The purpose of this causal-comparative study was to determine if a relationship exists between implementing Gardner's theory of multiple intelligences and fifth graders' attitudes toward school. The focus population consisted of fifth grade students within a 300-mile radius of Kingsport, Tennessee. Surveys were administered to students at 15 elementary schools. Data were collected from five schools identified as implementing multiple intelligences theory, five schools identified as partially implementing multiple intelligences theory, and five schools identified as not implementing multiple intelligences theory in educational planning. Data collected primarily focused on students' attitudes toward school; however, information concerning gender was also solicited. The study employed quantitative data, and descriptive analysis was performed.
Findings indicated that there was no significant difference in students' attitudes toward school among fifth graders attending schools implementing multiple intelligences theory, fifth graders attending schools partially implementing multiple intelligences theory, and fifth graders attending schools not implementing multiple intelligences theory. There were no gender related differences found.
All 15 schools participating in the study could be characterized as institutions having good academic records, community support, and a dedicated faculty. The major conclusion was that these factors and others identified in the review of literature could affect students' attitudes toward school and possibly contribute to the closeness of the means among the three implementation groups.
","abstract_html":"<p>The purpose of this causal-comparative study was to determine if a relationship exists between implementing Gardner's theory of multiple intelligences and fifth graders' attitudes toward school. The focus population consisted of fifth grade students within a 300-mile radius of Kingsport, Tennessee. Surveys were administered to students at 15 elementary schools. Data were collected from five schools identified as implementing multiple intelligences theory, five schools identified as partially implementing multiple intelligences theory, and five schools identified as not implementing multiple intelligences theory in educational planning. Data collected primarily focused on students' attitudes toward school; however, information concerning gender was also solicited. The study employed quantitative data, and descriptive analysis was performed.</p> <p>Findings indicated that there was no significant difference in students' attitudes toward school among fifth graders attending schools implementing multiple intelligences theory, fifth graders attending schools partially implementing multiple intelligences theory, and fifth graders attending schools not implementing multiple intelligences theory. There were no gender related differences found.</p> <p>All 15 schools participating in the study could be characterized as institutions having good academic records, community support, and a dedicated faculty. The major conclusion was that these factors and others identified in the review of literature could affect students' attitudes toward school and possibly contribute to the closeness of the means among the three implementation groups.</p>","abstract_has_math":false,"creators":["Arnold, Emory Dwain"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - restricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-05-01T07:00:00Z","date_published":"2001-05-01T07:00:00Z","updated_at":"2026-07-24T02:18:50Z","subjects":["Howard Gardner","Multiple Intelligences","Attitudes Toward School","Curriculum and Social Inquiry","Education"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/73","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Arnold, Emory Dwain"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1900-01-01T08:00:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2001-05-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Howard Gardner","Multiple Intelligences","Attitudes Toward School","Curriculum and Social Inquiry","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/1123/viewcontent/ArnoldE.pdf","https://dc.etsu.edu/etd/73"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this causal-comparative study was to determine if a relationship exists between implementing Gardner's theory of multiple intelligences and fifth graders' attitudes toward school. The focus population consisted of fifth grade students within a 300-mile radius of Kingsport, Tennessee. Surveys were administered to students at 15 elementary schools. Data were collected from five schools identified as implementing multiple intelligences theory, five schools identified as partially implementing multiple intelligences theory, and five schools identified as not implementing multiple intelligences theory in educational planning. Data collected primarily focused on students' attitudes toward school; however, information concerning gender was also solicited. The study employed quantitative data, and descriptive analysis was performed.
Findings indicated that there was no significant difference in students' attitudes toward school among fifth graders attending schools implementing multiple intelligences theory, fifth graders attending schools partially implementing multiple intelligences theory, and fifth graders attending schools not implementing multiple intelligences theory. There were no gender related differences found.
All 15 schools participating in the study could be characterized as institutions having good academic records, community support, and a dedicated faculty. The major conclusion was that these factors and others identified in the review of literature could affect students' attitudes toward school and possibly contribute to the closeness of the means among the three implementation groups.
"]},{"key":"dc:title","label":"Title","values":["Relationship between Implementing Gardner's Theory of Multiple Intelligences and Fifth Graders' Attitudes toward School."]}]}],"canonical_facts":{"dc:creator":["Arnold, Emory Dwain"],"dc:date.available":["1900-01-01T08:00:00Z"],"dc:date.issued":["2001-05-01T07:00:00Z"],"dc:description.abstract":["The purpose of this causal-comparative study was to determine if a relationship exists between implementing Gardner's theory of multiple intelligences and fifth graders' attitudes toward school. The focus population consisted of fifth grade students within a 300-mile radius of Kingsport, Tennessee. Surveys were administered to students at 15 elementary schools. Data were collected from five schools identified as implementing multiple intelligences theory, five schools identified as partially implementing multiple intelligences theory, and five schools identified as not implementing multiple intelligences theory in educational planning. Data collected primarily focused on students' attitudes toward school; however, information concerning gender was also solicited. The study employed quantitative data, and descriptive analysis was performed.
Findings indicated that there was no significant difference in students' attitudes toward school among fifth graders attending schools implementing multiple intelligences theory, fifth graders attending schools partially implementing multiple intelligences theory, and fifth graders attending schools not implementing multiple intelligences theory. There were no gender related differences found.
All 15 schools participating in the study could be characterized as institutions having good academic records, community support, and a dedicated faculty. The major conclusion was that these factors and others identified in the review of literature could affect students' attitudes toward school and possibly contribute to the closeness of the means among the three implementation groups.
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