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ERIC Number: ED496097
Record Type: Non-Journal
Publication Date: 2007-Apr-11
Pages: 73
Abstractor: Author
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Increasing Student Achievement through Brain-Based Strategies
Pociask, Amanda; Settles, Jeri
Online Submission
The students targeted were third and fourth grade students with learning-disabilities and seventh-eighth grade science students who exhibited poor test scores, motivation, and behaviors that negatively impacted their learning. The objective of this study was to change the level of student engagement in order to increase their academic achievement by incorporating Multiple Intelligences strategies into daily lessons. The study took place from September 2006 to January 2007. The purpose of the study was to determine if incorporating multiple intelligences would help raise test scores and improve student behaviors. Data was collected through observation checklists, parent surveys, and Multiple Intelligence (MI) surveys as both pre- and post-intervention measurement tools. Students completed reflective journal entries over seven weeks to help identify their multiple intelligence strengths and how those affect their learning. Collated data is illustrated through graphs throughout the paper followed by narrative analysis. The two teacher researchers in this project found students to be more engaged in the learning process as a result of the strategies introduced in their classrooms. This research indicated that incorporating MI into daily lesson improved students' self esteem, increased retention rates, enhanced motivation for learning, and decreased incidences of off-task behaviors. Students appeared to be more focused and engaged on assessments at the end of the study as a result of the use of various MI strategies. Students' learning experiences would be greatly enhanced if teachers taught to multiple student intelligences and incorporated alternative assessments. Appended are: (1) Observation Checklist; (2) Parent Survey; (3) Reflective Journal; (4) Learning Style Survey; and (5) Multiple Intelligence Survey. (Contains 11 tables.) [Master of Arts Action Research Project, Saint Xavier University.]
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: Elementary Secondary Education; Grade 3; Grade 4; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A