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ERIC Number: ED490019
Record Type: Non-Journal
Publication Date: 2005
Pages: 98
Abstractor: Author
Reference Count: 59
ISBN: N/A
ISSN: N/A
A Best-Evidence Synthesis of the Relationship of Multiple Intelligence Instructional Approaches and Student Achievement Indicators in Secondary School Classrooms
Hodge, Ethan Elliott
Online Submission
The purpose of this study was to synthesize the literature in order to assess and quantify (if possible) the relationship between MI instructional approaches and student achievement indicators in secondary school classrooms (grades 6-12). This study employed the best-evidence synthesis methodology devised by Robert Slavin. Criteria for study inclusion included germaneness, minimization of bias, and validity. This study allows for several conclusions: (1) a very limited amount of research focusing on the relationship of MI instructional approaches and student achievement indicators in secondary school classrooms exists, (2) instances of MI instructional approaches vary widely in methodology and implementation but demonstrate a fairly consistent philosophical approach, and (3) the studies included in this research synthesis failed to prove causation in the relationship of MI instructional approaches and student achievement indicators in secondary school classrooms. However, substantial evidence exists showing that multiple intelligences theory contributes positively to student learning and development. Further research is needed to quantify the relationship between MI instructional approaches and academic achievement indicators in secondary classrooms. [M.Ed. Thesis, Cedarville University.]
Publication Type: Dissertations/Theses - Masters Theses; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A