Abstract:

This study discussed the impact of use e-activities based on the theoretical tendencies multiple intelligences on achievement, motivation and students’ satisfaction with the gifted education course in Arabian Gulf University. The study answered the following question: What is effect of e-activities design with theory of multiple intelligences to acquaintance and motivation to learn and satisfaction level of gifted education programs in Arabian Gulf University? The students affiliated to College of Higher Studies in Arabian Gulf University in the second semester of the academic years 2008 - 2009 and 2009 - 2010 were the sample for the study, those divided into experimental group (29 students) and control group (22 students). Quasi-experimental method have been used, due to difficulty, to distribute the sample randomly. Types of intelligences were previously monitored for the experimental group using multi-intelligence survey designed by Thomas Armstrong.

After having varied correctness and fixation of survey, it is enabled to design the e-activities in the multiple intelligences theory. It referred to three types of intelligences for the experimental group students (self intelligence, social intelligence and logic intelligence). The experimental group students have studied through virtual learning environment (WebCT). The students are communicated though the available communication tools in (WebCT) such as discussion and email. E-content is designed through reactive educational activities which develops student's intelligence which is identified through multi intelligence survey. Content is evaluated using three shapes to cope with each type of intelligence. As for the control group they study the subject using face-to-face learning. In end of the curriculum, educational subject motivation questionnaire, learning motivation questionnaire, and material satisfaction questionnaire are used. The results indicate that their significant differences between average of the experimental group and control group in total acquaintance examination for the curriculum. Also, the results indicates that the student show satisfaction about the educational method using electronic educational programs rather than satisfaction of f2f learning. there were statistical significance differences between the both groups in motivation to the educational materials and motivation toward learning. All these differences were in favour of the experimental group. This conclusion refers to that acquaintance and motivation of the students who studies using the e-activities based on multiple intelligences theory rather that the students who study using f2f learning due to the following reasons:

"E-activities give the student opportunity to take the approaches and information using many techniques and different learning method. Teaching method used for the experimental group for this subject enables them to learn and react with the activities and training and to communicate with each other any time. The students are supported through responses and quickness to reply the questions and inquiries of the students through the communication tools which have a positive attitude toward satisfaction of the students. Also, these activities give the opportunity for the students to have reactive self learning in accordance with abilities and needs of each student.

Keywords:

E-activities, multiple intelligences theory, achievement, motivation, satisfaction, gifted.