Effect of Multiple Intelligences Teaching Strategy on Achievement and Interest in Geometry Among Senior Secondary School Students in Katsina State

This study investigated the effectiveness of the Multiple Intelligences Teaching Strategy (MITS) in improving students’ interest and achievement in Geometry among senior secondary school students in Katsina State. The state consists of three senatorial zones—Katsina, Daura, and Funtua—from which two schools were randomly selected, giving six schools in total. From the selected local government areas, 480 students were drawn, with two classes of 40 students each assigned as experimental and control groups. The intervention lasted for 12 weeks, during which the effectiveness of MITS was compared with conventional teaching methods. An experimental design was employed, using two main instruments: the Geometry Achievement Test (GAT) and the Students’ Interest in Geometry Growth (SIGG) survey. The GAT, with a reliability coefficient of 0.78, consisted of multiple-choice, short-answer, and practical problems to assess understanding and application of geometric concepts. The SIGG survey measured students’ interest, attitudes, and motivation towards Geometry after the intervention. Data were analyzed using descriptive statistics and ANCOVA at a 0.05 level of significance. Findings revealed a significant mean difference in achievement between students taught with MITS and those taught with traditional methods, with the former showing improved performance and greater interest. The results suggest that MITS can effectively enhance learning outcomes by engaging diverse learning abilities. It is therefore recommended that teachers integrate MITS into Mathematics instruction to foster deeper understanding and sustained student interest.