The Future of Education
The Effects of Multiple Levels of Intelligences in an Algebra 1 Classroom
Abigail Gragg, Richard Stockton University (United States)
Abstract
The goal of this research study was to adjudicate if implementing Howard Gardner’s multiple levels of intelligence would enhance student achievement levels in an Algebra 1 College Preparatory class. This was conducted within every class through incorporating one level of the eight levels of intelligence into small group work in stations. Every class was conducted utilizing small group instruction. Achievement levels were measured through various forms of collected data that expressed student understandings in-class through formative assessments versus student understandings on the summative assessments. The data samples included: assessments, (i.e. summative and formative assessments), observable data, video recordings, a daily log book, student surveys, and checklists kept during the observation periods. Formative assessments were analyzed during each class period to measure in-class understanding. Summative assessments were dissected per question per accuracy to review the effects of each intelligence implemented. The data was collated into a coding workbook for further analysis to conclude the resulting themes of the research. These themes include 1) there was no correlation to multiple levels of intelligence enhancing student achievement, 2) bodily-kinesthetic intelligence showed to be the intelligence that had the most improvement on test questions and 3) out of all of the intelligences, interpersonal intelligence enhanced student understanding in-class.
|
Keywords |
Station/small group instruction, Multiple Levels of Intelligences, Student Achievement, Mathematics, High school, and College Preparatory class. |
|
References |
[1]Al-Hosni, A. A., & Al-Manthari, R. S. (2021). Multiple Intelligences among Ninth-Grade Students in the Sultanate of Oman. World Journal of Education, 11(2), 15–23. [2] Altintas, E., & Ozdemir, A. S. (2015). Evaluating a newly developed differentiation approach in terms of student achievement and teachers’ opinions. Educational Sciences: Theory and Practice, 15(4), 1103–1118. [3] Altintas, E., & Özdemir, A. S. (2015). The effect of the developed differentiation approach on the achievements of the students. Eurasian Journal of Educational Research, 61, 199–216. [4] Babo, G., Tienken, C. H., & Gencarelli, M. A. (2014). Interim testing, socio-economic status, and the odds of passing grade 8 state tests in New Jersey. RMLE Online: Research in Middle Level Education, 38(3). [5]Beliavsky, N. (2006). Revisiting Vygotsky and Gardner: Realizing human potential. Journal of Aesthetic Education, 40(2), 1–11. [6] Bowers, A. J. (2009). Reconsidering grades as data for decision making: More than just academic knowledge. Journal of Educational Administration, 47(5), 609-629. doi:https://doi.org/10.1108/09578230910981080. [7] Doubet, K. J. (2012). Formative assessment jump-starts a middle grades differentiation initiative. Middle School Journal (J3), 43(3), 32–38. [8] Davis, C. Y. (2017). All students are not equal: A case study of geometry teachers' instructional strategies when trained in multiple-intelligence-based practices in secondary classrooms Available from Social Science Premium Collection. (2011265227; ED577742). Retrieved from https://login.ezproxy.stockton.edu/login?url=https://www-proquest-com.ezproxy.stockton.edu/dissertations-theses/all-students-are-not-equal-case-study-geometry/docview/2011265227/se-2. [9] Duckor, B. & Perlston, D. (2014). Assessing habits of mind: Teaching to the test at Central Park East Secondary School. Teachers College Record., p. 116(2). [10] Eysink, T. H. S., & Schildkamp, K. (2021). A conceptual framework for Assessment-Informed Differentiation (AID) in the Classroom. Educational Research, 63(3), 261–278. [11] Jones, M. (2017). Differentiating instruction through multiple intelligences in a middle school mathematics classroom (Order No. 10636870). Available from Diversity Collection. (1964842289). Retrieved from https://login.ezproxy.stockton.edu/login?url=https://www.proquest.com/dissertations-theses/differentiating-instruction-through-multiple/docview/1964842289/se-2. [12] Lynch, S. A., & Warner, L. (2012). A new theoretical perspective of cognitive abilities. Childhood Education, 88(6), 347–353. [13] Maharani, R., Marsigit, M., & Wijaya, A. (2020). Collaborative Learning with Scientific Approach and Multiple Intelligence: Its impact toward math learning achievement. Journal of Educational Research, 113(4), 303–316. [14] Noble, T. (2004). Integrating the revised Bloom’s Taxonomy with multiple intelligences: A planning tool for curriculum differentiation. Teachers College Record, 106(1), 193–211. [15] Ramsay-Jordan, N. (2020). Preparation and the real world of education: How prospective teachers grapple with using culturally responsive teaching practices in the age of standardized testing. International Journal of Educational Reform, 29(1), 3–24. [16] Roiha, A., & Polso, J. (2021). The 5-Dimensional Model: A tangible framework for differentiation. Practical Assessment, Research & Evaluation, 26. [17] Simper, N. (2020). Assessment thresholds for academic staff: Constructive alignment and differentiation of standards. Assessment & Evaluation in Higher Education, 45(7), 1016–1030. [18] Sumantri, M. S., & Satriani, R. (2016). The effect of formative testing and self-directed learning on mathematics learning outcomes. International Electronic Journal of Elementary Education, 8(3), 507–524. [19] Tabari, M. A., & Tabari, I. A. (2015). Links between Bloom’s Taxonomy and Gardener’s Multiple Intelligences: The issue of textbook analysis. Advances in Language and Literary Studies, 6(1), 94–101. [20] Tamilselvi, B., & Geetha, D. (2015). Efficacy in teaching through “Multiple Intelligence” instructional strategies. Journal on School Educational Technology, 11(2), 1–10. [21] Van Rijn, P., Graf, E. A., Arieli-Attali, M., & Song, Y. (2018). Agreement of teachers on evaluating assessments of learning progressions in English, Language Arts and Mathematics. Research Report. ETS RR-18-11. ETS Research Report Series. [22] Zheng, G., Fancsali, S. E., Ritter, S., & Berman, S. R. (2019). Using instruction-embedded formative assessment to predict state summative test scores and achievement levels in Mathematics. Journal of Learning Analytics, 6(2), 153–174. |
