Abstract
The objective of this research is to test the effectiveness of visual-spatial intelligence teaching
courseware to teach "equivalent fraction" topic for fom1 1 weak students. This courseware uses
visual-spatial intelligence which is one of the eight multiple intelligences in multiple
intelligence theory by Howard Gardner. The design of this research is pretest and posttest
nonequivalent groups design. The sample for this research is fifty seven students from form l,
comprising of twenty nme for the treatment group and twenty eight for the control group. This
research also tests whether the use of the courseware can increase visual-spatial intelligence in
the Multiple Intelligence (MI) test. Students' perspective towards the courseware in terms
courseware objectives, courseware content, interface design, motivation, and
assistance m learning the topic is measured using questionnaire. ANCOV A test, F(l,55)=5.29, p=.03,
had shown that there was a significant effect of the visual-spatial teaching courseware on learning
performance compared to KPM courseware after controlling for the effect of pretest (non-homogenous
groups). There was a significant increase in the Visual-Spatial Intelligence score in the Multiple
Intelligence test from pretest (M=l2.48, SD=2.50) to posttest (M=l3.28, SO=2.40), t(28)=-2.I9,
p=.04. Students have positive perception of the courseware in te1m of courseware objectives
(M=2.98, SD=.52), courseware content (A4=2.90, SD=.49), interface design (1',,1=3.06, SD=.50),
motivation (M=3.08, SD=.52), and assistance in learning topic of equivalent fractions (M=3.l 0,
SD=.52). Based on the findings, teachers are recommended to use visual representations
(visual-spatial intelligence) as much as possible and use less words (linguistic and mathematical
intelligence). Teacher should also use one or a few intelligences in each lesson to increase
reading in that particular intelligence in the MI test.