Date Approved

6-16-2004

Embargo Period

5-1-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall

Subject(s)

Elementary school teaching--New Jersey; Multiple intelligences--New Jersey; Third grade (Education)--New Jersey

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study was to investigate the effectiveness of utilizing Howard Gardner's Theory of Multiple Intelligence in a third grade classroom. An experimental group (n = 21) received the treatment teaching method over a two week period. A control group of students (n = 20) was instructed the same unit over the same two week period utilizing a traditional teaching method. Both groups were intact classes prior to the research beginning. A pretest and posttest were administered and a t-test for independent samples was employed to determine if there was a significant difference in achievement between the groups. Analysis indicates there was no statistically significant difference between the experimental and control groups' posttest scores. The implications of the use of Multiple Intelligence centered curriculums are discussed further.

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