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ERIC Number: ED457924
Record Type: Non-Journal
Publication Date: 2000-Feb
Pages: 222
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessment of a Remedial Community College Cohort for Multiple Intelligences.
Ksicinski, Joyce M.
According to a 1996 study by the National Center for Education Statistics, 75% of America's colleges offer remedial courses and 29% of first-time freshmen take them. Community colleges typically spend more on remedial education than do four-year institutions, and they are anticipating increased demand for such programs. The study cites Howard Gardner, who identified eight different intelligences--musical, kinesthetic, mathematical, spatial, linguistic, interpersonal, intrapersonal, and naturalist. Gardner argues that Multiple Intelligences (MI) offers an intelligence fair means to consider an individual's potential. The purpose of this study was threefold: (1) to identify the dominant domains, specific skills, and predominant intellectual styles of remedial community college students using the Multiple Intelligences Developmental Assessment Scales (MIDAS) instrument; (2) to determine whether statistically significant differences exist among students in their identification of a particular dominant domain, specific skill, or intellectual style in regard to the variables of gender, age, and ethnicity; and (3) to determine whether there were statistically significant differences between teachers and students in their identification of dominant MI domains. Data was compiled from responses from 81 students in remedial classes at College of the Redwoods in California. Highlights of data analysis include: Women rated themselves higher in seven out if the eight MI domains; men rated themselves higher only in the kinesthetic domain; no significant differences were shown between minority and white students. (Contains 17 tables, five figures, 17 appendices, and 115 references.) (NB)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A