{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1192"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1192","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Using an Internet Learning Profile to create customized plans","abstract":"The purpose of this research was to develop an Internet Learning Profile for eighth grade students based upon Gardner's Multiple Intelligences and to use the results to develop customized lesson plan activities for each profile that can be incorporated into existing curriculum. Another purpose of this study was to discover if students who are considered more literate (via NJ ASK language arts literacy scores) are immersed in the use of online social networking, role play/interactive gaming online, blogs, discussion boards, online classes, video websites, search engines, paint or animation applications, etc. I used a Multiple Intelligences Scale (Chislett & Chapman, 2005) in order to determine the Internet Learning Profiles of each eighth-grader involved in a general study. I then conducted an experiment using a treatment group and a control group (quasi-experimental nonequivalent control groups design) made up of \"Cusp Kids\" to determine if a treatment of internet-based literacy activities (independent variable) geared toward their Internet Learning Profiles had any effect on their achievement (dependent variable). I used an analysis of covariance (ANCOVA) and a comparison of the means to analyze the data and found that the only possible achievement increases could be attributed to the Online Social Network group. However, I also gained insight into the work habits of the Gamers and Producers as a result of this study and will present recommendations based upon the findings.","abstract_html":"The purpose of this research was to develop an Internet Learning Profile for eighth grade students based upon Gardner's Multiple Intelligences and to use the results to develop customized lesson plan activities for each profile that can be incorporated into existing curriculum. Another purpose of this study was to discover if students who are considered more literate (via NJ ASK language arts literacy scores) are immersed in the use of online social networking, role play/interactive gaming online, blogs, discussion boards, online classes, video websites, search engines, paint or animation applications, etc. I used a Multiple Intelligences Scale (Chislett & Chapman, 2005) in order to determine the Internet Learning Profiles of each eighth-grader involved in a general study. I then conducted an experiment using a treatment group and a control group (quasi-experimental nonequivalent control groups design) made up of "Cusp Kids" to determine if a treatment of internet-based literacy activities (independent variable) geared toward their Internet Learning Profiles had any effect on their achievement (dependent variable). I used an analysis of covariance (ANCOVA) and a comparison of the means to analyze the data and found that the only possible achievement increases could be attributed to the Online Social Network group. However, I also gained insight into the work habits of the Gamers and Producers as a result of this study and will present recommendations based upon the findings.","abstract_has_math":false,"creators":["Lynne, Beth"],"institution":null,"degree_name":"Ed.D. Educational Leadership","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Cone, Stephen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-06-09T07:00:00Z","date_published":"2012-06-09T07:00:00Z","updated_at":"2026-07-24T04:12:56Z","subjects":["Multiple intelligences; Language arts (Middle school)","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/193","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cone, Stephen"]},{"key":"dc:creator","label":"Author","values":["Lynne, Beth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:47Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. 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Another purpose of this study was to discover if students who are considered more literate (via NJ ASK language arts literacy scores) are immersed in the use of online social networking, role play/interactive gaming online, blogs, discussion boards, online classes, video websites, search engines, paint or animation applications, etc. I used a Multiple Intelligences Scale (Chislett & Chapman, 2005) in order to determine the Internet Learning Profiles of each eighth-grader involved in a general study. I then conducted an experiment using a treatment group and a control group (quasi-experimental nonequivalent control groups design) made up of \"Cusp Kids\" to determine if a treatment of internet-based literacy activities (independent variable) geared toward their Internet Learning Profiles had any effect on their achievement (dependent variable). I used an analysis of covariance (ANCOVA) and a comparison of the means to analyze the data and found that the only possible achievement increases could be attributed to the Online Social Network group. However, I also gained insight into the work habits of the Gamers and Producers as a result of this study and will present recommendations based upon the findings."]},{"key":"dc:title","label":"Title","values":["Using an Internet Learning Profile to create customized plans"]}]}],"canonical_facts":{"dc:contributor":["Cone, Stephen"],"dc:creator":["Lynne, Beth"],"dc:date.available":["2020-03-03T19:58:47Z"],"dc:description.abstract":["The purpose of this research was to develop an Internet Learning Profile for eighth grade students based upon Gardner's Multiple Intelligences and to use the results to develop customized lesson plan activities for each profile that can be incorporated into existing curriculum. Another purpose of this study was to discover if students who are considered more literate (via NJ ASK language arts literacy scores) are immersed in the use of online social networking, role play/interactive gaming online, blogs, discussion boards, online classes, video websites, search engines, paint or animation applications, etc. I used a Multiple Intelligences Scale (Chislett & Chapman, 2005) in order to determine the Internet Learning Profiles of each eighth-grader involved in a general study. I then conducted an experiment using a treatment group and a control group (quasi-experimental nonequivalent control groups design) made up of \"Cusp Kids\" to determine if a treatment of internet-based literacy activities (independent variable) geared toward their Internet Learning Profiles had any effect on their achievement (dependent variable). I used an analysis of covariance (ANCOVA) and a comparison of the means to analyze the data and found that the only possible achievement increases could be attributed to the Online Social Network group. However, I also gained insight into the work habits of the Gamers and Producers as a result of this study and will present recommendations based upon the findings."],"dc:identifier":["https://rdw.rowan.edu/etd/193"],"dc:subject":["Multiple intelligences; Language arts (Middle school)","Elementary and Middle and Secondary Education Administration"],"dc:title":["Using an Internet Learning Profile to create customized plans"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. Educational Leadership"]},"updated_at":"2026-07-24T04:12:56Z"}