Thepurposeofthisstudywastounderstandtheeffectofimplementingmultipleintelligence(MI)-basedinstructiononthesciencelearningmotivationandlearningachievementof7thgradejuniorhighstudents.Thisquasi-experimentalresearchstudyutilizedquestionnairesandtestsofsciencelearningmotivationandlearningachievement,andexaminedcollecteddatathroughuseofthestatisticalpackageforthesocialsciences(SPSS).Ananalysisofcovariance(ANCOVA)andat-testwereperformedinordertoexplorethedifferencesbetweenthesciencelearningmotivationsandlearningachievementsoftheexperimentalgroup(N=39),whoweresubjectedtoteachingbasedonMItheory,andthecontrolgroup(N=36),whoweresubjectedtotraditionallectures.Theresultsofthestudyshowthat,afterimplementingMI-basedinstruction,thestudentsintheexperimentalgroupsignificantlyoutperformedthoseinthecontrolgroupintermsofsciencelearningmotivation,sciencelearningvalue,andactivelearningstrategies,whilethestudentswithlowlearningachievementshowinganimprovementintheirlearningattitudethatallowedthemtodevelopapositivelearningattitudetowardbiologyclassesandraisedtheirclassparticipationandpreferenceforbiologyclasses.
