Multiple Intelligence Approach to Curriculum Transaction in Achieving the Educational Objectives at Secondary School Level

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Autor/in	Francis, Reni
Titel	Multiple Intelligence Approach to Curriculum Transaction in Achieving the Educational Objectives at Secondary School Level
Quelle	(2012), (212 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ph.D. Dissertation, K. J. Somaiya College of Education, Training and Research
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Multiple Intelligences; Student Educational Objectives; Secondary School Students; Taxonomy; Quasiexperimental Design; Academic Achievement; Institutional Characteristics; Teaching Methods; Outcomes of Education; Instructional Effectiveness; Transformative Learning; Correlation; Gender Differences; Learning Motivation; Hypothesis Testing; Foreign Countries; India + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Intelligenz (Psy); Sekundarschüler; Taxonomie; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Unterrichtserfolg; Pädagogische Transformation; Korrelation; Geschlechterkonflikt; Motivation for studies; Lernmotivation; Hypothesenprüfung; Hypothesentest; Ausland; Indien
Abstract	The purpose of this study was to foster learning through the Multiple Intelligence Approach in achieving educational objectives across the levels of Revised Bloom's Taxonomy. Multiple intelligences approach facilitates ways for students by ensuring that curriculum and instruction validate the strengths and build on the assets that students possess and value them. Teachers encourage students to be independent thinkers and learners, and provide different types of learning experiences so that students discover meaning in content and engage in active learning through a wide range of activities by expanding the gamut of techniques, tools and strategies beyond the typical and predominant ones that are used. This was a quasi-experimental study following the Counter Balanced Design (Two Groups Equivalent Materials Post Test Design), Factorial design to find out the main effect and interaction effect of the variables--levels of achievement, gender and types of school. The sample for the study were 736 students of Grade 6 from four different Boards of school education (SSC,CBSE,ICSE,IGCSE) from 2009/10-2011/12. The findings of the study indicated that: (1) the Multiple Intelligence Approach of curriculum transaction seemed to have an overall positive impact on the learning in realizing the educational objectives among secondary school students, it was effective in transforming as a constructivist learning environment. There was significant main effect as well as interaction effect of the approaches to curriculum transaction Multiple Intelligence Approach (MIA), Traditional Approach (TA) and the Levels of Achievement (Average, Below Average and Above Average) on the achievement of educational objectives of Revised Bloom's Taxonomy (RBT) among secondary school students. There was significant main effect of approaches to curriculum transaction on the achievement of educational objectives of RBT among secondary school students; (2) There was significant main effect on the type of schools on the achievement of educational objectives of RBT among secondary school students; (3) There was no significant interaction effect of approaches to curriculum transaction and on the types of schools on the achievement of educational objectives of RBT among secondary school students. There was significant main effect of approaches to curriculum transaction on the achievement of educational objectives of RBT among secondary school students; (4) There was no significant main effect of gender on the achievement of educational objectives of RBT among secondary school students; and (5) There was no significant interaction effect of approaches to curriculum transaction and gender on the achievement of educational objectives of RBT among secondary school students. Teachers should provide extensive opportunities for guided practice, repetition, and review for their students, giving them ample opportunities to practice before they are given tests or other forms of assessment. Variety of instructional materials can be used during the teaching- learning process to make learning enjoyable and student centered. Teachers need to break down the shackles of rote memorization and invent new pedagogical practices for students welfare. The following are appended: (1) Personal Data Sheet, (2) Multiple Intelligence Tests, (3) Lesson Transcript, (4) Field Notes, (5) List of Teachers, (6) Science Question Paper (Energy), (7) Science Question Paper (Pollution), and (8) List of Experts. Individual chapters contain references. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01