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Multiple Intelligences Action Research
Results
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
Analytical Writing
Sample Results
The sample consisted
of 36 pre and post-tests for students in the tenth
and eleventh grades. Results of the analytical writing sample (see Appendix
C) indicated an improvement in
analytical thinking skills following
instruction based on the multiple intelligences. On the pre-test, 11
percent of the writing samples were placed in the high category, 47
percent were placed in the middle category, and 42 percent were placed
in the low category.
On the post-test, 22
percent of the analytical writing samples were
placed in the high category, 53 percent in the middle category, and
25 percent in the low category. The number of students who wrote
compositions using inferential analysis of the poem and who supported
their interpretations completely with textual evidence increased by 11
percent. The number of student who wrote compositions using mostly
inferential analysis and who supported their interpretations using
textual evidence that was not completely explained increased
moderately. The most significant change was the decrease in the number
of students writing compositions with little or no inferential
analysis, little or no textual evidence, and little or no explanation.
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This trend indicates
that students were beginning to improve after
exposure to multiple intelligences based instruction. Overall,
post-tests indicated high levels of inferential thought, better use of
text in support of ideas, and better explanations. Several students
even referred to the novel that they had recently read and discussed.
(See Figure
8 for a complete list of
analytical writing sample results. See Figure 9
and Figure
10 for a breakdown of
analytical writing sample results for first
period and for fourth period.)
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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