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A Best-Evidence Synthesis of the Relationship of Multiple Intelligence Instructional Approaches and Student Achievement Indicators in Secondary School Classrooms

Hodge, Ethan E.
http://rave.ohiolink.edu/etdc/view?acc_num=cedar1127324476

Abstract Details

2005, Master of Education (M.Ed.), Cedarville University, Education Department.
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.
Stephen Gruber (Advisor)
98 p.
multiple intelligences; academic achievement; secondary schools; Gardner, Howard; literature reviews

Recommended Citations

Citations

  • Hodge, E. E. (2005). A Best-Evidence Synthesis of the Relationship of Multiple Intelligence Instructional Approaches and Student Achievement Indicators in Secondary School Classrooms [Master's thesis, Cedarville University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1127324476

    APA Style (7th edition)

  • Hodge, Ethan. A Best-Evidence Synthesis of the Relationship of Multiple Intelligence Instructional Approaches and Student Achievement Indicators in Secondary School Classrooms. 2005. Cedarville University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=cedar1127324476.

    MLA Style (8th edition)

  • Hodge, Ethan. "A Best-Evidence Synthesis of the Relationship of Multiple Intelligence Instructional Approaches and Student Achievement Indicators in Secondary School Classrooms." Master's thesis, Cedarville University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1127324476

    Chicago Manual of Style (17th edition)

cedar1127324476
2,840
© 2005, all rights reserved.
This open access ETD is published by Cedarville University and OhioLINK.