chapter ii review of related literatureshodhganga.inflibnet.ac.in/bitstream/10603/27834/7/07_chapter...

CHAPTER II: REVIEW OF RELATED LITERATURE

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47

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

Reviewing the related researches done previously by other researchers is an

important step to be followed while conducting any research. It involves

careful review of journals, books, dissertation, thesis and other possible

sources like Eric data base. Review of related literature allows the researcher

to be acquainted with current knowledge area in which researcher is going to

conduct the research in the field. The task of reviewing related researches

involves selection of appropriate literature, critical analysis and reporting an

abstract of that literature. Researcher needs to be acquiring up to date

information about what has been thought and done in that particular area.

2.2 PURPOSE OF THE REVIEW OF RELATED

LITERATURE

“A review of previous literature on the topic is also an essential component of

the introduction. The researcher must demonstrate an understanding of the

existing literature pertinent to his or her study” (Best, 1978, pg.318)

Purpose of the review of literature can be stated as follows:

1) To avoid the repetition of present research

2) To find out proper direction to the research

3) To help the researcher for conceptualization of his research

4) To identify and avoid the mistakes done previously

2.3 IMPORTANCE OF RELATED LITERATURE

Review of related literature provides a base or foundation on which further

work is to build. “Previous research studies are abstracted and significant


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48

writing of authorities in the area under study is reviewed. This part of the

research report gives evidence of the investigator’s knowledge of the

field.”(Best, 1978, pg313)

Importance of review of related research can be enlisted as follows:

1) Reading all the related literature provides information on different

angles of the issue, which ultimately helps the researcher for

conceptualization of his research.

2) One can take advantage of the suggestion given by the previous

researches so that the same mistakes are not repeated and some

essential improvement may be done in the research.

3) It provides background information about what is already known and

what is still unknown in the related field. It avoids the risk of

duplication.

4) Through such study, the researcher develops a critical outlook towards

the usefulness of the study and selection of proper design of research.

5) It gives an idea to the researcher about the tests, methods and

techniques to be used in his own research process.

2.4 SOURCES OF INFORMATION

There are different types of sources, which provide information for the review

of related research.

These sources can be classified into 2 categories

I. Primary sources

II. Secondary sources

Primary sources

These sources provide direct description of the study by the person who has

actually observed or withstood the occurrence and carried it out. These are the


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49

publications in which individual researches report the results of their findings

directly to the readers. The common primary sources are research journals,

dissertations, research abstracts etc.

Secondary sources

These sources include publications written by the persons who are not direct

observers or participants of the event described. Author describes the work of

others in these publications. The common secondary sources include

educational encyclopedias, research reviews, yearbooks etc.

Research for this literature review involved a combination of electronic and

print sources. In the present research the researcher has taken help of both

primary sources like M.Ed, M.Phil, Ph.D. dissertations and secondary sources.

Researcher got all the reference material in the Pune and Mumbai branch

library of S.N.D.T.women’s university, Indian Institute of Education, Pune

University, and SCERT. The researches related to the subject history and use

of MI theory was reviewed. The researcher went through various books,

educational journals, dissertations, and surveys of research in education edited

by M.B.Buch. The electronic databases searched for this review included

ERIC and ProQuest. The researcher also visited the school practicing MI

theory in teaching and learning.

Review was based on three criteria-

I. The researches related to the use of MI in teaching of History

II. The researches related to the use of various methods of teaching

History

III. The researches based on MI based approach.


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50


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51

2.5 THE RESEARCHES RELATED TO THE USE OF MI IN

TEACHING OF HISTORY

The researcher found many researches on Multiple Intelligences at various

levels, and found four researches related to the use of MI based teaching in

subject History and Social studies:

The studies are summarized in the table form:

TABLE 2.1 RESEARCHES RELATED TO THE USE OF MI IN

TEACHING OF HISTORY

Sr.

No

Variables

considered

Researcher Source Year Title of study

1 Achievement Beam, K ProQuest

Dissertations

& Theses

(PQDT)

2000 A comparison of

the theory of

Multiple

Intelligences

instruction to

traditional

textbook- teacher

instruction in

Social studies of

selected fifth

grade students.

2 Interest George,M;

Mitofsky,J

Master of

Arts Action

Research

Project,

St.Xavier

University

2001 Improving

student interest in

social studies

through the use of

MI


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52

and Skylight

Professional

Development

Field based

master

programme

AN- ED

460926

3 Interest and

Achievement

Hanley,C;

Hermiz, C

Dissertation

Abstract

International

AN:

ED465696

2002 Action research

on improving

Student Interest

and Achievement

in Social Studies

Using a Multiple

Intelligences

Approach.

4 Achievement Kale, P Unpublished

master’s

Thesis

2007 A comparative

study of the

Effectiveness of

the Multiple

Intelligences –

based teaching

and traditional

classroom

teaching of a

topic in history

for Std IX

Kale, P. (2007) carried out a research on, ‘A comparative study of the

Effectiveness of the Multiple Intelligences – based teaching and traditional


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53

classroom teaching of a topic in history for Std IX.’ Two divisions of 9th std

from Ahilyadevi High school, Pune were chosen using the incidental sampling

method. Various activities like slide show, games, use of mnemonic etc.were

conducted for the experimental group. Achievement test was used to collect

the data. MI based teaching was more effective as compared to the traditional

teaching method. Most of the students participated in the activities related to

their predominant intelligence.

Beam, K (2000) conducted a research on, ‘A comparison of the theory of

Multiple Intelligences instruction to traditional textbook- teacher instruction in

Social studies of selected fifth grade students.’ The purpose of this study was

to compare the social studies grades of fifth grade students involved in two

different modes of instruction in a public school setting. The two modes of

instruction, the theory of MI and traditional textbook – teacher instruction,

were the bases for determining if there is a difference in the mean scores of the

control and the experimental group. The study incorporated a randomized

control group pretest posttest design. 24 fifth grade students participated in the

five week study. The control group was taught in the traditional textbook-

teacher mode of instruction. The experimental group was instructed using the

process of the theory of MI. Interpersonal and intrapersonal intelligence were

incorporated by sharing personal photographs taken by the teacher at various

concentration camps in Poland and Germany related to the topic ‘World War

II.’ The students were encouraged to locate relatives and neighbors, who have

lived during the decade of 1940 and World War II, in order to conduct a

personal interview. The music of war era and the students’ acting were

combined for a dramatic presentation. The students designed stage properties,

wrote the dialogues of the play representing the visual/spatial, verbal/linguistic

intelligences. Teacher made test was administered to determine the

comprehension of the concepts of World War II. At the end of the

programme‘t’ test was used to analyze the mean scores. The results indicated

that there is no significant difference in the achievement level of the control


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54

group and the experimental group. Results of the present study indicated that

two modes of instruction were effective in teaching the concept of social

studies.

Hanley, C. (2002) did the action research on improving students’ interest and

achievement in social studies. For this, he used Multiple Intelligences

Approach. The results were positive with respect of achievement and interest

both

Geimer,M; Mitofsk,J.(2001) carried out a research to improve student

interest in social studies through the use of MI. This research was undertaken

for the development and implementation of an intervention for improving

students’ interest and academic achievement in social studies. A review of

solution strategies suggested by other knowledgeable sources combined with

analysis of problem data resulted in the selection of MI as an intervention.

Various MI activities were incorporated such as songs of states dramas,

murals, poetry, literature and other activities. Through surveys and assessment

post intervention strategies indicated an increase in student interest and

academic achievements. Class discussions were strengthened through the

evidence provided. Social studies seemed to have a remarkable impact on

students.

2.6 RESEARCHES RELATED TO THE USE OF VARIOUS

METHODS OF TEACHING HISTORY

Researches on History were studied with respect to different teaching

methods used such as, Comparative study of lecture and discussion method,

Constructivism, Use of CAI, Use of self learning material, Cooperative

learning, inductive deductive method, etc. The studies are summarized in table

form.


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55

TABLE NO 2.2 RESEARCHES ON HISTORY

Sr

no

Researcher’

s name

Method

/Variable

Source Title of the study

1 Veerkar,P.P

(1980)

Integrated

approach

M.B.Buch

Vol.II

A study of the effect of

Integrated approach of

teaching Social Studies

Of the pupils of fourth

standard of the primary

school.

2 Jaychandran,

J (1980)

Programmed

filmstrip

M.B.Buch

Vol II

An experimental study

of the efficacy of

programmed filmstrip

as a method of teaching

History in secondary

school.

3 Pandey, S.N

(1986)

Advance

organizer and

Inquiry

training

model

M.B.Buch,

Vol II

Effectiveness of

Advance organizer and

Inquiry training models

for teaching social

studies to class VIII

students

4 Menezes, L

(2002)

Inductive and

deductive

method

Unpublished

Ph.D Thesis

A study of the effects

of the Inductive and

Deductive methods of

teaching history on the

achievement and

thinking operations of

pupils of std.IX with


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56

different creative

problem solving style.

5 Shirsat, M

(2002)

Lecture

method and

discussion

method

Unpublished

master’s

thesis

(In Marathi)

A comparative study of

the effectiveness of

discussion method and

lecture method on one

unit of the subject

history of std.VIII.

6 Patil, M

(2004)

Correlation Unpublished

master’s

thesis

(In Marathi)

A study of the

correlation of the study

habits and the

achievement in the

subject history of

std.IX

7 Gholap, U

(2005)

Self learning

material

Unpublished

master’s

thesis

(In Marathi)

Preparation of self-

learning material on

one unit of the subject

history

for students of std VII

and study its

effectiveness

8 Tyambake, A

(2007)

Correlation Unpublished

master’s

thesis

(In Marathi)

A study of the

correlation between the

brain based learning???

and the achievement in

the subject history of

the students of std.IX

9 Shambharkar

, R

(2007)

Self learning

material

Unpublished

master’s

thesis




history for students of


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57

(In Marathi) std VII and study its

effectiveness

10 Dudhal, M

(2008)

Lecture

method and

discussion

method

Unpublished

master’s

thesis

(In Marathi)



discussion method and

lecture method on one

unit of the subject

history of std.IX

11 Raykar, A

(2008)

Self learning

material

Unpublished

master’s

thesis

(In Marathi)




history

for students of std

VIII and study its

effectiveness

12 Bhujbal, A

(2009)

Use of CAI Unpublished

master’s

thesis

(In Marathi)

Study the effectiveness

of CAI programme on

a unit of History of std.

IX

13 Malkekar,S

(2010)

Project

method

Unpublished

master’s

thesis

(In Marathi)

A study of the

effectiveness of Project

method on a unit of

History of std.VI

14 Jadhav, A

(2010)

Use of audio

visual aids

Unpublished

master’s

thesis

(In Marathi)


the effectiveness of the

use of audio visual aids

and traditional method

on one unit of the

subject history of

std.VI


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58

15 Dixit, J

(2010)

Use of CAI Unpublished

master’s

thesis

Development of

Computer Assisted

Programme (CAI) to

teach History and study

its effectiveness

16 Mohsin, Q,B

(2011)

Project and

lecture

method

Interdisciplina

ry Journal of

Contemporary

Research

AN:

61067919

Effect of project and

lecture methods of

teaching on students'

achievement in social

studies in rural area

17 Majoka, M, I

(2011)

Cooperative

learning

Interdisciplina

ry Journal of

Contemporary

Research

AN:

61067908

Effectiveness of

Cooperative Learning

for Teaching Social

Studies to Students

with Different Ability

at Elementary Level

18 Kolage,S

(2011)

Dramatizatio

n method

Unpublished

master’s

thesis

(In Marathi)

A study of the

effectiveness of

Dramatization method

on a unit of subject

History of std.VIII

19 Mistri,D

(2012)

Inquiry

training

model

Unpublished

master’s

thesis

(In Marathi)



Inquiry training model

and traditional teaching

of one unit of the

subject history for

standard VIII


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59

20 Nalavade,S

(2012)

Use of

concept maps

Unpublished

master’s

thesis

Effectiveness of

concept maps of

teaching History- A

study

Veerkar, P.P. (1980) developed syllabus for the integrated social studies

course for std.IV in the state of Maharashtra. Instructional strategy for

teaching the course was developed. The treatment resulted in better

achievement as far as total performance and performance related to

knowledge, comprehension, skill and attitude were concerned.

Jaychandran, J. (1980) carried out a research to study the efficacy of

programmed filmstrips. Nine schools in the city of Madras were chosen

randomly from which 825 students were the sample. Findings of the study

show that high cognitive abilities could be developed through PLM.

Pandey, S.N. (1986) studied the effectiveness of Advance organizer and

Inquiry training models for teaching social studies. The programme was

significant at 0.05 level and the students reacted favorably towards the

Advance organizer model and Inquiry training model.

Menezes, L. (2002) conducted a research to study the effects of the Inductive

and Deductive methods of teaching history on the achievement and thinking

operations of pupils of std.IX with different creative problem solving style.

Field study and experimental method was used. Three sets of sample were

chosen for the field study as per the design- sample for the administration of

the questionnaire, sample for the interview, and sample for the observation of

lessons. For experimental study two classes of IX standard was selected

randomly. Achievement test and Raven’s standard progressive matrices was

used for data collection. The inductive and deductive methods of teaching had

a difference in their effects on achievement in history of pupils.

Shirsat, M. (2002) and Dudhal, M. (2008) carried out a research on, ‘A

comparative study of the effectiveness of discussion method


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60

and lecture method on one unit of the subject history’ for std.VIII and std.IX

respectively. The lesson plans were developed accordingly. Effectiveness of

the programme was measured in terms of the achievement of the students.

True experimental pretest posttest equivalent group design was used. For

analysis‘t’ test was used. The programme was significant at 0.05 level. Thus

the discussion method was led to be effective.

Patil, M. (2004) conducted a research to find out the correlation between the

study habits and the achievement in the subject history of std. IX students.

Marks obtained in the subject history and questionnaire prepared by Palasane

were used for data collection. The findings of the study show that the

correlation between study habits and achievement was 0.27.So it can be seen

that positive correlation exists.

Gholap, U. (2005), Shambharkar, R. (2007) and Raykar Arti (2008) prepared self

learning material on one unit of the subject history and studied its effectiveness in

terms of achievement and reactions of the students. The research design for the

researches was pretest posttest single group design. Achievement test and

opinionnaire was used for data collection. The data was analyzed using the‘t’ test.

The conclusions of the study show that the post test scores in achievement test were

significantly higher than pre test scores at 0.01 level of significance. Thus the

programme was effective. According to the students, the material was not only

interesting but also helped them to remember the content in a better way.

Bhujbal, A. (2009), Dixit, J. (2010). studied the effectiveness of CAI programme on

a unit of history of std IX. Single group pretest posttest design was used. To collect

the data Achievement test was used. ‘t’ test was used to analyze the data. CAI

programme was found to be effective in bringing about the learning of the unit. The

programme was also effective in bringing about students interactions and making

them interested in the topic. The students received the programme well.

Malkekar, S. (2010). studied the effectiveness of Project method. The chapter ‘India

during the Maurya period’ was selected. Quasi experimental ‘Pretest Posttest Non

Equivalent Group Design’ was selected. Individual projects like collection of


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61

pictures, information and group projects like preparing a map, charts etc. were

conducted for the experimental group. Achievement test was used for the collection

of data. ‘t’ test was used for analysis. It was found that the achievement of the

experimental group was significantly higher than that of the control group.

Jadhav, A. (2010). Compared the traditional method of teaching and method of using

audio visual aids. Objectives of the research were, to prepare audio visual aids based

on the selected units and to study its effectiveness. The audio visual aids like tape

recorder, charts, pictures, slide shows were used. The findings show that there was a

significant difference in the scores of experimental group than the control group at

0.01 level.

Mohsin, Q. B. (2011) carried out a research entitled, ‘Effect of project and

lecture methods of teaching on students' achievement in social studies in rural

area.’ The aim of the study was to compare the effectiveness of project and

lecture methods of teaching on students' achievement in terms of social studies

curriculum objectives at elementary level. An experimental study was devised

for the purpose. The study was conducted employing Pretest-Posttest Control

Group Design, using Matched Subjects of two rural schools. The t-test was

applied on mean gain scores of social studies students taught through lecture

and project methods on achievement test. An achievement test was used as

pretest and posttest consisting sixty multiple-choice items measuring the

objectives of knowledge and comprehension of cognitive domain. All the

hypotheses were tested at 0.05 levels of significance. However, the findings of

the study suggested that the project method is as effective as the lecture

method on the students' achievement in social studies at elementary level.

Majoka, M.I. (2011) conducted a research to study the effectiveness of

Cooperative learning for teaching Social Studies to students with Different

Ability at Elementary Level. This study was conducted to compare the effect

of cooperative learning and traditional methods of teaching on 7th class

students' academic achievement in the subject of social studies. Students of

7th class (N=100) in a public schools of district Mansehra,


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62

Pakistan, were divided into two equivalent groups i.e. control (N=50) and

experimental (N=50) groups on the basis of academic achievement in pre-test.

A treatment of 15 planned lessons subject to cooperative strategy STAD

(Student team achievement division) was provided to the experimental group

while the control group was taught same learning material by traditional

lecture method. Analysis of the data revealed that the experimental group

outscored the control group on post-test. Furthermore, cooperative learning

appeared to be equally effective for teaching social studies to the high-

achievers, average-achievers and low-achievers at elementary level.

Kolage, S. (2011). Studied the effectiveness of dramatization method on a unit

of Shivajimaharaj. Single group pretest posttest design was used. Achievement

test was used to study the effectiveness of the programme. There was a

significant difference in the post test achievement scores than the pretest

achievement scores.

Mistry, D (2012) studied the effectiveness of Inquiry training model and

traditional teaching of one unit of the subject history for standard VIII. The

objectives of her research were to prepare lesson plans based on Inquiry

training model and to study its effectiveness. This study was performed

amongst 102 students of std VIII. 51 students from one division formed the

experimental group and 51 students from another division formed the control

group of the study. Teacher made achievement test and opinionnaire was used

for data collection. ‘t’ test was used to analyze the data. The programme was

effective and the students were motivated to think.

Nalavade, S. (2012). conducted a research to study the effectiveness of

concept maps of teaching history. The objectives of the study were, to teach

the selected unit using concept map, and to test the effectiveness of using

concept maps on the achievement of the sample group students. Purposive

sample was selected which consisted of 40 students from one English medium

school in Pune. Achievement prepared by the researcher was used. The


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63

findings of the study show that the students scored significantly higher marks

in posttest than in pretest. Thus the use of concept map was effective.

2.7 RESEARCHES ON MI

The studies related to MI in relation to other variables are summarized in the

table form:

TABLE NO. 2.3 STUDIES RELATED TO MI

Sr.

No

Variables

considered

Researcher

/ Year

Source Title of study

1 Achievement

& Behaviour

Erb-

michelle

(1996)

Masters’ Action

Research

Project, Saint

Xavier

University and

IRI/Skylight

AN- ED

400947

Use of MI activities and

co-operative learning for

increasing academic

output & decreasing

inappropriate behavior.

2 Achievement

& confidence

Greenhawk

(1997)

Educational-

Leadership;

v55nl; p62-64

sep 1997

AN- EJ550536

Multiple Intelligences

meet standards

3 Achievement Albino

Paula;

Brown,

Ann;

113p; Master’s

Action

Research

Project, Saint

Improving Reading

through the use of MI


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64

Liason,

Susan

(1997)

Xavier’s

University and

IRI/skylight

AN- ED

410522

4 Achievement Brecher-

Diane, Gary

Marians

(1998)

M.A.Action

Research

Project, Saint

Xavier

University and

IRI/Skylight

AN-ED 420866

Improving the spelling of

high frequency words in

daily writing across the

curriculum through the

use of MI

5 Retention

Anderson,

V, B.

(1998)

Master’s Action

Research

Project, Saint

Xavier

University and

IRI/Skylight

AN-ED 424745

Using Multiple

Intelligences to Improve

Retention in Foreign

Language Vocabulary

Study

5 Acheivement

Attitude and

retention

Bumen

(1999)

ProQuest

Dissertations &

Theses (PQDT)

The effects of

implementation of the


theory supported by

reviewing strategies on

students’ achievement


________________________________________________________

65

attitude and retention.

6 Motivation Baldes, D

(2000)

Master of Arts

Action

Research

Project, Saint

Xavier

University and

IRI/skylight

AN- ED

442574

Motivating students to

learn through MI,

cooperative learning and

Positive discipline

7 Motivation Janes,K,

Mason and

Villaranda,

(2000)

Master’s Action

Research

Project, Saint

Xavier

University and

IRI/skylight.AN

- ED4435559

Improving Student

Motivation through the

Use of Engaged

Learning, Cooperative

Learning and Multiple

Intelligences

8

Achievement

Geimer

Mandy

(2000)

Master of Arts

Action

Research

Project, Saint

Xavier

University and

IRI/skylight

AN- 444185

Improving student

achievement in language

(Arts) through

implementation of MI

strategies

Attitude,

Motivation

Marjorie, H

(2001)

Understanding learner

centered instruction from

the perspective of


________________________________________________________

66


9 Achievement Goodnough,

K

(2001)

School Science

and

Mathematics:

AN- EJ 630131


theory: A framework for

personalizing Science

Curricula

11 Achievement

and

attendance

Nicole ,B

(2002)

ProQuest

Dissertations &

Theses (PQDT)

Engaging Language

Minority Students

through the Multiple

Intelligences in Ninth

grade classes

12 MI in

relation to

grade level

and gender

Gogebakan

(2003)

ProQuest

Dissertations &

Theses (PQDT)

How students’ Multiple

Intelligences differ

In terms of grade level

and gender

13 Achievement Ranade,

M.D.

(2005)

Journal of All

India

Association for

Educational

Research

Effectiveness, Study and

Critical Evaluation of a

Computer Assisted

Instructional package for

the topic M.I. developed

for Teacher Educators.

14 Achievement Tapkir, R.

(2006)

Unpublished

master’s thesis

A study of the

Effectiveness of MI

approach in teaching

learning for a topic in

science in std V

15 Achievement

and attitude

Bilgin,E.K

(2006)

ProQuest

Dissertations &

Theses (PQDT)

The effect of Multiple

Intelligences based

instruction on ninth

Graders chemistry

achievement and attitude

toward


________________________________________________________

67

Chemistry

16 Achievement Ozdemir, P

(2006)

ProQuest

Dissertations &

Theses (PQDT).

Journal of

Biological

Education

Enhancing learning

through Multiple

Intelligences.

17 Achievement

Ranade.mM

.D

(2006)

Abstract book,

Educational

Research,

Policy

&Practice in an

Era of

Globalization,

APERA,

Hongkong

Computer based

Instruction on “MI

approach to teaching”-

Research studies in

teacher Education

18 Achievement Ranade,

M.D.

(2007)

International

Conference to

review research

on Science

technology and

math education

Strengthening lesson

planning skills of

prospective science

teachers through

Computer Assisted

Training Programme

based on MI approach

19 Achievement Vartak, P.

N.

(2007)

Unpublished

master’s

Thesis

Study of the

Effectiveness of Multiple

Intelligences Approach in

Teaching- Learning for a

topic in Environmental

Education in B.Ed

course.


________________________________________________________

68

20 Achievement Vasanthaku

mari, H. S.

(2007)

Unpublished

master’s

Thesis

Comparative study of the

Effectiveness of the

Multiple Intelligences –

based teaching and

traditional classroom

teaching of a topic in

Science for Std IX.

21 Student

performance

Johnson, M

(2008)

Online

submission

AN-ED497741

An Extended Literature

Review: The Effect of

Multiple Intelligences on

Elementary Student

Performance

22 Achievement Douglas, B

(2008)

Proquest

Journal of

Instructional

Psychology,

35(2), 182-

The effects of the


teaching strategy on the

academic achievement of

eighth grade math

students.

23 Achievment Wakchaure

,S

(2008)

Unpublished

master’s

Thesis


the Effectiveness of the


based teaching and



Geography for Std.VII

24 Achievement Kadam ,S

(2008)

Unpublished

master’s thesis


the Effectiveness of


based teaching and


________________________________________________________

69



English for Std.IX

25 Achievement Khandare,

A

(2008)

Unpublished

master’s thesis


the Effectiveness of the


based teaching and



Science for Std.IX

Achievement Dilek, I

Kamuran,T

(2009)

Asia Pacific

Education

Review

AN: EJ863587

The effects of the

cooperative learning

method supported by


theory on Turkish

elementary students

Achievement Vevania, C.

(2009)

Unpublished

Ph.D thesis,

Mumbai

University.

Developing interpersonal

and intrapersonal

intelligence through

multicultural education

26 Awareness

and Attitude

Gokhan B

(2010)

Ph.D Thesis,

Proquest

The Effects of Multiple

Intelligences

Instructional Strategy on

the Environmental

Awareness Knowledge

and Environmental

Attitude Levels of

Elementary Students in

Science Course.

learning

behavior

Hou Yi-An

(2010).

An

Interdisciplinar

‘Multiple Intelligences

and Foreign Language


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70

y Journal Learning- a Case Study

in Taiwan.

Achievement Kotreshwar

aswamy, S

(2011)

International

Referred

Research

Journal. ISSN

0974-2832.

A study on Multiple

Intelligences of B.Ed

trainees studying in B.Ed

colleges of Bangalore

City.

Students’

preferencs

Maqsood

A;Ishtiaq

Hu

(2011)

Academic

Research

International

Journal. ISSN-

2223-9553

Regional differentials in

students’ preferences

regarding Multiple

Intelligences at

elementary level.

2.7.1 Researches done in India

Ranade, M.D. (2005) prepared a Computer Assisted Instructional package for

teacher educators based on the theory of Multiple Intelligences. Title of her

research was, “Effectiveness, Study and Critical Evaluation of a Computer

Assisted Instructional package for the topic ‘MI’ developed for Teacher

Educators.” Although this research does not relate directly with the present

research, it was useful in planning an instructional programme based on MI

Ranade, M.D. (2006) carried out a research titled, “Computer based

Instruction in “MI approach to teaching”-Research studies in teacher

Education.” It is a review of researches conducted by the researcher over a

span of 5 years. The central task of all these researches was the development

of comprehensive self instructional Computer Assisted Instructional

packages on the concept of MI approach to teaching in general and to Science

teaching in particular.

Tapkir,R. (2006) carried out a research titled, “A study of the Effectiveness

of MI approach in teaching learning for the topic in science for 5th std.”


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71

Experimental method was used in which increased achievement was seen

when teaching is carried out using MI approach. Teaching using MI approach

was effective. Students really enjoyed the teaching. There was reasonable

amount of matching between students’ strong intelligence (based on MI test)

and their preferred activities during teaching of the unit.

Ranade M.D. (2007) carried out a research to improve student teachers’

lesson planning skills in science by using the MI approach and insights of MI

theory to teaching learning. A computer Assisted Training Programme was

developed to explain the theory of MI and how to apply it to science teaching

so as to trigger the student’s MI. In this the effectiveness of training was

evaluated. Introduction of MI approach has shown very positive results,

leading to inclusion of a variety of a MI based activities in the lesson plans.

Student teachers felt that this approach provided them with a ‘framework’ or

‘structure’ in thinking about various experiences in teaching.

Vartak, P.N. (2007) observed the same positive results when MI was used in

teaching learning of Environmental Education for B.Ed. students. Student’s

achievement was seen to increase. Also students’ responses to Multiple

Intelligences- based teaching were very positive.

Kadam,S.,Khandare,A.,Wakchaure,S. (2008) compared the effectiveness of

Multiple Intelligences based teaching and traditional teaching of English(on

9th std), Science (on 9

th std ) and Geography( on 7

th std) respectively and the

programme was found to be effective. Incidental sampling method was used in

these researches in which two intact classes were chosen. Achievement test

and opinionnaire was used for the data collection. ‘t’ test was used to analyze

the scores.

Vevania, C. (2009) did a research for Developing interpersonal and

intrapersonal intelligence through multicultural education. A Standardized

psychological questionnaire by V. Chistlett and A. Chapman was used. 72

teachers constituted the sample. A 12 hr long intervention programme based


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72

on Multicultural education (Racism, Classism, Ageism, gender based

oppression etc.) was carefully designed & conducted on 2 consecutive days.

On each of these, certain situation or thought provoking questions were asked

followed by group discussion. Also slide shows were used. A significant

difference in the pretests and posttest Interpersonal scores of Experimental

group was seen. A significant difference in the pretests and posttest

Intrapersonal scores of Experimental group was seen. But there was no

difference between found in pretests and posttests of experimental and control

group.

2.7.2 Researches done abroad

Erb-michelle (1996) carried out a research titled, ‘Use of M.I. activities and

co-operative learning for increasing academic output & decreasing

inappropriate behaviour. The problem of academic output and inappropriate

behavior has been documented by annotated teacher record, student records

and school records. Student survey was designed to determine the causes for

the students’ lack of responsibility. Analysis of probable cause data revealed

that students lacked intrinsic motivation and interest in Science, had low

esteem and the class size was large. Post intervention data showed an increase

in students’ responsibility for their own learning through an increase in

accordance with academic output and a decrease in the incidents of

inappropriate behavior.

Albino Paula; Brown, Ann; Liason, Susan. (1997) tried to improve reading

skills through the use of MI. This report describes a progress for increasing

reading test score of II, III, IVgrade students of the middle class. A review of

solution strategies suggested by experts resulted in the selection of the

following intervention: altering curricula by teaching to the Multiple

Intelligences, creation of portfolios for students and teacher evaluation and the

implementation of student reading logs. Post intervention data indicated an

increase in reading test scores ability to make connections with what they were


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reading to their own lives and increase in comprehension and higher level

thinking skills.

Green Hawk. (1997) carried a research titled, ‘MI meet standards.’ Gardner’s

MI theory was put into practice. Students overall achievement and confidence

had risen substantially. Specialists helped teachers develop standards for

grading students artwork and oral presentation to prepare students for state

assessments, written description often accompany students chosen methods for

displaying knowledge.

Brecher-Diane, Gary Marians. (1998) carried out a research to improve the

spelling of high frequency words in daily writing across the curriculum

through the use of MI. A Programme was developed. The problem was

documented by parent survey; teacher interviews, observations and journal

entries, anecdotal records, pretests and posttests, weekly spelling test, writing

samples. A review of solution strategies combined with analysis of the

problem resulted in selection of three major categories of intervention:

Development of spelling lists using high frequency words, incorporation of MI

centers to practice words; and assessment of writing samples to monitor the

transfer of high frequency words. MI based programme was found to be

effective.

Anderson. B. (1998). conducted an experiment for increasing retention of

foreign language vocabulary by using Multiple Intelligences approaches and

memory enhancement tools. The targeted population was approximately 100

seventh- and eighth-grade Latin students. Students were instructed using

methods that introduce several Multiple Intelligences strategies and several

memory improvement techniques, and were directly involved in composition

and design of study materials in a cooperative learning context. The teacher

de-emphasized verbal-linguistic approaches in favor of a more comprehensive

approach. Post-intervention data showed an increase in scores on bi-weekly

vocabulary quizzes, increase in awareness of memory techniques for foreign

language vocabulary mastery, and awareness of varied learning styles in both


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teacher and students. Appended materials include the learning styles inventory

and answer key, parent permission letter, vocabulary quizzes, journal entry

forms, and grade 8 vocabulary quiz survey.

Bumen. (1999) investigated possible differences between Multiple Intelligences

theory and traditional teaching. The achievements and attitudes of the students

were discussed in the research. In this research, the lesson “Citizenship and

Human Rights” was chosen. The students were 112 of 8th grade. For data

collection, achievement tests and attitude scale were administered which the

researcher developed. According to the results no significant difference could be

seen in knowledge achievement between the group which used MI strategies and

the one which used conventional method. But there was an important difference

in tests including comprehension, application and total levels for the experimental

group. Also, the experimental groups’ final attitude score average was higher than

the control group. Furthermore, there was a significant difference between the

control and the experimental groups in the retention test, it can be said that

Multiple Intelligences implementations were more effective and stable in

learning.

‘Improving Student Motivation through the Use of Engaged Learning,

Cooperative Learning and Multiple Intelligences’, this research was conducted

by Janes, Koutsopanagos, Mason and Villaranda, (2000) noting that poor

student motivation and problematic social skills may interfere with the

academic growth of elementary school students, this action research project

examined the impact of a multifaceted intervention on student motivation and

achievement. Participating in the study were second and third graders from 3

schools. The 12-week intervention was comprised of 3 elements: (1) use of the

theory of Multiple Intelligences in instruction; (2) the incorporation of

cooperative learning; and (3) the provision of an engaged learning

environment. Students worked in teacher-selected base groups weekly for 15

minutes for data collection and reflection and in randomly-assigned

cooperative learning groups at least twice weekly for 30 to 45 minutes.


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75

Cooperative learning activities taught appropriate social skills. Multiple

Intelligences activities and a series of engaged learning activities were

incorporated into classroom practices. Data were collected through student

surveys and journals completed weekly, teacher observation checklists,

attendance records, and unit reading test scores. The findings of the post-

intervention data illustrated that implementing the theory of Multiple

Intelligences had a positive effect on the targeted classrooms. Students

revealed positive attitudes toward themselves and their school. Students'

reading scores increased moderately from first to second quarter. Participating

teachers concluded that cooperative learning and engaged learning were used

together to successfully increase student motivation and achievement.

Geimer Mandy (2000) conducted a research entitled, ‘Improving student

achievement in language (Arts) through implementation of MI strategies.’

This action research project was designed to determine the effect of

incorporating MI strategies into the language arts curriculum. The

documentation to prepare low achievement included unit tests and quiz scores,

teacher observation of low time on task, state standardized test scores and

other teacher assessments. There was significant difference in the achievement

of language after the implications of MI strategies.

Baldes, Deborah (2000) carried a research to motivate the students to learn

through MI, cooperative learning and Positive discipline. This action research

project implemented and evaluated a programme to motivate students to learn

through MI, cooperative learning and the discipline. Evidence of lack of

motivation among these students was found in teacher observation: student

interaction and communication with peers and teachers, teacher assessment of

daily work, observation of student project during whole class. Independent and

cooperative learning sessions and report cards and other checklists that

indicate academic and work habit performance. The teachers implemented

teaching strategies consistent with cooperative learning, MI and positive

discipline to create a child centered, motivating, positive and safe and trusting


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76

environment. During the intervention, students participated in the pre and post

intervention interviews, weekly student interventories and anecdotal record

keeping data indicated that the programme reduced inappropriate behavior and

increase students motivation. Teachers’ time for correcting misbehavior was

reduced leaving more time available for the academic instruction and resulting

in student academic and personal growth.

Marjorie Hall Haley (2001) of George Mason University has written an

article on, ‘Understanding learner centered instruction from the perspective of

Multiple Intelligences.’ This article describes a pilot study that investigated

application of the theory of MI to shape and inform teaching practices and

instructional strategies. The purpose of the study was to identify, document

and promote effective real world applications of MI theory in foreign and

second language classrooms. Results indicated that teachers were profoundly

affected by these approaches. They felt that their teaching experienced a shift

in paradigm to a more learner centered classrooms. They were once again

energized and enthusiastic about their pedagogy; and they felt that they were

able to reach more students. Students demonstrated keen interest in MI

concepts and showed positive responses to the increased variety of

instructional strategies. An unanticipated outcome of this research project was

the positive impact it had on student attitudes and motivation to learn.

Goodnough-Karen. (2001). The research provides insight into the nature of

MI theory and how its framework can be used to make Science accessible to

students and assist them in achieving high level of scientific literacy.

Nicole Beaulieu. (2002) conducted a research entitled “Engaging Language

Minority Students through the Multiple Intelligences in Ninth grade classes”

in Wakefield High School Arlington County Public school. The result showed

that eight out of 10 students had improved attendance, and improved grades.

The other two did not make improvements beyond more class participation.

She believed that both have very low self-esteem and never “bought into” MI


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77

theory during the year. Generally her students had fun and seemed to have no

boundaries in learning.

Gogebakan. (2003) investigated the effect of gender and grade level of the

students on their Multiple Intelligences in her master thesis at METU. The

study was conducted at Middle East Technical University Development

Foundation School in the spring of the 2001-2002 academic-years with classes

of first, third, fifth and eighth grade levels. She applied Pictorial Teele

Inventory for Multiple Intelligences on 321 students and analyzed the results.

Results of her study showed that students’ Multiple Intelligences showed

variety according to their grade levels. For example, the students at the first

grade level demonstrated strong preference for linguistic intelligence and

logical-mathematical intelligence in the first grade and the two intelligences

were followed by spatial intelligence, and bodily kinesthetic intelligence.

While the third grade students’ most dominant intelligences preferences were

interpersonal, spatial, logical-mathematical, and linguistic intelligence the fifth

and eighth grade students’ preferences were interpersonal intelligence bodily-

kinesthetic intelligence, musical intelligence, and spatial intelligence.

The Ozdemir et al. (2006) study looked at which of the intelligences students used

most. The Teele Inventory of Multiple Intelligences (TIMI) was given before and

after the unit to assess which intelligences were used. In the control classroom,

students' dominant intelligences were interpersonal and logical-mathematical. The

results from the posttest indicated this changed very little over the course unit. In the

MI experimental classroom, the dominant intelligences before the unit were also

interpersonal and logical mathematical. However, after the implementation of MI, the

study found students used other intelligences, including spatial and musical, as

well as the intelligences common to control group.

Elmas Koken Bilgin. (2006) conducted a research entitled, ‘The effect of

Multiple Intelligences based instruction on ninth graders chemistry

achievement and attitudes toward chemistry.’ In the study, 50 ninth grade


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78

students from two classes of Genc Osman high school in Ankara were used.

25 of the students were assigned as experimental group and the other 25 as

control group. They were instructed by the same teacher. The group which

was assigned as experimental group was instructed by Multiple Intelligences

theory based instruction; whereas the other group was traditionally instructed.

To determine the effectives of Multiple Intelligences based instruction over

traditional science instruction, an achievement test about chemical bonding

concept which consisted of 25 items were administered and an attitude scale

was applied. For the statistical analysis, t-test, and Analysis of Covariance

(ANCOVA) were used. The results showed that students who were instructed

by Multiple Intelligences theory based instruction were achieved higher than

the ones which were instructed by the traditional science instruction about

chemical bonding concept.

Johnson, Marisa. (2008) conducted a research entitled, ‘An Extended

Literature Review: The Effect of Multiple Intelligences on Elementary Student

Performance.’ Multiple Intelligences (MI) curriculums have demonstrated

increased student achievement including improved engagement and

performance on standardized tests. MI-based instruction also improves student

achievement in science. Many educators focus solely on delivering content

standards instead of infusing their curriculum with pedagogy that engages

students and deepens their understanding of complex concepts. The purpose of

this literature review is to explore the effect of MI based curriculum on student

achievement in core curriculum at the elementary school level. The literature

reveals several trends such as schools that have implemented MI have

successfully increased student achievement in all areas of the core curriculum.

The review of the literature addresses the following: (1) Increase in Student

Achievement; (2) Multiple Intelligences and Science Education; and (3) MI as

a Pedagogical Organizer and Framework for Structuring Curriculum. The

literature review is limited to elementary education. The literature discusses

MI-based curriculum in Kindergarten through sixth grade classes with an


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emphasis on science. Future research should focus on investigating the

relationship between MI-based curriculum and student achievement as well as

providing specific examples of MI-based lessons. These lessons will help

teachers implement MI into a variety of education environments. In

conclusion, teachers should be educated in ways to infuse their curriculum

with an MI framework to help create authentic learning experiences that will

ultimately increase student performance and achievement.

Douglas, Burton, and Reese-Durham. (2008) compared the results of methods

used in two different classrooms in a North Carolina, eighth grade public school

mathematics classroom. The teacher in the first group, the control classroom of 29

students, used the direct instruction method. Direct instruction was comprised of

"teacher directed lectures, notes on the overhead, notes on the board, practice

problems from the textbook, teacher developed worksheets and the student

workbook" The second classroom teacher, the experimental classroom of 28

students, implemented a MI approach. Students participated in hands-on activities

such as "building or constructing a model, inventing a board game to illustrate

learned material, giving feedback on what they would like to learn, and

performing a class presentation using at least one of the intelligences.” Both

classrooms had similar boy-to-girl ratio and similar ethnic backgrounds. Each

classroom was given the same pre and post-test for the unit. After being taught

with their method of instruction, direct instruction for the control classroom and

MI for the experimental classroom, the results showed that the experimental

classroom showed a significant difference in knowledge of25.48 points 37 higher

from the pre-test to the post-test while the control group only gained 17.25 points.

Based on this study, Douglas et al. concluded that using MI assisted teachers to create

"innovative lesson plans” that met the learning needs of their students and also led to

improvements in "student's academic, social, and emotional well-being"

Dilek Isık and Kamuran Tarim. (2009). Conducted a research titled, ‘ The

effects of the cooperative learning method supported by Multiple Intelligences

theory on Turkish elementary students’ mathematics achievement’ shows that

MI has significant effect on academic achievement than the traditional


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method. In the present experimental study, the effects of the cooperative

learning method supported by Multiple Intelligences theory (CLMI) on

elementary school fourth grade students’ academic achievement and retention

towards the mathematics course were investigated. The participants of the

study were 150 students who were divided into two experimental (used CLMI)

and two control groups (used traditional method). “Mathematics Achievement

Test,” “Teele Inventory for Multiple Intelligences” and “Personal Information

Form” was used as the measurement instruments of the study. The findings of

this research have indicated that CLMI has a more significant effect on

academic achievement than the traditional method.

Gokhan B. (2010) carried out a research entitled, ‘The Effects of Multiple

Intelligences Instructional Strategy on the Environmental Awareness

Knowledge and Environmental Attitude Levels of Elementary Students in

Science Course.’ The aim of the research was to investigate the effects of

Multiple Intelligences strategy and traditional methods of instruction on

elementary students’ environmental awareness knowledge levels and their

attitudes towards the environment. The pre/post-test control group research

model was used in this study. Totally 60 students in two different classes in

the 7th grade of school in Nigde, Turkiye, participated in the study. The data

obtained in the study were analyzed by the computer programme SPSS 15.0.

The arithmetic means and standard deviations were calculated for each group.

In order to test the significance between the groups, the t-test was used. The

significance level was taken as .05. The results of the research showed a

significant difference between the environmental awareness knowledge levels

and attitude scores of the experiment group and the control group. It was also

found out that the Multiple Intelligences instructional strategy activities were

more effective in the positive development of the students’ attitudes and their

environmental awareness knowledge levels. At the end of the research, it is

revealed that the students who are educated by Multiple Intelligences


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instructional strategy have more environmental awareness knowledge levels

and have a higher motivation level than the students who are educated by the

traditional methods of instruction. It was also found out that the students

participated in the experimental process which Multiple Intelligences strategy

was applied enjoyed the activities, had great fun and they became more aware

of the environmental issues.

To study the role of Multiple Intelligences in foreign language learning

behavior and performance the research was conducted in Taiwan by Hou Yi-

An (2010). Title of the research was, ‘Multiple Intelligences and Foreign

Language Learning- a Case Study in Taiwan.’ Abstract was published in

WHAMPOA - An Interdisciplinary Journal 58. A case study of 2545

Taiwanese college students was done. Participants were 2545 Taiwanese EFL

college students, including 975 boys and 1570 girls. He took an English

proficiency test of listening and reading, and filled out a series of

questionnaires dealing with Multiple Intelligences, motivation/attitude,

anxiety, language learning strategy, and perceptual learning style preference.

Data available from the questionnaires are analyzed by using descriptive and

inferential statistics with SPSS 15, including item means and standard

deviations,‘t’ test, and regression analysis. Findings show that MI do relate to

students’ learning behavior and affect their English performance to some

extent.

A research paper by Dr. Kotreshwaraswamy Surapuramath was published

in the International Referred Research Journal. The title of the research was ‘A

study on Multiple Intelligences of B.Ed trainees studying in B.Ed colleges of

Bangalore City.’ The sample included 300 students selected by using random

sampling technique, out of which 120 were male and 180 were female B.Ed

trainees from B.Ed Colleges. The Multiple Intelligences Tests - based on

Howard Gardner's MI Model was used for data collection. 't-test' technique

was adopted for data analysis. There was a significant difference in Multiple


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Intelligences of B.Ed trainee. The female students were better than male

students and that the science students were better than arts students in Multiple

Intelligences. It is found that, there was no significant difference between

aided and unaided B.Ed trainees studying in B.Ed colleges of Bangalore city.

Maqsood Ahmed; Dr Ishtiaq Hussain (2011) has written an article in the

journal, Academic Research International. The title of the research was,

‘regional differentials in students’ preferences regarding Multiple Intelligences

at elementary level.’ The purpose of the study was to investigate the students’

Multiple Intelligences according to their preferences and how students’

Multiple Intelligences differ in terms of their region in which they live, at

Elementary level. All the students studying in 7th class of age group 12+ in

Government Middle and Secondary Schools of Khyber Pakhtunkhwa

(Pakistan) constituted the population of the study. Total Eighty Government

Middle and Secondary schools (20 from each district) from urban and rural

regions were selected randomly to choose the students as the sample for the

study. A total sample of 2000 respondents, in the age group 12+ years

studying in 7th class, was drawn out of the population using stratified random

sampling technique. A tool "Multiple Intelligences Scale for Elementary

Level", having eight sub scales, was used to examine students’ preferences in

different components of Multiple Intelligences. The results of the investigation

revealed that majority of the respondents had average levels of intelligence for

all the eight components of Multiple Intelligences; however the students’

Multiple Intelligences showed variety according to their interests. When

results were examined in terms of their locality i.e. urban and rural, significant

differences were observed in the mean scores of Urban and Rural students for

Bodily-kinesthetic and Naturalistic intelligences. It was found that in case of

Bodily-kinesthetic and Naturalistic intelligences rural students took slight lead

due to environmental factors.


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2.8 REVIEW OF ARTICLES ON MI

Ranganathan, Rao (2010). explained various aspects to be included in

Teaching –Learning process in order to improve different types of

Intelligences. The view expressed in this article matches with the present

research as the researcher has used different activities in teaching learning to

enhance the Intelligences of students.

Watve (2010). aimed at investigating the ways parents perceive their wards

related to different intelligences. A sample consisted of 100 high schoolers

whose parents gave rating based on observations regarding intelligences of

their ward. A Multiple Intelligence (MI) rating scale based on activities related

to these intelligences was used for the purpose. Summated ratings on eight

areas were subjected to co relational analysis. Almost all the correlations were

found to be significantly high except that between Linguistic and

Interpersonal. Significant high correlation between Linguistic and

Intrapersonal, but insignificant correlation between Linguistic and

Interpersonal was revealed. Logical/Mathematical appeared to be least

correlated with others. It is observed that there exits high and significant

correlation among visual/spatial and musical, musical and naturalistic and

bodily-kinesthetic and musical Intelligences. Also it was observed that

students participate more in activities concerned with bodily-kinesthetic and

naturalistic. Interpersonal and Intrapersonal intelligences show significant high

correlation.

In another article written by Poornima and Reddy (2011). different teaching

strategies based on MI are discussed. It says that students should be exposed to

and be given chance to experience across different Intelligences. In this way

students and teachers will get chance to uncover their own strengths and

interests.


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Paleeri, S. (2009). has written an article to understand the cooperative

learning strategies, their significance and possibilities as effective method to

nurture Multiple Intelligences and to identify the linkages of cooperative

learning with MITA (Multiple Intelligences Teaching Approach). The MI

Teaching Approach can be blended with the elements of Cooperative learning.

Nair. (2010). has discussed educational implications of MI in Education.

Articles published in English teaching professionals:

Hoogstad, M. (2009). discusses about a new way of assessing learners. It says

that Assessment should be performance based. It allows learners to put all

their intelligences to work. The concept of authentic assessment is based on

Howard Gardner’s work and it is founded on belief that each individual

exhibits a distinctive spectrum of intelligences. It says that – Assessment

should be ‘intelligence fair’ so as to allow students to use non- traditional

ways that go beyond the verbal & logical to demonstrate their knowledge of

the topic. Why not encourage your kinesthetic students to use movements,

gestures & postures to show their understanding or the musical ones to use

rhythm, chants, & sound effect to illustrate theirs. Let students learn through

their strong intelligences. It will increase their self-esteem and also urge them

to use their strong int. to improve the weaker one. Wide variety of forms of

assessment like portfolios, projects and reflective logs can be used.

Vartak, L. (Apr, 2011). has written an article on Multiple Intelligences

Theory in the journal, in which the concept of MI, difference between the

traditional view and MI view is discussed. A lesson plan explaining how we

can think of learners with different intelligences while conducting a lesson is

given. Various activities based on MI on the poem, ‘The swing’, of upper

primary level are discussed in the lesson plan. In another article on learning

style (Sept, 2011). the types according to the theory of MI are given. In this

each type of learning style base4d on MI and its characteristics are given.


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2.9 SCHOOLS USING MI IN CLASSROOM

A number of schools in North America have looked to structure curricula

according to intelligences. Some of the schools abroad which are using MI

are:-

The Chariho Regional School District located in Wood River Junction,

Rhode Island supports a specially staffed M.I. program throughout the district,

MI specialists work with classroom teachers and co-create curricula and

activities that address various learning styles. Students develop projects that

allow them to express their understanding of a subject through several of their

strongest intelligences. They are encouraged to develop their assessment

rubrics with their classroom and MI teachers. In addition, the MI teachers

incorporate the use of technology to enhance Gardner's nine intelligences.

The Key Learning Community is a public magnet school of the Indianapolis

Public School System. About twelve years ago seven teachers, headed by

current principal Patricia Bolanos, banded together in a grassroots effort to

create student-centered education. The school teaches toward student strengths

and interests and provides children with the opportunity to develop all nine of

their intelligences. In addition to assessing students by traditional math and

reading tests, the Key Learning Community evaluates students by means of

portfolio assessment. Each year a school theme is chosen and students develop

projects based on the theme. The projects reflect the students' intrinsic

intelligences.

The Ross School is an independent, co-educational middle and high school

located in East Hampton, New York. It partners with corporations and

universities who are interested in transforming traditional education into more

relevant and accessible models. Howard Gardner helps guide the school's

faculty in their development of a curriculum that focuses on multiple

intelligences.


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Saltonstall School is a science/technology school where the curriculum is

designed by teachers who put multiple intelligences theory at the heart of

planning. Every child has daily opportunities to work in each of these areas of

intelligence and they have opportunities to "show what they know" through a

preferred intelligence. The School has a Science Discovery Center that is the

main center for enrichment.

Students at Banded Peak Elementary n Alberta, Canada have created

extension projects for a unit on light that involves many of the multiple

intelligences. In addition to conducting science experiments, students made

shadow puppets, wrote light dictionaries, and kept diaries to further explore

their understanding of light.

(http://www.thirteen.org/edonline/concept2class/mi/demonstration.html)

The researcher paid a visit to the school ‘Learning Home’ which works under

a NGO, “Grammangal” in Pune. The researcher interviewed a coordinator,

Tilak, K. (August 12, 2012). From the interview it was found that the

curriculum designed was based on the MI theory. Various activities based on

MI are conducted. Activities like writing poems, slide shows, project making,

music, drawing, study of biology outdoors (Smrutivan), etc, are taken for the

students. Parents and experts from various fields also teach according to their

fields of expertise. Every year, the school organizes an exhibition to showcase

the works of the students and to motivate and encourage them. Because of

this, the students strive for a better performance and excellence and the

teaching learning process becomes enjoyable.

2.10 COMPARISON BETWEEN RELATED RESEARCH

AND PRESENT RESEARCH

When the researcher reviewed other researches having the different methods

of teaching history as their subject, she found that methods like CAI,

cooperative learning, inductive- deductive method, dramatization, self learning


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material etc, were used. All the methods were effective in increasing the

achievements of the students.

When the researcher studied previously mentioned related literature she

observed that MI based approach was used for different subjects like History,

Science, Environmental science, mathematics, English etc. The programme

was implemented for different standards.

When the researcher compared the related researches and present research she

found some similarities in objectives, research design, sampling, tools for data

collection and statistical techniques. An important objective of some related

researches was the preparation of MI based lesson plans and study of its

effectiveness on the achievement of students. This objective is the same for

present study. The research designs used in the researches were single group

pretest posttest design, pretest posttest equivalent group design and pretest

posttest non equivalent group design. In the present research ‘Pretest Posttest

Non Equivalent Group Design’ was used. Samples used in previously

conducted researches showed varied range. In the present research incidental

sample comprising of two intact classrooms of 6th grade students from the

same school was chosen. Tools used for data collection in the related

researches and present research were mainly achievement test. In most of the

related researches,‘t’ test was used. In the present research along with‘t’ test

researcher also used ANCOVA. When researcher studied these researches she

found that in very few researches opinionnaire was used. The researcher found

two researches that studied the retention of the students.

The researcher found four researches on the use of MI based teaching method

in history or social studies in which the research design, sample, variable

studied and the level was different than the present study. Out of four, two

researches (Beam, K, 2000; Kale, P, 2007) were quite similar to the present

research. In both the researches comparison between Traditional method and

MI- based teaching method was done which is similar to the present study. In

the present research and in the research conducted by Kale, P., ‘Quasi


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experimental design’ was used, where as; in the research conducted by Beam,

K. ‘True experimental design’ was used. In both the researches achievement

test was used to collect the data and‘t’ test was used for the analysis. Various

activities related to MI were used in both the researches. The findings of the

study (Beam, K) show that no significant difference was seen in the

achievement of experimental group and control group, whereas; the present

study and the study done by Kale, P. shows that, there was a significant

increase in the achievement scores of the experimental group as compared to

the control group. In the present research, along with the academic

achievement, the researcher also studied the effectiveness of the programme in

terms of reactions of students, observations made during M.I. - based teaching,

and retention of the content.

2.11 SUMMARY

Study of related researches helped the researcher to know the previous work

carried out in the subject. The review of related researches helped the

researcher to understand that by using MI approach there is an increase in the

achievement of various subjects, enhancement in motivation, attitude,

confidence and retention towards the subject. MI approach has focused

attention on child centered education.

After reviewing these related researches it can be seen that several studies

have been done on MI. It was observed that most of the researches are carried

out abroad at the various levels and in the different subjects. Very few are

cited from India, and those are mainly from S.N.D.T. University, Post-

graduate department of education. Only one research by Vevania, C. (2009) is

from Mumbai University. From the related researches, the concept of MI and

the use of MI approach in teaching learning were made clear. One of the

researches showed that the interest and achievement of the students in the

subject History increased due to MI based approach. Also in the other

researches of the various subjects which used MI based teaching method, an


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increase in motivation, attitude, vocabulary building, leadership, interest etc.

in the students were observed. When the MI based teaching methods were

compared with the traditional methods, it was noted that the students taught

through MI approach showed a definite improvement in achievement.

The review of related researches thus helped the researcher to understand the

various aspects of MI approach. Thus it is clear that MI approach has been

very effective. But in India not many researches are done in this field.

From the studied researches not a single research was found which was

exactly similar to the present research. The researcher therefore was able to

decide the direction and proper line of action for her own research. Avoiding

repetition of work, the researcher could carry out more quality work to

develop a material in history for VI std. students. With this background the

research plan was developed by the researcher which is presented in the next

chapter.

chapter ii review of related literatureshodhganga.inflibnet.ac.in/bitstream/10603/27834/7/07_chapter...

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