2011) in two stages of before and after the execution of the program, and the data was analyzed by covariance analysis method. Findings of the research approved the significance of the effect of successful intelligence-based education on students’ critical thinking disposition and academic engagement. According to this, the results suggest the possibility of applying successful intelligence-based education to enhancing critical thinking disposition and improving academic engagement of students.

Full Text: PDF     DOI: 10.15640/jehd.v8n1a12