Date of Award

Spring 5-2010

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

Committee Chair

Dr. David E. Lee

Committee Chair Department

Educational Leadership and School Counseling

Committee Member 2

Dr. Gaylynn Parker

Committee Member 2 Department

Educational Leadership and School Counseling

Committee Member 3

Dr. Deanne Nuwer

Committee Member 4

Dr. James T. Johnson

Abstract

This quantitative quasi-experimental study examined the variables of student’s grade point averages when Multiple Intelligences were introduced and implemented in a study in 2007. To examine this information, in 2007 a study was conducted of 115 eighth grade students from a single grade school in the southern United States. At the conclusion of the study in 2007, it was the researchers’ belief that students may possibly utilize the Multiple Intelligences in their upcoming years as high school students, therefore, the study continued and the academic achievement by way of grade point averages of 94 of the original students now ending their 10th grade year were examined and analyzed in 2009. This longitudinal study sought information as to how students implemented and utilized Multiple Intelligences over an extended period of time and if there was an increase or decrease in academic performance.

The research sought to discover whether or not there was a significant relationship between student achievement determined through GPAs and Multiple Intelligences. By utilizing a second single sample t-test, a significant relationship was discovered between the variables of GPAs and Multiple Intelligences. Ancillary findings in the study revealed those students’ grade point averages increased by an adjusted mean of .233 over the course of a two year time frame, and the increase is thought to be due in part to the introduction and implementation of Multiple Intelligences.

Recommendations for educators and policy makers include but are not limited to, facilitation of staff development for colleagues in hopes that more educators will realize the effectiveness of these strategies and techniques when they are implemented in their classrooms; the researcher also plans to provide mentorship to fellow educators and implement Multiple Intelligences in other U.S. History teachers’ classes; also to implement the inclusion of an internet blog of a reflective journal to note what techniques were successful in lesson implementation and which were not for not only the educators within the school district, but for all educators to peruse. By providing an introduction and examples of implementation of Multiple Intelligences incorporation into an 8th grade History classroom, other educators interest may spark and possibly become more cognizant of these successful strategies and possibly begin implementation of them into their own classrooms. These cost effective Multiple Intelligence strategies have been a factor in increasing academic achievement and are still present over a two year span in students.

Future recommendations for the study are that similar studies be repeated over several years, as long term data could possibly increase the validity and reliability for future researchers in the field of Multiple Intelligences. With this study including data readily available, the researcher plans to inform the district superintendent and the state of Mississippi Department of Education superintendent of these findings in hope of implementing Multiple Intelligences within the district first, then at a state level, and possibly nationwide. It is this researcher’s desire that the knowledge of Multiple Intelligences will be infectious and motivate others to seek beyond the familiar methods of educating the youth of today and the future of tomorrow.

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