Effectiveness of module based on multi-intelligence in fostering literary enjoyment and creativity in secondary school students

The development of literary taste is the goal of teaching Arabic literature to rehabilitate generations that possess artistic sense and are capable of innovation and creativity. However, teaching methods and strategies used in teaching have impeded creativity and killed literary taste This study sought to address the problem of learners' weakness in literary appreciation skills and creative thinking skills at the secondary level. According to the semi-experimental approach, the study adopted a semi-experimental design with partial control based on two groups, an experimental and a control group. The study population consists of 12052 second-year secondary students of the academic year 2020-2021 in government schools in Taiz Governorate, Yemen. The researcher selected an intentional sample of 132 second-grade students from the study population, consisting of 65 students in the experimental section and 67 students in the control section from -Secondary school in Al-Shaab Basic Secondary School-. The researcher rewarded the two groups through previous achievement scores in Arabic language, chronological age, linguistic ability test, tribal literary appreciation test, and creative thinking test. The researcher also used appropriate statistical methods for the study procedures, such as arithmetic means, standard deviations, T-test for two interrelated samples, and T-test for two independent samples, in addition to some other statistical equations, through SPSS version 28. The results show that there was a statistically significant difference in the value of T at the level of significance (0.05) between the average scores of the experimental group students in the pre-and post-applications of the literary appreciation skills test, in favour of the post-application, with a considerable effect size of 1.66 according to Cohen's -d equation-. There is a statistically significant difference in the value of T (0.05) between the average scores of the experimental group students in the pre-application and post-applications of the creative thinking skills test, in favour of the post-application, with an immense effect size of 2.43 according to Cohen's d equation. The results also show the superiority of the students of the experimental group over the students of the control group in the literary appreciation test, with an enormous effect size 0.51 according to the Eta square equation (2), and the superiority of the students of the experimental group over the students of the control group in the creative thinking test, with a large effect size 0.21 according to the eta-square equation (2). Accordingly, there are several recommendations by the researcher, including: employing strategies, methods, and activities based on the theory of multiple intelligences while teaching literary texts at the primary and secondary levels. Including strategies, methods, and activities based on the theory of multiple intelligences, and employing them in the classroom in teacher preparation programmes in the Colleges of Education.