A Multiple Intelligence Pedagogical Approach in Fifth Grade Mathematics: A Mixed Method Study

Autor/in	Davis, Claudine Davillier
Titel	A Multiple Intelligence Pedagogical Approach in Fifth Grade Mathematics: A Mixed Method Study
Quelle	(2012), (170 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Mercer University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2676-0610-5
Schlagwörter	Hochschulschrift; Dissertation; Multiple Intelligences; Elementary School Students; Academic Achievement; Pretests Posttests; Mixed Methods Research; Mathematics Instruction; Intervention; Student Journals; Control Groups; Experimental Groups; Student Attitudes; Standards; Core Curriculum; Student Motivation; Measures (Individuals); Race; Gender Differences; Socioeconomic Status + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Intelligenz (Psy); Schulleistung; Mathematics lessons; Mathematikunterricht; Studentenzeitung; Schülerverhalten; Standard; Kerncurriculum; Schulische Motivation; Messdaten; Rasse; Abstammung; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status
Abstract	The need for mathematics intervention has increased tremendously over the years, particularly after the No Child Left Behind Act of 2001.Students who lack basic mathematics skills and students who experience mathematics difficulties greatly benefit from mathematics interventions. This study examined mathematics intervention through the use of the multiple intelligences with fifth grade students. This mathematics intervention consisted of students who reviewed mathematics skills using activities that represented Howard Gardner's eight multiple intelligences. The expectation was that this mathematics intervention would result in increased academic achievement for the participants. The purpose of this study was to examine the effects of the multiple intelligence mathematics interventions on the academic achievement and mathematics perceptions of fifth grade students. This study was conducted as a mixed methods study. The data from the participants' pretest and posttest were used to draw conclusions about the successfulness of the mathematics intervention and to determine whether the intervention resulted in academic gains. The quantitative data was analyzed using a t-test. The qualitative data was collected through the participants' mathematics journals. The results of the data analyses were used to determine whether or not the intervention had a significant effect on the academic achievement of the students. The participants in the control and experimental groups both showed an increase in academic achievement. Although the participants in the experimental group showed greater improvement compared to the control group, the improvement was not statistically significant. The qualitative data was analyzed and the researcher determined that the participants' perception of mathematics through multiple intelligences was positive. The researcher concluded that the multiple intelligence mathematics intervention positively impacted the participants' academic achievement. Based on the findings of this study, the researcher has four recommendations for future research 1) student engagement in Common Core Standards through multiple intelligences, 2) student motivation through multiple intelligences, 3) implementation of multiple intelligence assessments, and 4) multiple intelligence strategies implemented with students with varied demographics, including, race, gender, and socioeconomic status. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10