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COMPARATIVE EFFECT OF KOLB’S EXPERIENTIAL LEARNING MODEL AND GARDNER’S MULTIPLE INTELLIGENCE LEARNING MODEL ON STUDENTS’ ACHIEVEMENT AND INTEREST IN AUTO-ELECTRICITY

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TABLE OF CONTENTS
TITLE PAGE I
APPROVAL PAGE II
CERTIFICATION III
DEDICATION IV
ACKNOWLEDGEMENTS V
TABLE OF CONTENTS VI
LIST OF TABLES X
LIST OF FIGURES XI
ABSTRACT XII
CHAPTER 1: INTRODUCTION
Background of the Study 1
Statement of the Problem 8
Purpose of the Study 10
Significance of the Study 11
Research Questions 13
Hypotheses 13
Delimitation of the Study 14
CHAPTER II: REVIEW OF RELATED LITERATURE
Conceptual Framework 17
Experiential Learning 18
Kolb’s Experiential Learning 20
Gardner’s Multiple Intelligence 26
Conventional Teaching Methods 43
Achievement 46
Interest 48
Gender 51
Auto-electricity in Technical Colleges 53
Theoretical Framework 57
Kolb’s Experiential Learning Model 58
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Gardner’s Multiple Intelligence Learning Model 59
Review of Related Empirical Studies 61
Studies on Kolb’s Experiential Learning Model 61
Studies on Gardner’s Multiple Intelligence Learning Model 65
Studies on Gender Influence on Achievement 70
Studies on Achievement and Interest 75
Summary of Review of Related Literature 79
CHAPTER THREE: METHODOLOGY
Design of the Study 81
Area of the Study 81
Population of the Study 82
Sample and Sampling Technique 82
Instrument for Data Collection 82
Validation of the Instrument 83
Reliability of the Instrument 84
Experimental Procedure 87
Method of Data Analysis 88
CHAPTER IV: PRESENTATION AND ANALYSIS OF DATA
Research Question 1 89
Research Question 2 90
Research Question 3 91
Research Question 4 92
Research Question 5 93
Research Question 6 94
Hypothesis 1 95
Hypothesis 2 95
Hypothesis 3 95
Hypothesis 4 97
Hypothesis 5 97
Hypothesis 6 97
Hypothesis 7

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