Investigating the Impact of an Interdisciplinary Curriculum on Student Talent Identification Based on the Multiple Intelligences Model
Keywords:
Interdisciplinary Curriculum, Talent Identification, Multiple Intelligences, Project-Based Learning, Secondary EducationAbstract
This study aimed to examine the effect of an interdisciplinary curriculum grounded in the Multiple Intelligences model on talent identification among lower secondary school students in Tehran. A quasi-experimental pretest–posttest control group design was employed. The sample consisted of 120 lower secondary students selected through multistage cluster sampling and randomly assigned to experimental and control groups. The experimental group participated in a sixteen-session interdisciplinary curriculum intervention based on the Multiple Intelligences framework, while the control group followed the conventional school curriculum. Data were collected using a comprehensive talent identification assessment and a Multiple Intelligences inventory administered before and after the intervention. Data analysis was conducted using multivariate analysis of covariance and effect size estimation. The results revealed a significant group effect on overall talent identification (F=142.35, p<0.001, η²=0.55). Significant differences were also observed across all talent domains, including cognitive, artistic, motor, social, and creative abilities (p<0.001). All Multiple Intelligences subscales demonstrated significant improvements in the experimental group with moderate to large effect sizes. An interdisciplinary curriculum grounded in the Multiple Intelligences model constitutes an effective educational strategy for enhancing multidimensional talent identification and offers a sustainable framework for educational transformation.
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