Enhancing Learning Through Multiple Intelligence

Enhancing learning through multiple intelligence

The study that I choose was conducted on seventy fourth grade students, between the ages of nine and ten over a period of seven weeks. The study was conducted to determine the difference and effectiveness between multiple intelligence instruction and traditionally designed science instructions on the Diversity of Living Things. The seventy fourth graders were broken up in to two groups of thirty-five to examine the treatment effect. One group was named the control group. In the control group the students were taught using the traditional teaching approach. In the experimental group, on the other hand students were taught with the multiple intelligence instructions developed for the Diversity of Living Concepts. Both groups received the same amount of instructions, materials, and assignments. The only difference was the multiple intelligence strategies.

The two groups were given a post-test at the end of the seven-week period. The end result was in favor of the multiple intelligence approach. The students were then retested and the results were still in favor of the multiple intelligence approach. The results showed that multiple intelligence instructions create long-term retention for the students in the experimental group.

Having read this professional journal; I learned the difference between multiple intelligence and the traditional way of teaching, which seems not to be an effective way of teaching, because, a decrease in spatial and interpersonal intelligence and an increase in logical-mathematical and bodily kinesthetic were found in the control group. I also learned that there is more than one way of teaching. Before reading this article I didn’t know what multiple intelligence was and what it consisted of. I learned that “everyone possesses seven distinct