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The present study determined the effects of instructional models and spatial intelligence on students’ mathematics learning outcomes after controlling for their initial competence. The study was conducted at Senior High School (SHS) 6 Kendari, Indonesia using a quasi-experimental method designed by level 2×2. Samples consisted of 40 students selected randomly. The data were analyzed using either two-way ANCOVA at the 0.05 significance level. The results showed that mathematics learning outcome of students who were taught by integrative instruction was higher than those taught by direct instruction after controlling the initial competency. There is an interaction effect between the instructional model and spatial intelligence on mathematics learning outcome. Learning outcome of students who have high spatial intelligence and taught by integrative instruction was higher than those taught by direct instruction, and learning outcome of students who have low spatial intelligence and taught by integrative instruction was lower than those taught by direct instruction.

Effects of Instructional Models and Spatial Intelligence on the Mathematics Learning Outcomes after Controlling for Students’ Initial Competency