TITLE

The Effects of the Multiple Intelligence Teaching Strategy on the Academic Achievement of Eighth Grade Math Students

AUTHOR(S)
Douglas, Onika; Burton, Kimberly Smith; Reese-Durham, Nancy
PUB. DATE
June 2008
SOURCE
Journal of Instructional Psychology;Jun2008, Vol. 35 Issue 2, p182
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Education has been the platform of many individuals in and out of politics. Often, the topic is focused on school test scores, student achievement, and the demand for highly qualified teachers in the classroom. The No Child Left Behind legislation mandates school systems to adhere to a curriculum that promotes academic growth. Therefore, teachers must incorporate strategies that will lead to increased academic performance. This applied quantitative study makes a comparison between two distinct instructional methods: Multiple Intelligence (MI) and Direct Instruction (DI). The current research examines how these methods affect the achievement scores in Mathematics. The results suggest that performance on a post mathematics assessment for students exposed to MI will show considerable increase when compared to those taught using DI.
ACCESSION #
33405332

 

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