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An examination of the impact of mult...

Cooper, Freddie.

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An examination of the impact of multiple intelligences and metacognition on the achievement of mathematics students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An examination of the impact of multiple intelligences and metacognition on the achievement of mathematics students./
Author:	Cooper, Freddie.
Description:	160 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2641.
Contained By:	Dissertation Abstracts International69-07A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3324719
ISBN:	9780549774778

An examination of the impact of multiple intelligences and metacognition on the achievement of mathematics students.
Cooper, Freddie.

An examination of the impact of multiple intelligences and metacognition on the achievement of mathematics students. - 160 p.

Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2641.

Thesis (Ph.D.)--Capella University, 2008.

Many pre-algebra, seventh and eighth grade students are unaware of their potential to achieve academic success in mathematics. This mixed-method, quasi-experimental study examined the impact of implementing multiple intelligences pedagogy and metacognitive strategies on student learning over an eight-week period. Of the 64 students, 34 were in the treatment group, and 29 were in the comparison group. Quantitative data was collected using Multiple Intelligence Developmental Assessment Scales (MIDAS) and Mathematics Unit Test (MUT). Qualitative data was collected via Mathematics Inventory (MI), Metacognition Awareness Inventory (MAI), and interviews. Integration occurred during the analyses phase. The data were analyzed using SSPS, Version 15.0. Descriptive statistics, a repeated measure analysis of variance (ANOVA) signified change from pretest to posttest. Statistical significance was determined for MIDAS based on an alpha level of p < .05 while a Pearson correlation coefficient indicated amount of correlation between the groups. Final results: (a) MIDAS---treatment group outperformed the comparison on the posttest on a greater number of dimensions; (b) MI---the mean and standard deviation values were higher for the treatment group with a slight increased from pre-to posttest while the comparison showed a decrease. There was no significant difference between the groups in the pattern of change over time; (c) MUT---although the comparison group out-performed the treatment group on both pre-and posttest, both achieved nearly identical increases (5.14 to 41.5); and (d) MAI---Even though no significant difference was found between the two groups on this instrument, the treatment group performed slightly higher on five of eight dimensions.

ISBN: 9780549774778Subjects--Topical Terms:

641129
Mathematics education.

An examination of the impact of multiple intelligences and metacognition on the achievement of mathematics students.
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245 1 3 $a An examination of the impact of multiple intelligences and metacognition on the achievement of mathematics students.
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500 $a Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2641.
500 $a Adviser: Lisa Reason.
502 $a Thesis (Ph.D.)--Capella University, 2008.
520 $a Many pre-algebra, seventh and eighth grade students are unaware of their potential to achieve academic success in mathematics. This mixed-method, quasi-experimental study examined the impact of implementing multiple intelligences pedagogy and metacognitive strategies on student learning over an eight-week period. Of the 64 students, 34 were in the treatment group, and 29 were in the comparison group. Quantitative data was collected using Multiple Intelligence Developmental Assessment Scales (MIDAS) and Mathematics Unit Test (MUT). Qualitative data was collected via Mathematics Inventory (MI), Metacognition Awareness Inventory (MAI), and interviews. Integration occurred during the analyses phase. The data were analyzed using SSPS, Version 15.0. Descriptive statistics, a repeated measure analysis of variance (ANOVA) signified change from pretest to posttest. Statistical significance was determined for MIDAS based on an alpha level of p < .05 while a Pearson correlation coefficient indicated amount of correlation between the groups. Final results: (a) MIDAS---treatment group outperformed the comparison on the posttest on a greater number of dimensions; (b) MI---the mean and standard deviation values were higher for the treatment group with a slight increased from pre-to posttest while the comparison showed a decrease. There was no significant difference between the groups in the pattern of change over time; (c) MUT---although the comparison group out-performed the treatment group on both pre-and posttest, both achieved nearly identical increases (5.14 to 41.5); and (d) MAI---Even though no significant difference was found between the two groups on this instrument, the treatment group performed slightly higher on five of eight dimensions.
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