Action Research Study: Effects of Multiple Intelligences Based Instruction on Students’ Attitudes and Achievement?--Method

Method

American schools have traditionally favored those students who excel in the linguistic and analytical arenas because these skills are highly valued in our culture. Unfortunately, this traditional approach leaves certain students behind to stumble blindly through an educational system that ignores their unique abilities. This action research study seeks to show that instructional activities that incorporate the multiple intelligences can improve students' attitudes toward learning and students' academic achievement in English class.

by Michele R. Acosta

Data Analysis

Data was analyzed by comparing students' responses to identical statements on pre and post attitude surveys. The post survey also contained 11 additional statements which examined the attitudes students had developed about MI and MI based instruction by the end of the study.

Data was also analyzed by comparing the results of pre and post analytical writing samples to determine if there was a difference in quality which would suggest that students were better able to analyze literature as a result of MI based instruction.

Before evaluating the analytical writing samples, each composition was photocopied and coded to reduce bias. (Several students had a preference for using distinctively colored ink for writing assignments.) In order to reduce bias, a person not involved with the study who was also unfamiliar with the students randomly affixed numbered labels to the analytical writing samples and mixed the pre and post-tests. The first period class was assigned numbers between 101 and 124 (the three students who missed one analytical writing sample were removed after numbers were assigned to the compositions) and the fourth period class was assigned numbers between 201 and 216. The labels were placed over students' names and were reinforced so that the names would not show through. A list of names and corresponding numbers was prepared and placed in an envelope; it was not viewed by the researcher until after the analytical writing samples were read and rated.

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The researcher used the following procedure to rate the analytical writing samples. The following criteria were considered when rating the analytical writing samples: the degree of analysis used to interpret the poem (inferential vs. literal analysis), the quality of evidence used to support the interpretation, and the completeness of the explanation of the evidence. The highest rated compositions employed high levels of inferential analysis to interpret the poem. The interpretations were fully supported by evidence from the text and all evidence was fully explained. The middle rated compositions employed an average level of analysis which was mostly inferential, but somewhat literal. The interpretations were supported by textual evidence, but were not completely explained. The lower rated compositions either employed no analysis or employed only literal analysis. The interpretations were either not supported by textual evidence or used textual evidence incorrectly and little or no explanation was presented. (See Appendices D, E, & F for examples of students' compositions rated at each level.)

As an additional method of reducing bias in rating students' compositions, the initial ratings were recorded, then the compositions were remixed. A person not involved with the study who was also unfamiliar with the students (the same person who coded the compositions) read and rated the compositions based on the criteria previously described. The researcher then compared the two sets of category placements. If a composition was assigned to the same category by both raters, then it was placed permanently in that category. All other compositions were reread, reevaluated by both raters based on the placement criteria, and discussed until agreement was reached.

Finally, second and third quarter grades were compared to determine if grades changed as a result of MI based instruction.

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The author is a writer, a former English teacher, and the mother of three boys. She spends her time writing and teaching others to write. Visit articles.TheWritingTutor.biz for more articles or TheWritingTutor.biz for other writing and educational resources for young authors, teachers, and parents. Visit writing_editing_service.TheWritingTutor.biz for a description of writing and editing services provided by the author.

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Multiple Intelligences Action Research

Method

Data Analysis