The Effect of Verbal Intelligence Games on Primary School 2nd Grade Students’ to the Verbal-Linguistic Intelligence Areas and the Turkish Course Attitudes

Abstract

The aim of this research is to determine the verbal-linguistic intelligence levels, which is one of the intelligence areas determined in line with Gardner's Multiple Intelligence Theory, and their attitudes towards the Turkish lesson, and to examine the effects of verbal intelligence games on the development of this intelligence area and their attitudes towards the Turkish lesson. This research was carried out using a quasi-experimental design with pretest-posttest control group, one of the quantitative research methods. The study group of the research consists of 2nd grade primary school students studying in public schools in Yeşilyurt district of Malatya province. As data collection tools in the study, the "Multiple Intelligence Scale for Children" developed by Susar Kırmızı (2006) to determine the verbal-linguistic intelligence levels of the students, and the "Attitude Scale Towards Turkish Lesson" developed by Topçuoğlu Ünal and Köse (2014) to determine their attitudes towards the Turkish lesson. used after obtaining necessary permissions. During the research process, the verbal intelligence games "resfebe", "deleted letters", "missing letters" and "cryptic word" games were applied as a lesson hour two days a week for eight weeks. With the control group students, educational activities continued in a pre-planned manner. For the statistical analysis of the obtained data, an appropriate analysis program was used and the statistical data were interpreted by tabulating. According to the research findings, it was concluded that verbal intelligence games were effective in the development of verbal-linguistic intelligence areas of primary school 2nd grade students and in developing positive attitudes towards the Turkish lesson. Based on these results, it has been suggested that activities for verbal intelligence games should be given more place in primary school programs and even mind games should be included in the curriculum as an independent discipline area by associating them with other lessons at primary school level.