...provides enrichment & remediation resources
for young writers, their teachers,
and their parents.
Custom Search
|
...provides enrichment & remediation resources for young writers, their teachers, and their parents. |
Custom Search
|
|
|
|
 The
WritingTutor Home |
Courses |
 ACT/SATPreparation |
 SuggestedReading |
 Quick
Reference Guides |
 HomeschoolResources |
Teachers' Resources |
Writing/Editing
Services |
|
|
|
|
|
Multiple Intelligences Action ResearchResults
Statement numbers 11 through 20 on the closing survey determined students’ perceptions of the effects of MI based instruction on their learning. The results of this part of the closing survey were very promising. Forty-size percent of the students indicated that understanding the multiple intelligences helped them learn (see Appendix B, statement #12). Sixty-three percent responded that the activities used in class helped them understand the stories they read (see Appendix B, statement #13). Sixty-eight percent disagreed with the negatively worded statement which said that the activities used in class were not useful (see Appendix B, statement #15). Forty percent believed that they would take their understanding of the multiple intelligences into other classes (see Appendix B, statement #17). (See Figure 6 for a complete list of results for statement numbers 11 through 20 on the closing survey.) Students’ attitudes toward school were examined with statement number three. The introductory survey indicated that only about 31 percent of the students surveyed liked school. About 36 percent said that they did not like school, and another 33 percent said that they were not sure if they liked school (see Appendix A, statement #3). This means that approximately 69 percent of the students lacked positive attitudes toward school at the beginning of the study. The closing survey indicated no significant changes in students’ attitudes toward school. Thirty percent agreed that they like school, 37 percent weren’t sure if they liked school, and 33 percent said that they did not like school. (See Figure 4 for pre and post-test results for statement #3.) The most significant change in students’ attitudes toward school can be seen in the first period class’s survey results. On the introductory survey, 42 percent of the first period students agreed that they liked school Twenty-three percent said they were not sure if they liked school, and 35 percent said they did not like school (see Appendix A, statement #3). On the closing survey, 45 percent of the first hour students responded that they liked school, 32 percent said they were not sure if they liked school, and 23 percent responded that they did not like school (see Appendix B, statement #3). While the number of students selecting the “not sure” category increased in size, it is important to note that these figures represent a slight increase in positive attitudes and a 12 percent decrease in negative attitudes. (See Figure 5 for a comparison of pre and post-test results for statement #3 for first period only.) Students’ attitudes toward English class were examined with statement numbers six and ten. The overall attitudes of students toward American Literature did not change significantly from one survey tot he next. Thirty-three percent of the students agreed that they liked American literature on the introductory survey, and 35 percent of the students agreed that they liked American Literature on the closing survey (see Appendix A & Appendix B, statement #6). Again, the first period class represented the most significant increase in positive attitudes toward English class. Twenty-seven percent of the students in the first period class agreed that they liked American Literature on the introductory survey, while 41 percent agreed that they liked American Literature on the closing survey (see Appendix A & Appendix B, statement #6). This is a 14 percent increase in positive attitudes toward American Literature. (See Figure 5 for a pre and post-test comparison of statement #6 and #10 for first period only.) While students did not overwhelmingly admit to liking American Literature, their attitudes toward reading American Literature did seem to improve. On the introductory survey, 54 percent of the students surveyed said that they always do the assigned reading in English class (see Appendix A, statement #10). On the closing survey, 91 percent of the students agreed that they always do the assigned reading in English class (see Appendix B, statement #10). This is a 37 percent increase in student participation. (See Figure 4 for a comparison of pre and post-test results for statement #6 and #10.) The final statement on the survey asked students to place a check mark next to the intelligences in which they would like to improve (see Appendix B, statement #21). Out of 43 students, there were a total of 135 intelligences checked. Seven students either left this statement blank or wrote “none” below the statement. Of the 36 student who responded, five selected all of the intelligences, four selected only the two traditional intelligences, and two selected only the logical-mathematical intelligence. The logical-mathematical intelligence was selected most often with 27 students wanting to improve this intelligence. The verbal-linguistic intelligence was chosen by a total of 22 students and the intrapersonal intelligence was chosen by a total of 20 students. The musical and spatial intelligences were chosen least often with a total of 15 students selecting each. (See Figure 7 for a complete list of responses to statement #21.) 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. Return to articles. |
| Copyright © 2004-2010 The
Writing Tutor & Michele R. Acosta All rights reserved. |