The purpose of this study was to investigate the effectiveness of utilizing Howard Gardner's Theory of Multiple Intelligence in a third grade classroom. An experimental group (n = 21) received the treatment teaching method over a two week period. A control group of students (n = 20) was instructed the same unit over the same two week period utilizing a traditional teaching method. Both groups were intact classes prior to the research beginning. A pretest and posttest were administered and a t-test for independent samples was employed to determine if there was a significant difference in achievement between the groups. Analysis indicates there was no statistically significant difference between the experimental and control groups' posttest scores. The implications of the use of Multiple Intelligence centered curriculums are discussed further.
","abstract_html":"<p>The purpose of this study was to investigate the effectiveness of utilizing Howard Gardner's Theory of Multiple Intelligence in a third grade classroom. An experimental group (<em>n</em> = 21) received the treatment teaching method over a two week period. A control group of students (<em>n</em> = 20) was instructed the same unit over the same two week period utilizing a traditional teaching method. Both groups were intact classes prior to the research beginning. A pretest and posttest were administered and a t-test for independent samples was employed to determine if there was a significant difference in achievement between the groups. Analysis indicates there was no statistically significant difference between the experimental and control groups' posttest scores. The implications of the use of Multiple Intelligence centered curriculums are discussed further.</p>","abstract_has_math":false,"creators":["Whitaker, Matthew W."],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Robinson, Randall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-06-16T07:00:00Z","date_published":"2004-06-16T07:00:00Z","updated_at":"2026-07-24T04:14:13Z","subjects":["Elementary school teaching--New Jersey; Multiple intelligences--New Jersey; Third grade (Education)--New Jersey","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1248","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robinson, Randall"]},{"key":"dc:creator","label":"Author","values":["Whitaker, Matthew W."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary school teaching--New Jersey; Multiple intelligences--New Jersey; Third grade (Education)--New Jersey","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1248"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate the effectiveness of utilizing Howard Gardner's Theory of Multiple Intelligence in a third grade classroom. An experimental group (n = 21) received the treatment teaching method over a two week period. A control group of students (n = 20) was instructed the same unit over the same two week period utilizing a traditional teaching method. Both groups were intact classes prior to the research beginning. A pretest and posttest were administered and a t-test for independent samples was employed to determine if there was a significant difference in achievement between the groups. Analysis indicates there was no statistically significant difference between the experimental and control groups' posttest scores. The implications of the use of Multiple Intelligence centered curriculums are discussed further.
"]},{"key":"dc:title","label":"Title","values":["The effectiveness of instruction in a third grade classroom utilizing the theory of multiple intelligence"]}]}],"canonical_facts":{"dc:contributor":["Robinson, Randall"],"dc:creator":["Whitaker, Matthew W."],"dc:date.available":["2016-05-01T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate the effectiveness of utilizing Howard Gardner's Theory of Multiple Intelligence in a third grade classroom. An experimental group (n = 21) received the treatment teaching method over a two week period. A control group of students (n = 20) was instructed the same unit over the same two week period utilizing a traditional teaching method. Both groups were intact classes prior to the research beginning. A pretest and posttest were administered and a t-test for independent samples was employed to determine if there was a significant difference in achievement between the groups. Analysis indicates there was no statistically significant difference between the experimental and control groups' posttest scores. The implications of the use of Multiple Intelligence centered curriculums are discussed further.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1248"],"dc:subject":["Elementary school teaching--New Jersey; Multiple intelligences--New Jersey; Third grade (Education)--New Jersey","Elementary Education and Teaching"],"dc:title":["The effectiveness of instruction in a third grade classroom utilizing the theory of multiple intelligence"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:14:13Z"}