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ERIC Number: ED491477
Record Type: Non-Journal
Publication Date: 2004-Nov-1
Pages: 70
Abstractor: Author
Using the Theory of Multiple Intelligences to Increase Fourth-Grade Students' Academic Achievement in Science
Davis, Linda
Online Submission
This applied dissertation was designed to increase the academic achievement of 4th-grade students in science. The problem to be solved was that 4th-grade students in a rural elementary school exhibited low academic achievement in science. The researcher utilized the multiple intelligences (MI) theory and brain-based learning to develop the IMPACT strategy. This acronym was based on the essential components in the treatment program: introduce the focus lesson, make it relevant, practice the new concept in MI learning centers, allow time to set goals and reflect on learning, choose an independent learning project, and take time to celebrate. The independent variable consisted of the MI learning centers, and student achievement was the dependent variable. In the one-group/pretest-posttest research design model, the participants were given a pretest, exposed to an intervention program (i.e., the IMPACT strategy), and given a posttest to determine the effectiveness of the intervention. As a result of the intervention, 3 of the 6 expected outcomes were achieved: Twenty students completed and turned in science class work assignments daily, displayed appropriate behavior for learning during science, and displayed a positive attitude about learning in science. Analysis of the results indicated that there was a significant improvement in students' achievement, behavior, and self-esteem. Recommendations based on the results of this applied dissertation are as follows: (a) Students should be given more input regarding learning activities; (b) monthly parental involvement should be encouraged; (c) the school should seeks business alliances and apply for more grants; and (d) a longitudinal study be conducted to investigate the long-term implications of the IMPACT strategy in an interdisciplinary approach. Teachers can use this strategy as a way to increase student academic achievement and to enhance their own professional development. The following are appended: (1) Learning Instrument; (2) Interview Instrument; (3) Climate Instrument; (4) Multiple Intelligences Instrument for Learning in Science; and (5) Multiple Intelligences Journal Writing Instrument. (Contains 5 tables.) [Ed.D. Applied Dissertation, Nova Southeastern University.]
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A