A case study on the perceived benefits of Multiple Intelligence instruction: Examining its impact on student learning.

摘要

This case study poses these questions: (a) What is the impact of Multiple Intelligence instruction of the student learning in one 5th grade social studies classroom? (b) What is the impact of Multiple Intelligence instruction on student satisfaction in one 5th grade social studies classroom? (c) What is the impact of Multiple Intelligence instruction on student attitude in one 5th grade social studies classroom? (d) What is the impact of Multiple Intelligence instruction on student motivation in one 5th grade social studies classroom? (e) What are the perceived benefits of multiple intelligence instruction in one 5th grade social studies classroom?; This study utilizes a mixed method approach. To obtain answers to research questions, two 5th grade classes in one rural, Georgia school were instructed using a 12-week Civil War unit. The two classes were given a pre-test prior to the unit to determine if there were significant differences in the sampling statistics of the treatment and control group. The pre-test means were compared using a t-test. The results for the pre-test comparisons showed that again there was no significant difference between the two groups (t = -.339, p > .05). This confirms that the two groups were similar with respect to their test scores at the onset of this study.; During the 12-week study, the control group received instruction on the Civil War using direct, traditional instruction, and the treatment group received instruction on the Civil War using multiple intelligence instruction. At the conclusion of the unit, both groups were given a post-test to measure student learning. The post-test means were also compared using a t-test. The results of the post-test comparisons showed the treatment group scored significantly higher than the control group. (t = 3.375, p .05). This suggests that the multiple intelligence instruction had a positive impact on students' test scores.; A Likert scale questionnaire was administered to the treatment group following each multiple intelligence lesson. The questionnaire consisted of four declarative statements, which the participants responded to using a Likert scale. The scale responses ranged from strongly agree to strongly disagree. The questionnaire also included a section for free response to open-ended questions pertaining to the lesson. The questionnaires were compiled and analyzed for similarities and differences in student responses to the multiple intelligence instruction. The questionnaire results indicate that the participants were motivated and had positive attitudes toward the multiple intelligence lessons, which stimulated their learning.