Location
University of Richmond, Richmond, Virginia
Document Type
Paper (UR Campus Access Only)
Description
This paper presents findings from an action research case study that investigated the perceptions of students and their teacher in regards to their motivation and engagement with several different Multiple Intelligences (MI) theory based activities in a grammar unit on adjectives. The project was completed in a mixed-abilities, third grade classroom at an independent school. This paper reveals observations about which types of MI theory based activities the third grade students preferred and why. Motivation and engagement were rated through student self-reported levels of enjoyment of the different activities and the students’ willingness to participate again in the activities. It was apparent that students’ levels of engagement and motivation varied depending on the different activities. Students in this study reported a preference for the Bodily-Kinesthetic intelligence activity. Students reported least likability of the Linguistic intelligence activity. The researcher found the study worthwhile, interesting, and informative for ways to improve her educational practice in her third grade mixed abilities classroom, which includes students with learning difficulties and ADHD. The researcher learned that by incorporating certain types of MI theory activities, grammar can be fun!
Keywords: multiple intelligences theory, motivation and engagement, mixed abilities, learning difficulties, grammar activities, Howard Gardner, curriculum and instruction, differentiation
Grammar Can Be Fun: The Effect of Multiple Intelligence Theory Based Activities on Student Motivation and Engagement
University of Richmond, Richmond, Virginia
This paper presents findings from an action research case study that investigated the perceptions of students and their teacher in regards to their motivation and engagement with several different Multiple Intelligences (MI) theory based activities in a grammar unit on adjectives. The project was completed in a mixed-abilities, third grade classroom at an independent school. This paper reveals observations about which types of MI theory based activities the third grade students preferred and why. Motivation and engagement were rated through student self-reported levels of enjoyment of the different activities and the students’ willingness to participate again in the activities. It was apparent that students’ levels of engagement and motivation varied depending on the different activities. Students in this study reported a preference for the Bodily-Kinesthetic intelligence activity. Students reported least likability of the Linguistic intelligence activity. The researcher found the study worthwhile, interesting, and informative for ways to improve her educational practice in her third grade mixed abilities classroom, which includes students with learning difficulties and ADHD. The researcher learned that by incorporating certain types of MI theory activities, grammar can be fun!
Keywords: multiple intelligences theory, motivation and engagement, mixed abilities, learning difficulties, grammar activities, Howard Gardner, curriculum and instruction, differentiation
Comments
Department: Education (School Of Professional and Continuing Studies)
Faculty Mentor: Dr. Kate Cassada