A Best-Evidence Synthesis of the Relationship of Multiple Intelligence Instructional Approaches and Student Achievement Indicators In Secondary School Classrooms

Abstract

The purpose of this study was to synthesize the literature in order to assess and quantify (if possible) the relationship between MI instructional approaches and student achievement indicators in secondary school classrooms (grades 6-12). This study employed the best-evidence synthesis methodology devised by Robert Slavin. Criteria for study inclusio n included germaneness, minimization of bias, and validity. This study allows for several conclusions: (1) a very limited amount of research focusing on the relationship of MI instructional approaches and student achievement indicators in secondary school classrooms exists, (2) instances of MI instructional approaches vary widely in methodology and implementation but demonstrate a fairly consistent philosophical approach, and (3) the studies included in this research synthesis failed to prove causation in the relationship of MI instructional approaches and student achievement indicators in secondary school classrooms. However, substantial evidence exists showing that multiple intelligences theory contributes positively to student learning and development. Further research is needed to quantify the relationship between MI instructional approaches and academic achievement indicators in secondary classrooms.