Abstract

This study investigated how teaching practices grounded in the Successful Intelligence Model influence fourth-grade students’ learning of fractions and their mathematics achievement. A quasi-experimental design was employed using a pretest–posttest control group structure with 56 students attending a public elementary school during. Over a six-week implementation period, the experimental group engaged in learning activities that emphasized analytical, creative, and practical thinking, while the control group followed the standard curriculum prescribed by the Ministry of national education. Data were collected through the Sternberg triarchic abilities test and a Fractions achievement test, and analyzed using both dependent and independent samples t-tests. The findings demonstrated that instruction aligned with the Successful Intelligence framework led to notable gains in mathematics achievement compared with traditional instruction. In addition, students in the experimental group showed clear improvements in the analytical, practical, and creative domains of intelligence. These results indicate that integrating the Successful Intelligence Model into classroom teaching not only supports academic growth but also encourages the development of diverse cognitive abilities. The study concludes by recommending the application of this model to different subjects and grade levels to promote flexible and student-centered learning environments.

Keywords

References

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