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ERIC Number: EJ813322
Record Type: Journal
Publication Date: 2008-Jun
Pages: 6
Abstractor: As Provided
Reference Count: 9
ISSN: ISSN-0094-1956
The Effects of the Multiple Intelligence Teaching Strategy on the Academic Achievement of Eighth Grade Math Students
Douglas, Onika; Burton, Kimberly Smith; Reese-Durham, Nancy
Journal of Instructional Psychology, v35 n2 p182-187 Jun 2008
Education has been the platform of many individuals in and out of politics. Often, the topic is focused on school test scores, student achievement, and the demand for highly qualified teachers in the classroom. The No Child Left Behind legislation mandates school systems to adhere to a curriculum that promotes academic growth. Therefore, teachers must incorporate strategies that will lead to increased academic performance. This applied quantitative study makes a comparison between two distinct instructional methods: Multiple Intelligence (MI) and Direct Instruction (DI). The current research examines how these methods affect the achievement scores in Mathematics. The results suggest that performance on a post mathematics assessment for students exposed to MI will show considerable increase when compared to those taught using DI. (Contains 1 table and 1 figure.)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001