فعالية برنامج قائم على الذكاءات المتعددة لتنمية الأداءات التدريسية لمعلمي الرياضيات بمر حلة التعليم الأساسي في الجمهورية اليمنية
The aim of this research is to study the effectiveness of a proposed training program based on multiple intelligences to develop the teaching performance of mathematics teachers in the Republic of Yemen. To achieve this goal, the researcher built a training program and trained (20) teachers from mathematics teachers in the Republic of Yemen. The researcher prepared the observation card and the cognitive test, and the researcher used the statistical tools such as the Pearson parameter to calculate the internal consistency, the Alpharonbach test to calculate the stability, and the (t-tests) to search the significance of the difference between the averages, and the ETA square ( 2), to arrive at the results based on the hypotheses. These tools were used through the (SPSS) program to analyze statistical data, and to measure the effectiveness of the training program. Classroom observation and cognitive test prepared by the researcher were applied to the experimental and control research groups of (40) teachers, and the Study Concluded the following results: 1) There was a statistically significant difference at the level of (α=0.01) between the mean scores of the experimental and control groups in the post application of the teaching performance observation card for mathematics teachers in favor of the experimental group. 2) There was a statistically significant difference at the level (α=0.01) between the mean scores of the experimental group in the pre and post applications of the teaching performance note card for mathematics teachers in favor of the pre application, which indicates that the program based on multiple intelligences is highly effective in developing teaching performance in Mathematics teachers for fourth grade in Yemen. 3) There was a statistically significant difference at the level of (α=0.01) between the mean scores of the experimental and control groups in the post application of the cognitive test for mathematics teachers in favor of the experimental group. 4) There was a statistically significant difference at the level (α=0.01) between the mean scores of the experimental group in the pre and post application of the cognitive test for mathematics teachers in favor of the post application, which indicates that the program based on multiple intelligences is highly effective in developing the teaching performance of mathematics teachers for fourth grade in the Republic of Yemen. The Most Important Recommendations of the Study are the Following: a) The necessity of employing programs based on multiple intelligences in education. b) Focusing on developing new curricula and teaching methods that develop skills in critical thinking and problem solving. (Published abstract)