Multiple intelligences and student achievement in elementary classrooms
Green, Pamela Lynn
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The purpose of the study was to determine to what extent selected elementary schools in Georgia have incorporated multiple intelligences (MI) into classroom instruction. The study then compared the reading and mathematics achievement of 30 students in MI third grade and MI fourth grade classrooms to 30 matched students in non-MI third and fourth grade classrooms. Eight MI checklists were developed by the researcher and first used in a pilot study. Pilot study results revealed that MI teachers used MI to a higher degree than non-MI teachers. The eight checklists were then used in a research study of two third grade and two fourth grade classrooms to measure the extent that MI was implemented into instruction. Results revealed that the two MI teachers spent most of their instructional time implementing MI to medium and high degrees while the two non-MI teachers implemented MI to a low degree. Reading and mathematics achievement scores were retrieved from 60 students’ Iowa Test of Basic Skills (ITBS) from Spring 1999 and Spring 2000. When analyzing the results using the repeated measures analysis of variance, third grade reading, fourth grade reading and fourth grade mathematics did not reveal statistically significant differences at the .05 level. There was a statistically significant difference in the mean scores for mathematics total for the third grade groups. The non-MI third grade group performed better than the MI group.