This quantitative research study evaluated the effectiveness of employing pedagogy based on the theory of multiple intelligences (MI). Currently, not all students are performing at the rate mandated by the government. When schools do not meet the required state standards, the school is labeled as not achieving adequate yearly progress (AYP), which may lead to the loss of funding. Any school not achieving AYP would be interested in this study. Due to low state standardized test scores in the district for science, student achievement and attitudes towards learning science were evaluated on a pretest, posttest, essay question, and one attitudinal survey. Statistical significance existed on one of the four research questions. Utilizing the Analysis of Covariance (ANCOVA) for data analysis, student attitudes towards learning science were statically significant in the MI (experimental) group. No statistical significance was found in student achievement on the posttest, delayed posttest, or the essay question test. Social change can result from this study because studying the effects of the multiple intelligence theory incorporated into classroom instruction can have significant effect on how children learn, allowing them to compete in a knowledge society.Holt science (5th grade edition). New York: Holt, Rinehart, and Winston. ... The learning differences sourcebook. Los Angeles: RGA Publishing Group. ... Asking essay questions: Answering contemporary needs. [Electronic version]. Education anbsp;...
|Title||:||Comparison of the Effect of Multiple Intelligence Pedagogy and Traditional Pedagogy on Grade 5 Students' Achievement and Attitudes Towards Science|
|Author||:||Kimberly S. Mussen|
|Publisher||:||ProQuest - 2007|