Exploring How Teaching for Multiple Intelligence Using a Multiple Intelligence Teaching Approach Affected Student Achievement in an Undergraduate Nursing Education Programme in Ireland

2.50
Hdl Handle:
http://hdl.handle.net/10755/156195
Type:
Presentation
Title:
Exploring How Teaching for Multiple Intelligence Using a Multiple Intelligence Teaching Approach Affected Student Achievement in an Undergraduate Nursing Education Programme in Ireland
Abstract:
Exploring How Teaching for Multiple Intelligence Using a Multiple Intelligence Teaching Approach Affected Student Achievement in an Undergraduate Nursing Education Programme in Ireland
Conference Sponsor:Sigma Theta Tau International
Conference Year:2008
Author:Denny, Margaret Mary, BSc, MPhil
P.I. Institution Name:Waterford Institute of Technology
Title:Lecturer
[Research Paper or Poster Presentation] This study examines the concept of Multiple Intelligences (MI) and outlines Gardner's contention that the brain functions using eight intelligences, which can be employed to improve learning at an individual level. The theoretical paradigm underpinning this study is multiple intelligence theory (MI). The philosophical paradigm that guided the study is grounded in positivism. The research paradigm is quasi-experimental pretest posttest non-equivalent control group design. Two groups of second year undergraduate nursing students undertook the study, treatment group (n=26) and control group (n=18). The intervention for the treatment group involved using a five-phase model, developed by Weber (1999), known as a multiple intelligence teaching approach (MITA), while the control group received traditional teaching approaches. The multiple intelligence development assessment scale questionnaire (MIDAS), which includes three intellectual style scales (IS) was used over the three phases of the study to profile participants MIs and to ascertain if MITA affected treatment group scores on MIDAS MI and IS. The independent variable was method of instruction, that is, MITA and traditional teaching approaches. The dependent variable was participants' æNursing Practice Studies' exam results, other module exam results and MIDAS MI and IS score results. Data derived from these observations were analysed using various parametric and non-parametric methods, which were deemed appropriate for the study. Significant differences were found between groups with the treatment group out performing the control group in æNursing Practice Studies' exam results. Findings on other module exam results also revealed some significant differences. The MIDAS MI and IS scores for both control and treatment groups revealed significant differences in participants' scores. In addition, significant changes on MIDAS MI and IS scores were observed within groups. The MITA intervention was evaluated using an instrument developed by the researcher (Evaluation of multiple teaching approach- EMITA).
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleExploring How Teaching for Multiple Intelligence Using a Multiple Intelligence Teaching Approach Affected Student Achievement in an Undergraduate Nursing Education Programme in Irelanden_GB
dc.identifier.urihttp://hdl.handle.net/10755/156195-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Exploring How Teaching for Multiple Intelligence Using a Multiple Intelligence Teaching Approach Affected Student Achievement in an Undergraduate Nursing Education Programme in Ireland</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2008</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Denny, Margaret Mary, BSc, MPhil</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Waterford Institute of Technology</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Lecturer</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">mdenny@wit.ie</td></tr><tr><td colspan="2" class="item-abstract">[Research Paper or Poster Presentation] This study examines the concept of Multiple Intelligences (MI) and outlines Gardner's contention that the brain functions using eight intelligences, which can be employed to improve learning at an individual level. The theoretical paradigm underpinning this study is multiple intelligence theory (MI). The philosophical paradigm that guided the study is grounded in positivism. The research paradigm is quasi-experimental pretest posttest non-equivalent control group design. Two groups of second year undergraduate nursing students undertook the study, treatment group (n=26) and control group (n=18). The intervention for the treatment group involved using a five-phase model, developed by Weber (1999), known as a multiple intelligence teaching approach (MITA), while the control group received traditional teaching approaches. The multiple intelligence development assessment scale questionnaire (MIDAS), which includes three intellectual style scales (IS) was used over the three phases of the study to profile participants MIs and to ascertain if MITA affected treatment group scores on MIDAS MI and IS. The independent variable was method of instruction, that is, MITA and traditional teaching approaches. The dependent variable was participants' &aelig;Nursing Practice Studies' exam results, other module exam results and MIDAS MI and IS score results. Data derived from these observations were analysed using various parametric and non-parametric methods, which were deemed appropriate for the study. Significant differences were found between groups with the treatment group out performing the control group in &aelig;Nursing Practice Studies' exam results. Findings on other module exam results also revealed some significant differences. The MIDAS MI and IS scores for both control and treatment groups revealed significant differences in participants' scores. In addition, significant changes on MIDAS MI and IS scores were observed within groups. The MITA intervention was evaluated using an instrument developed by the researcher (Evaluation of multiple teaching approach- EMITA).</td></tr></table>en_GB
dc.date.available2011-10-26T14:32:51Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T14:32:51Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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