07 Chapter 2

CHAPTER II: REVIEW OF RELATED LITERATURE
________________________________________________________
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 INTRODUCTION
Reviewing the related researches done previously by other researchers is an
important step to be followed while conducting any research. It involves
careful review of journals, books, dissertation, thesis and other possible
sources like Eric data base. Review of related literature allows the researcher
to be acquainted with current knowledge area in which researcher is going to
conduct the research in the field. The task of reviewing related researches
involves selection of appropriate literature, critical analysis and reporting an
abstract of that literature. Researcher needs to be acquiring up to date
information about what has been thought and done in that particular area.
2.2
PURPOSE
OF
THE
REVIEW
OF
RELATED
LITERATURE
A review of previous literature on the topic is also an essential component of
the introduction. The researcher must demonstrate an understanding of the
existing literature pertinent to his or her study (Best, 1978, pg.318)
Purpose of the review of literature can be stated as follows:
1) To avoid the repetition of present research
2) To find out proper direction to the research
3) To help the researcher for conceptualization of his research
4) To identify and avoid the mistakes done previously
2.3 IMPORTANCE OF RELATED LITERATURE

Review of related literature provides a base or foundation on which further
work is to build. Previous research studies are abstracted and significant
47

________________________________________________________
writing of authorities in the area under study is reviewed. This part of the
research report gives evidence of the investigators knowledge of the
field.(Best, 1978, pg313)
Importance of review of related research can be enlisted as follows:
1) Reading all the related literature provides information on different
angles of the issue, which ultimately helps the researcher for
conceptualization of his research.
2) One can take advantage of the suggestion given by the previous
researches so that the same mistakes are not repeated and some
essential improvement may be done in the research.
3) It provides background information about what is already known and
what is still unknown in the related field. It avoids the risk of
duplication.
4) Through such study, the researcher develops a critical outlook towards
the usefulness of the study and selection of proper design of research.
5) It gives an idea to the researcher about the tests, methods and
techniques to be used in his own research process.
2.4 SOURCES OF INFORMATION

There are different types of sources, which provide information for the review
of related research.
These sources can be classified into 2 categories
I.
II.
Primary sources
Secondary sources
Primary sources
These sources provide direct description of the study by the person who has
actually observed or withstood the occurrence and carried it out. These are the
48

________________________________________________________
publications in which individual researches report the results of their findings

directly to the readers. The common primary sources are research journals,
dissertations, research abstracts etc.
Secondary sources
These sources include publications written by the persons who are not direct
observers or participants of the event described. Author describes the work of
others in these publications. The common secondary sources include
educational encyclopedias, research reviews, yearbooks etc.
Research for this literature review involved a combination of electronic and
print sources. In the present research the researcher has taken help of both
primary sources like M.Ed, M.Phil, Ph.D. dissertations and secondary sources.
Researcher got all the reference material in the Pune and Mumbai branch
library of S.N.D.T.womens university, Indian Institute of Education, Pune
University, and SCERT. The researches related to the subject history and use
of MI theory was reviewed. The researcher went through various books,
educational journals, dissertations, and surveys of research in education edited
by M.B.Buch. The electronic databases searched for this review included
ERIC and ProQuest. The researcher also visited the school practicing MI
theory in teaching and learning.
Review was based on three criteriaI.
II.
The researches related to the use of MI in teaching of History

The researches related to the use of various methods of teaching
History
III.
The researches based on MI based approach.
49

________________________________________________________
50

________________________________________________________
2.5 THE RESEARCHES RELATED TO THE USE OF MI IN

TEACHING OF HISTORY
The researcher found many researches on Multiple Intelligences at various
levels, and found four researches related to the use of MI based teaching in
subject History and Social studies:
The studies are summarized in the table form:
TABLE 2.1 RESEARCHES RELATED TO THE USE OF MI IN
TEACHING OF HISTORY
Sr.
Variables
No
considered
Achievement
Researcher
Source
Year
Title of study
Beam, K
ProQuest
2000
A comparison of
Dissertations
the
&
Multiple
Theses
(PQDT)
theory
of
Intelligences
instruction
to
traditional
textbookteacher
instruction
in
Social studies of
selected
fifth
grade students.
2
Interest
George,M;
Master
Mitofsky,J
Arts
of 2001
Action
Improving
student interest in
Research
social
studies
Project,
through the use of
St.Xavier
MI
University
51

________________________________________________________
and Skylight
Professional
Development
Field
based
master
programme
AN-
ED
460926
3
Interest
and Hanley,C;
Achievement
Hermiz, C
Dissertation
2002
Action
Abstract
on
International
Student
research
improving
Interest
and Achievement
AN:
in Social Studies
ED465696
Using a Multiple
Intelligences
Approach.
Achievement
Kale, P
Unpublished
masters
Thesis
2007
comparative
study
of
the
Effectiveness
the
Multiple
Intelligences
based
and
of
teaching
traditional
classroom
teaching
of
topic in history
for Std IX
Kale, P. (2007) carried out a research on, A comparative study of the

Effectiveness of the Multiple Intelligences based teaching and traditional
52

________________________________________________________
classroom teaching of a topic in history for Std IX. Two divisions of 9th std
from Ahilyadevi High school, Pune were chosen using the incidental sampling
method. Various activities like slide show, games, use of mnemonic etc.were
conducted for the experimental group. Achievement test was used to collect
the data. MI based teaching was more effective as compared to the traditional
teaching method. Most of the students participated in the activities related to
their predominant intelligence.
Beam, K (2000) conducted a research on, A comparison of the theory of

Multiple Intelligences instruction to traditional textbookteacher instruction in
Social studies of selected fifth grade students. The purpose of this study was
to compare the social studies grades of fifth grade students involved in two
different modes of instruction in a public school setting. The two modes of
instruction, the theory of MI and traditional textbook teacher instruction,
were the bases for determining if there is a difference in the mean scores of the
control and the experimental group. The study incorporated a randomized
control group pretest posttest design. 24 fifth grade students participated in the
five week study. The control group was taught in the traditional textbookteacher mode of instruction. The experimental group was instructed using the
process of the theory of MI. Interpersonal and intrapersonal intelligence were
incorporated by sharing personal photographs taken by the teacher at various
concentration camps in Poland and Germany related to the topic World War
II. The students were encouraged to locate relatives and neighbors, who have
lived during the decade of 1940 and World War II, in order to conduct a
personal interview. The music of war era and the students acting were
combined for a dramatic presentation. The students designed stage properties,
wrote the dialogues of the play representing the visual/spatial, verbal/linguistic
intelligences. Teacher made test was administered to determine the
comprehension of the concepts of World War II. At the end of the
programmet test was used to analyze the mean scores. The results indicated
that there is no significant difference in the achievement level of the control
53

________________________________________________________
group and the experimental group. Results of the present study indicated that
two modes of instruction were effective in teaching the concept of social
studies.
Hanley, C. (2002) did the action research on improving students interest and
achievement in social studies. For this, he used Multiple Intelligences
Approach. The results were positive with respect of achievement and interest
both
Geimer,M; Mitofsk,J.(2001) carried out a research to improve student
interest in social studies through the use of MI. This research was undertaken
for the development and implementation of an intervention for improving
students interest and academic achievement in social studies. A review of
solution strategies suggested by other knowledgeable sources combined with
analysis of problem data resulted in the selection of MI as an intervention.
Various MI activities were incorporated such as songs of states dramas,
murals, poetry, literature and other activities. Through surveys and assessment
post intervention strategies indicated an increase in student interest and
academic achievements. Class discussions were strengthened through the
evidence provided. Social studies seemed to have a remarkable impact on
students.
2.6 RESEARCHES RELATED TO THE USE OF VARIOUS

METHODS OF TEACHING HISTORY
Researches on History were studied with respect to different teaching
methods used such as, Comparative study of lecture and discussion method,
Constructivism, Use of CAI, Use of self learning material, Cooperative
learning, inductive deductive method, etc. The studies are summarized in table
form.
54

________________________________________________________
TABLE NO 2.2 RESEARCHES ON HISTORY

Sr
Researcher
Method
Source
Title of the study
no
s name
/Variable
Veerkar,P.P
Integrated
M.B.Buch
A study of the effect of
(1980)
approach
Vol.II
Integrated approach of
teaching Social Studies
Of the pupils of fourth
standard of the primary
school.
Jaychandran,
Programmed
J (1980)
filmstrip
M.B.Buch
Vol II
An experimental study
of
the
efficacy
programmed
of
filmstrip
as a method of teaching
History in secondary
school.
Pandey, S.N
(1986)
Advance
M.B.Buch,
Effectiveness
of
organizer and Vol II
Advance organizer and
Inquiry
Inquiry training models
training
for
model
studies to class VIII
teaching
social
students
Menezes, L
(2002)
Inductive and Unpublished
A study of the effects
deductive
of the Inductive and
method
Ph.D Thesis
Deductive methods of
teaching history on the
achievement
and
thinking operations of
pupils of std.IX with
55

________________________________________________________
different
creative
problem solving style.
Shirsat, M
(2002)
Unpublished
Lecture
method
and masters
discussion
method
thesis
(In Marathi)
A comparative study of
the
effectiveness
of
discussion method and

lecture method on one
unit
of
the
subject
history of std.VIII.
Patil, M
Correlation
(2004)
Unpublished
masters
correlation of the study
thesis
habits
(In Marathi)
study
of
and
achievement
subject
the
the
in
the
history
of
std.IX
Gholap, U
(2005)
Self learning Unpublished
Preparation
material
masters
learning
thesis
one unit of the subject
(In Marathi)
of
self-
material
on
history
for students of std VII
and
study
its
effectiveness
Tyambake, A Correlation
(2007)
Unpublished
masters
correlation between the
thesis
brain based learning???
(In Marathi)
study
of
the
and the achievement in

the subject history of
the students of std.IX
Shambharkar
Preparation
,R
material
masters
learning
thesis
(2007)
of
material
selfon
history for students of

56

________________________________________________________
(In Marathi)
std VII and study its
effectiveness
10 Dudhal, M
(2008)
Lecture
method
Unpublished
and masters
discussion
method
thesis
(In Marathi)
the
effectiveness
of
discussion method and

lecture method on one
unit
of
the
subject
history of std.IX
11 Raykar, A
(2008)
Preparation
material
masters
learning
thesis
(In Marathi)
of
self-
material
on
history
for
students
VIII
of std
and study its
effectiveness
12 Bhujbal, A
Use of CAI
(2009)
Unpublished
Study the effectiveness
masters
of CAI programme on
thesis
a unit of History of std.
(In Marathi)
13 Malkekar,S
(2010)
Project
Unpublished
method
masters
effectiveness of Project
thesis
method on a unit of
(In Marathi)
14 Jadhav, A
(2010)
IX
study
of
the
History of std.VI
Use of audio Unpublished
visual aids
masters
the effectiveness of the
thesis
use of audio visual aids
(In Marathi)
and traditional method

on one unit of the
subject
history
of
std.VI
57

________________________________________________________
Use of CAI
Unpublished
Development
of
15 Dixit, J
(2010)
masters
Computer
Assisted
thesis
Programme (CAI) to
teach History and study
its effectiveness
16 Mohsin, Q,B
(2011)
Project
and Interdisciplina
lecture
ry Journal of
method
Contemporary
Research
AN:
Effect of project and

lecture
methods
of
teaching on students'
achievement in social
studies in rural area
61067919
17 Majoka, M, I Cooperative
(2011)
learning
Interdisciplina
ry Journal of
Contemporary
Research
18 Kolage,S
(2011)
Effectiveness
Cooperative
for
of
Learning
Teaching
Studies
to
Social
Students
AN:
with Different Ability
61067908
at Elementary Level
Dramatizatio
Unpublished
n method
masters
thesis
(In Marathi)
study
of
effectiveness
the
of
Dramatization method
on a unit of subject
History of std.VIII
19 Mistri,D
(2012)
Inquiry
Unpublished
training
masters
model
thesis
(In Marathi)
the
effectiveness
of
Inquiry training model

and traditional teaching
of one unit of the
subject
history
for
standard VIII
58

________________________________________________________
Use
of Unpublished
20 Nalavade,S
Effectiveness
of
concept maps masters
(2012)
concept
maps
of
thesis
teaching History- A
study
Veerkar, P.P. (1980) developed syllabus for the integrated social studies
course for std.IV in the state of Maharashtra. Instructional strategy for
teaching the course was developed. The treatment resulted in better
achievement as far as total performance and performance related to
knowledge, comprehension, skill and attitude were concerned.
Jaychandran, J. (1980) carried out a research to study the efficacy of
programmed filmstrips. Nine schools in the city of Madras were chosen
randomly from which 825 students were the sample. Findings of the study
show that high cognitive abilities could be developed through PLM.
Pandey, S.N. (1986) studied the effectiveness of Advance organizer and
Inquiry training models for teaching social studies. The programme was
significant at 0.05 level and the students reacted favorably towards the
Advance organizer model and Inquiry training model.
Menezes, L. (2002) conducted a research to study the effects of the Inductive
and Deductive methods of teaching history on the achievement and thinking
operations of pupils of std.IX with different creative problem solving style.
Field study and experimental method was used. Three sets of sample were
chosen for the field study as per the design- sample for the administration of
the questionnaire, sample for the interview, and sample for the observation of
lessons. For experimental study two classes of IX standard was selected
randomly. Achievement test and Ravens standard progressive matrices was
used for data collection. The inductive and deductive methods of teaching had
a difference in their effects on achievement in history of pupils.
Shirsat, M. (2002) and Dudhal, M. (2008) carried out a research on, A
comparative study of the effectiveness of discussion method
59

________________________________________________________
and lecture method on one unit of the subject history for std.VIII and std.IX
respectively. The lesson plans were developed accordingly. Effectiveness of
the programme was measured in terms of the achievement of the students.
True experimental pretest posttest equivalent group design was used. For
analysist test was used. The programme was significant at 0.05 level. Thus
the discussion method was led to be effective.
Patil, M. (2004) conducted a research to find out the correlation between the
study habits and the achievement in the subject history of std. IX students.
Marks obtained in the subject history and questionnaire prepared by Palasane
were used for data collection. The findings of the study show that the
correlation between study habits and achievement was 0.27.So it can be seen
that positive correlation exists.
Gholap, U. (2005), Shambharkar, R. (2007) and Raykar Arti (2008) prepared self
learning material on one unit of the subject history and studied its effectiveness in
terms of achievement and reactions of the students. The research design for the
researches was pretest posttest single group design. Achievement test and
opinionnaire was used for data collection. The data was analyzed using thet test.
The conclusions of the study show that the post test scores in achievement test were
significantly higher than pre test scores at 0.01 level of significance. Thus the
programme was effective. According to the students, the material was not only
interesting but also helped them to remember the content in a better way.
Bhujbal, A. (2009), Dixit, J. (2010). studied the effectiveness of CAI programme on

a unit of history of std IX. Single group pretest posttest design was used. To collect
the data Achievement test was used. t test was used to analyze the data. CAI
programme was found to be effective in bringing about the learning of the unit. The
programme was also effective in bringing about students interactions and making
them interested in the topic. The students received the programme well.
Malkekar, S. (2010). studied the effectiveness of Project method. The chapter India
during the Maurya period was selected. Quasi experimental Pretest Posttest Non
Equivalent Group Design was selected. Individual projects like collection of
60

________________________________________________________
pictures, information and group projects like preparing a map, charts etc. were
conducted for the experimental group. Achievement test was used for the collection
of data. t test was used for analysis. It was found that the achievement of the
experimental group was significantly higher than that of the control group.
Jadhav, A. (2010). Compared the traditional method of teaching and method of using
audio visual aids. Objectives of the research were, to prepare audio visual aids based
on the selected units and to study its effectiveness. The audio visual aids like tape
recorder, charts, pictures, slide shows were used. The findings show that there was a
significant difference in the scores of experimental group than the control group at
0.01 level.
Mohsin, Q. B. (2011) carried out a research entitled, Effect of project and

lecture methods of teaching on students' achievement in social studies in rural
area. The aim of the study was to compare the effectiveness of project and
lecture methods of teaching on students' achievement in terms of social studies
curriculum objectives at elementary level. An experimental study was devised
for the purpose. The study was conducted employing Pretest-Posttest Control
Group Design, using Matched Subjects of two rural schools. The t-test was
applied on mean gain scores of social studies students taught through lecture
and project methods on achievement test. An achievement test was used as
pretest and posttest consisting sixty multiple-choice items measuring the
objectives of knowledge and comprehension of cognitive domain. All the
hypotheses were tested at 0.05 levels of significance. However, the findings of
the study suggested that the project method is as effective as the lecture
method on the students' achievement in social studies at elementary level.
Majoka, M.I. (2011) conducted a research to study the effectiveness of
Cooperative learning for teaching Social Studies to students with Different
Ability at Elementary Level. This study was conducted to compare the effect
of cooperative learning and traditional methods of teaching on 7th class
students' academic achievement in the subject of social studies. Students of
7th class (N=100) in a public schools of district Mansehra,
61

________________________________________________________
Pakistan, were divided into two equivalent groups i.e. control (N=50) and
experimental (N=50) groups on the basis of academic achievement in pre-test.
A treatment of 15 planned lessons subject to cooperative strategy STAD
(Student team achievement division) was provided to the experimental group
while the control group was taught same learning material by traditional
lecture method. Analysis of the data revealed that the experimental group
outscored the control group on post-test. Furthermore, cooperative learning
appeared to be equally effective for teaching social studies to the highachievers, average-achievers and low-achievers at elementary level.
Kolage, S. (2011). Studied the effectiveness of dramatization method on a unit
of Shivajimaharaj. Single group pretest posttest design was used. Achievement
test was used to study the effectiveness of the programme. There was a
significant difference in the post test achievement scores than the pretest
achievement scores.
Mistry, D (2012) studied the effectiveness of Inquiry training model and
traditional teaching of one unit of the subject history for standard VIII. The
objectives of her research were to prepare lesson plans based on Inquiry
training model and to study its effectiveness. This study was performed
amongst 102 students of std VIII. 51 students from one division formed the
experimental group and 51 students from another division formed the control
group of the study. Teacher made achievement test and opinionnaire was used
for data collection. t test was used to analyze the data. The programme was
effective and the students were motivated to think.
Nalavade, S. (2012). conducted a research to study the effectiveness of
concept maps of teaching history. The objectives of the study were, to teach
the selected unit using concept map, and to test the effectiveness of using
concept maps on the achievement of the sample group students. Purposive
sample was selected which consisted of 40 students from one English medium
school in Pune. Achievement prepared by the researcher was used. The
62

________________________________________________________
findings of the study show that the students scored significantly higher marks
in posttest than in pretest. Thus the use of concept map was effective.
2.7 RESEARCHES ON MI
The studies related to MI in relation to other variables are summarized in the
table form:
TABLE NO. 2.3 STUDIES RELATED TO MI
Sr.
Variables
Researcher
Source
Title of study
No
considered
/ Year
Achievement
Erb-
Masters Action Use of MI activities and
& Behaviour
michelle
Research
(1996)
Project,
co-operative learning for

Saint increasing
Xavier
output
academic
&
decreasing
University and inappropriate behavior.

IRI/Skylight
ED
AN400947
2
Achievement
Greenhawk
& confidence (1997)
Educational-
Multiple
Leadership;
meet standards
v55nl;
Intelligences
p62-64
sep 1997
AN- EJ550536
Achievement
Albino
113p; Masters Improving
Paula;
Action
Brown,
Research
Ann;
Project,
Reading
through the use of MI
Saint
63

________________________________________________________
Liason,
Xaviers
Susan
University and
(1997)
IRI/skylight
ED
AN410522
4
Achievement
Brecher-
M.A.Action
Diane, Gary Research

Marians
Project,
(1998)
Xavier
Improving the spelling of

high frequency words in
Saint daily writing across the

curriculum through the
University and use of MI

IRI/Skylight
AN-ED 420866
Masters Action Using
Retention
Anderson,
V, B.
(1998)
Research
Project,
Multiple
Intelligences to Improve
Saint Retention
Xavier
Language
in
Foreign
Vocabulary
University and Study

IRI/Skylight
AN-ED 424745
Acheivement
Bumen
ProQuest
The
effects
Attitude and (1999)
Dissertations & implementation
retention
Theses (PQDT)
of
of
the
Multiple Intelligences
theory
supported
by
reviewing strategies on
students
achievement
64

________________________________________________________
attitude and retention.
Motivation
Baldes, D
Master of Arts Motivating students to
(2000)
Action
learn
Research
cooperative learning and
Project,
through
MI,
Saint Positive discipline
Xavier
University and
IRI/skylight
ED
AN442574
7
Motivation
Janes,K,
Masters Action Improving
Motivation through the
Mason and Research

Villaranda,
Project,
(2000)
Xavier
Student
Saint Use
of
Learning,
Engaged
Cooperative
University and Learning and Multiple

IRI/skylight.AN Intelligences
- ED4435559
8
Achievement
Geimer
Master of Arts Improving
Mandy
Action
achievement in language
(2000)
Research
(Arts)
student
through
Project,
Saint implementation
Xavier
strategies
of
MI
University and
IRI/skylight
AN- 444185
Attitude,
Marjorie, H
Understanding
Motivation
(2001)
centered instruction from

the
learner
perspective
of
65

________________________________________________________
9
11
Achievement
Goodnough,
School Science Multiple
Intelligences
and
theory: A framework for
(2001)
Mathematics:
personalizing
AN- EJ 630131
Curricula
Science
Achievement
Nicole ,B
ProQuest
Engaging
Language
and
(2002)
Dissertations & Minority
Students
attendance
Theses (PQDT)
through
the
Intelligences
Multiple
in
Ninth
grade classes
12
MI
in Gogebakan
ProQuest
relation
to (2003)
Dissertations & Intelligences differ
grade
level
Theses (PQDT)
and gender
13
Achievement
How students Multiple
In terms of grade level

and gender
Ranade,
Journal of All Effectiveness, Study and
M.D.
India
(2005)
Association for Computer
Critical Evaluation of a
Assisted
Educational
Instructional package for
Research
the topic M.I. developed

for Teacher Educators.
14
Achievement
Tapkir, R.
Unpublished
study
of
(2006)
masters thesis
Effectiveness
of
approach
teaching
in
the
MI
learning for a topic in

science in std V
15
Achievement
Bilgin,E.K
ProQuest
and attitude
(2006)
Dissertations & Intelligences

Theses (PQDT)
The effect of Multiple

based
instruction on ninth
Graders
chemistry
achievement and attitude

toward
66

________________________________________________________
Chemistry
16
Achievement
Ozdemir, P
ProQuest
(2006)
Dissertations & through Multiple
Enhancing
learning
Theses (PQDT). Intelligences.

Journal
of
Biological
Education
17
Achievement
Ranade.mM
Abstract book, Computer
.D
Educational
Instruction
(2006)
Research,
approach to teaching-
Policy
Research
based
on
MI
studies
in
&Practice in an teacher Education

Era
of
Globalization,
APERA,
Hongkong
18
Achievement
Ranade,
International
M.D.
Conference
(2007)
review research prospective
science
on
through
Strengthening
to planning
lesson
skills
Science teachers
technology and Computer

math education
Training
of
Assisted
Programme
based on MI approach
19
Achievement
Vartak,
N.
(2007)
P. Unpublished
masters
Thesis
Study
of
the
Effectiveness of Multiple
Intelligences Approach in
Teaching- Learning for a
topic in Environmental
Education
in
B.Ed
course.
67

________________________________________________________
20
Achievement
Vasanthaku
Unpublished
Comparative study of the
mari, H. S.
masters
Effectiveness
(2007)
of
the
Thesis
based
teaching
traditional
and
classroom
teaching of a topic in
Science for Std IX.
21
Student
Johnson, M
Online
An Extended Literature
performance
(2008)
submission
Review: The Effect of
AN-ED497741
Multiple Intelligences on
Elementary
Student
Performance
22
Achievement
Douglas, B
Proquest
The
effects
(2008)
Journal
of Multiple
of
the
Intelligences
Instructional
teaching strategy on the
Psychology,
academic achievement of
35(2), 182-
eighth
grade
math
students.
23
Achievment
Wakchaure
Unpublished
,S
masters
the Effectiveness of the
(2008)
Thesis
based
teaching
traditional
and
classroom
Geography for Std.VII
24
Achievement
Kadam ,S
Unpublished
(2008)
masters thesis
the
Effectiveness
of
based
teaching
and
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traditional
classroom
English for Std.IX
25
Achievement
Khandare,
Unpublished
masters thesis
the Effectiveness of the

(2008)
based
teaching
traditional
and
classroom
Science for Std.IX
Achievement
Dilek, I
Asia
Pacific The
Kamuran,T
Education
cooperative
(2009)
Review
method
AN: EJ863587
effects
the
learning
supported
Multiple
theory
of
by
Intelligences
on
Turkish
elementary students
Achievement
Vevania, C. Unpublished
(2009)
26
Ph.D
Developing interpersonal
thesis, and
intrapersonal
Mumbai
intelligence
through
University.
multicultural education
Awareness
Gokhan B
Ph.D Thesis,
The Effects of Multiple
and Attitude
(2010)
Proquest
Intelligences
Instructional Strategy on
the
Awareness
and
Attitude
Environmental
Knowledge
Environmental
Levels
of
Elementary Students in
Science Course.
learning
Hou Yi-An An
Multiple
behavior
(2010).
and Foreign Language
Interdisciplinar
Intelligences
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y Journal
Learning- a Case Study
in Taiwan.
Achievement
Kotreshwar
International
aswamy, S
Referred
Intelligences
(2011)
Research
trainees studying in B.Ed
Journal.
study
ISSN colleges
0974-2832.
City.
on
of
Multiple
of
B.Ed
Bangalore
Students
Maqsood
Academic
Regional differentials in
preferencs
A;Ishtiaq
Research
students
preferences
Hu
International
regarding
Multiple
(2011)
Journal. ISSN- Intelligences

2223-9553
at
elementary level.
2.7.1 Researches done in India

Ranade, M.D. (2005) prepared a Computer Assisted Instructional package for
teacher educators based on the theory of Multiple Intelligences. Title of her
research was, Effectiveness, Study and Critical Evaluation of a Computer
Assisted Instructional package for the topic MI developed for Teacher
Educators. Although this research does not relate directly with the present
research, it was useful in planning an instructional programme based on MI
Ranade, M.D. (2006) carried out a research titled, Computer based
Instruction in MI approach to teaching-Research studies in teacher
Education. It is a review of researches conducted by the researcher over a
span of 5 years. The central task of all these researches was the development
of
comprehensive self instructional Computer Assisted Instructional
packages on the concept of MI approach to teaching in general and to Science

teaching in particular.
Tapkir,R. (2006) carried out a research titled, A study of the Effectiveness
of MI approach in teaching learning for the topic in science for 5th std.
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Experimental method was used in which increased achievement was seen

when teaching is carried out using MI approach. Teaching using MI approach
was effective. Students really enjoyed the teaching. There was reasonable
amount of matching between students strong intelligence (based on MI test)
and their preferred activities during teaching of the unit.
Ranade M.D. (2007) carried out a research to improve student teachers
lesson planning skills in science by using the MI approach and insights of MI
theory to teaching learning. A computer Assisted Training Programme was
developed to explain the theory of MI and how to apply it to science teaching
so as to trigger the students MI. In this the effectiveness of training was
evaluated. Introduction of MI approach has shown very positive results,
leading to inclusion of a variety of a MI based activities in the lesson plans.
Student teachers felt that this approach provided them with a framework or
structure in thinking about various experiences in teaching.
Vartak, P.N. (2007) observed the same positive results when MI was used in
teaching learning of Environmental Education for B.Ed. students. Students
achievement was seen to increase. Also students responses to Multiple
Intelligences- based teaching were very positive.
Kadam,S.,Khandare,A.,Wakchaure,S. (2008) compared the effectiveness of

Multiple Intelligences based teaching and traditional teaching of English(on
9th std), Science (on 9th std ) and Geography( on 7th std) respectively and the
programme was found to be effective. Incidental sampling method was used in
these researches in which two intact classes were chosen. Achievement test
and opinionnaire was used for the data collection. t test was used to analyze
the scores.
Vevania, C. (2009) did a research for Developing interpersonal and
intrapersonal intelligence through multicultural education. A Standardized
psychological questionnaire by V. Chistlett and A. Chapman was used. 72
teachers constituted the sample. A 12 hr long intervention programme based
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on Multicultural education (Racism, Classism, Ageism, gender based

oppression etc.) was carefully designed & conducted on 2 consecutive days.
On each of these, certain situation or thought provoking questions were asked
followed by group discussion. Also slide shows were used. A significant
difference in the pretests and posttest Interpersonal scores of Experimental
group was seen.
A significant difference in the pretests and posttest
Intrapersonal scores of Experimental group was seen.
But there was no
difference between found in pretests and posttests of experimental and control

group.
2.7.2
Researches done abroad
Erb-michelle (1996) carried out a research titled, Use of M.I. activities and
co-operative learning for increasing academic output & decreasing
inappropriate behaviour. The problem of academic output and inappropriate
behavior has been documented by annotated teacher record, student records
and school records. Student survey was designed to determine the causes for
the students lack of responsibility. Analysis of probable cause data revealed
that students lacked intrinsic motivation and interest in Science, had low
esteem and the class size was large. Post intervention data showed an increase
in students responsibility for their own learning through an increase in
accordance with academic output and a decrease in the incidents of
inappropriate behavior.
Albino Paula; Brown, Ann; Liason, Susan. (1997) tried to improve reading
skills through the use of MI. This report describes a progress for increasing
reading test score of II, III, IVgrade students of the middle class. A review of
solution strategies suggested by experts resulted in the selection of the
following intervention: altering curricula by teaching to the Multiple
Intelligences, creation of portfolios for students and teacher evaluation and the
implementation of student reading logs. Post intervention data indicated an
increase in reading test scores ability to make connections with what they were
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reading to their own lives and increase in comprehension and higher level
thinking skills.
Green Hawk. (1997) carried a research titled, MI meet standards. Gardners
MI theory was put into practice. Students overall achievement and confidence
had risen substantially. Specialists helped teachers develop standards for
grading students artwork and oral presentation to prepare students for state
assessments, written description often accompany students chosen methods for
displaying knowledge.
Brecher-Diane, Gary Marians. (1998) carried out a research to improve the
spelling of high frequency words in daily writing across the curriculum
through the use of MI. A Programme was developed. The problem was
documented by parent survey; teacher interviews, observations and journal
entries, anecdotal records, pretests and posttests, weekly spelling test, writing
samples. A review of solution strategies combined with analysis of the
problem resulted in selection of three major categories of intervention:
Development of spelling lists using high frequency words, incorporation of MI
centers to practice words; and assessment of writing samples to monitor the
transfer of high frequency words. MI based programme was found to be
effective.
Anderson. B. (1998). conducted an experiment for increasing retention of
foreign language vocabulary by using Multiple Intelligences approaches and
memory enhancement tools. The targeted population was approximately 100
seventh- and eighth-grade Latin students. Students were instructed using
methods that introduce several Multiple Intelligences strategies and several
memory improvement techniques, and were directly involved in composition
and design of study materials in a cooperative learning context. The teacher
de-emphasized verbal-linguistic approaches in favor of a more comprehensive
approach. Post-intervention data showed an increase in scores on bi-weekly
vocabulary quizzes, increase in awareness of memory techniques for foreign
language vocabulary mastery, and awareness of varied learning styles in both
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teacher and students. Appended materials include the learning styles inventory
and answer key, parent permission letter, vocabulary quizzes, journal entry
forms, and grade 8 vocabulary quiz survey.
Bumen. (1999) investigated possible differences between Multiple Intelligences
theory and traditional teaching. The achievements and attitudes of the students
were discussed in the research. In this research, the lesson Citizenship and
Human Rights was chosen. The students were 112 of 8th grade. For data
collection, achievement tests and attitude scale were administered which the
researcher developed. According to the results no significant difference could be
seen in knowledge achievement between the group which used MI strategies and
the one which used conventional method. But there was an important difference
in tests including comprehension, application and total levels for the experimental
group. Also, the experimental groups final attitude score average was higher than
the control group. Furthermore, there was a significant difference between the
control and the experimental groups in the retention test, it can be said that
Multiple Intelligences implementations were more effective and stable in
learning.
Improving Student Motivation through the Use of Engaged Learning,

Cooperative Learning and Multiple Intelligences, this research was conducted
by Janes, Koutsopanagos, Mason and Villaranda, (2000) noting that poor
student motivation and problematic social skills may interfere with the
academic growth of elementary school students, this action research project
examined the impact of a multifaceted intervention on student motivation and
achievement. Participating in the study were second and third graders from 3
schools. The 12-week intervention was comprised of 3 elements: (1) use of the
theory of Multiple Intelligences in instruction; (2) the incorporation of
cooperative learning; and (3) the provision of an engaged learning
environment. Students worked in teacher-selected base groups weekly for 15
minutes for data collection and reflection and in randomly-assigned
cooperative learning groups at least twice weekly for 30 to 45 minutes.
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Cooperative learning activities taught appropriate social skills. Multiple
Intelligences activities and a series of engaged learning activities were
incorporated into classroom practices. Data were collected through student
surveys and journals completed weekly, teacher observation checklists,
attendance records, and unit reading test scores. The findings of the postintervention data illustrated that implementing the theory of Multiple
Intelligences had a positive effect on the targeted classrooms. Students
revealed positive attitudes toward themselves and their school. Students'
reading scores increased moderately from first to second quarter. Participating
teachers concluded that cooperative learning and engaged learning were used
together to successfully increase student motivation and achievement.
Geimer Mandy (2000) conducted a research entitled, Improving student

achievement in language (Arts) through implementation of MI strategies.
This action research project was designed to determine the effect of
incorporating MI strategies into the language arts curriculum. The
documentation to prepare low achievement included unit tests and quiz scores,
teacher observation of low time on task, state standardized test scores and
other teacher assessments. There was significant difference in the achievement
of language after the implications of MI strategies.
Baldes, Deborah (2000) carried a research to motivate the students to learn
through MI, cooperative learning and Positive discipline. This action research
project implemented and evaluated a programme to motivate students to learn
through MI, cooperative learning and the discipline. Evidence of lack of
motivation among these students was found in teacher observation: student
interaction and communication with peers and teachers, teacher assessment of
daily work, observation of student project during whole class. Independent and
cooperative learning sessions and report cards and other checklists that
indicate academic and work habit performance. The teachers implemented
teaching strategies consistent with cooperative learning, MI and positive
discipline to create a child centered, motivating, positive and safe and trusting
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environment. During the intervention, students participated in the pre and post
intervention interviews, weekly student interventories and anecdotal record
keeping data indicated that the programme reduced inappropriate behavior and
increase students motivation. Teachers time for correcting misbehavior was
reduced leaving more time available for the academic instruction and resulting
in student academic and personal growth.
Marjorie Hall Haley (2001) of George Mason University has written an
article on, Understanding learner centered instruction from the perspective of
Multiple Intelligences. This article describes a pilot study that investigated
application of the theory of MI to shape and inform teaching practices and
instructional strategies. The purpose of the study was to identify, document
and promote effective real world applications of MI theory in foreign and
second language classrooms. Results indicated that teachers were profoundly
affected by these approaches. They felt that their teaching experienced a shift
in paradigm to a more learner centered classrooms. They were once again
energized and enthusiastic about their pedagogy; and they felt that they were
able to reach more students. Students demonstrated keen interest in MI
concepts and showed positive responses to the increased variety of
instructional strategies. An unanticipated outcome of this research project was
the positive impact it had on student attitudes and motivation to learn.
Goodnough-Karen. (2001). The research provides insight into the nature of
MI theory and how its framework can be used to make Science accessible to
students and assist them in achieving high level of scientific literacy.
Nicole Beaulieu. (2002) conducted a research entitled Engaging Language
Minority Students through the Multiple Intelligences in Ninth grade classes
in Wakefield High School Arlington County Public school. The result showed
that eight out of 10 students had improved attendance, and improved grades.
The other two did not make improvements beyond more class participation.
She believed that both have very low self-esteem and never bought into MI
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theory during the year. Generally her students had fun and seemed to have no
boundaries in learning.
Gogebakan. (2003) investigated the effect of gender and grade level of the
students on their Multiple Intelligences in her master thesis at METU. The
study was conducted at Middle East Technical University Development
Foundation School in the spring of the 2001-2002 academic-years with classes
of first, third, fifth and eighth grade levels. She applied Pictorial Teele
Inventory for Multiple Intelligences on 321 students and analyzed the results.
Results of her study showed that students Multiple Intelligences showed
variety according to their grade levels. For example, the students at the first
grade level demonstrated strong preference for linguistic intelligence and
logical-mathematical intelligence in the first grade and the two intelligences
were followed by spatial intelligence, and bodily kinesthetic intelligence.
While the third grade students most dominant intelligences preferences were
interpersonal, spatial, logical-mathematical, and linguistic intelligence the fifth
and eighth grade students preferences were interpersonal intelligence bodilykinesthetic intelligence, musical intelligence, and spatial intelligence.
The Ozdemir et al. (2006) study looked at which of the intelligences students used
most. The Teele Inventory of Multiple Intelligences (TIMI) was given before and
after the unit to assess which intelligences were used. In the control classroom,
students' dominant intelligences were interpersonal and logical-mathematical. The
results from the posttest indicated this changed very little over the course unit. In the
MI experimental classroom, the dominant intelligences before the unit were also
interpersonal and logical mathematical. However, after the implementation of MI, the
study found students used other intelligences, including spatial and musical, as
well as the intelligences common to control group.
Elmas Koken Bilgin. (2006) conducted a research entitled, The effect of

Multiple Intelligences based instruction on ninth graders chemistry
achievement and attitudes toward chemistry. In the study, 50 ninth grade
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students from two classes of Genc Osman high school in Ankara were used.
25 of the students were assigned as experimental group and the other 25 as
control group. They were instructed by the same teacher. The group which
was assigned as experimental group was instructed by Multiple Intelligences
theory based instruction; whereas the other group was traditionally instructed.
To determine the effectives of Multiple Intelligences based instruction over
traditional science instruction, an achievement test about chemical bonding
concept which consisted of 25 items were administered and an attitude scale
was applied. For the statistical analysis, t-test, and Analysis of Covariance
(ANCOVA) were used. The results showed that students who were instructed
by Multiple Intelligences theory based instruction were achieved higher than
the ones which were instructed by the traditional science instruction about
chemical bonding concept.
Johnson, Marisa. (2008) conducted a research entitled, An Extended

Literature Review: The Effect of Multiple Intelligences on Elementary Student
Performance. Multiple Intelligences (MI) curriculums have demonstrated
increased
student achievement
including improved
engagement and
performance on standardized tests. MI-based instruction also improves student

achievement in science. Many educators focus solely on delivering content
standards instead of infusing their curriculum with pedagogy that engages
students and deepens their understanding of complex concepts. The purpose of
this literature review is to explore the effect of MI based curriculum on student
achievement in core curriculum at the elementary school level. The literature
reveals several trends such as schools that have implemented MI have
successfully increased student achievement in all areas of the core curriculum.
The review of the literature addresses the following: (1) Increase in Student
Achievement; (2) Multiple Intelligences and Science Education; and (3) MI as
a Pedagogical Organizer and Framework for Structuring Curriculum. The
literature review is limited to elementary education. The literature discusses
MI-based curriculum in Kindergarten through sixth grade classes with an
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emphasis on science. Future research should focus on investigating the
relationship between MI-based curriculum and student achievement as well as
providing specific examples of MI-based lessons. These lessons will help
teachers implement MI into a variety of education environments. In
conclusion, teachers should be educated in ways to infuse their curriculum
with an MI framework to help create authentic learning experiences that will
ultimately increase student performance and achievement.
Douglas, Burton, and Reese-Durham. (2008) compared the results of methods

used in two different classrooms in a North Carolina, eighth grade public school
mathematics classroom. The teacher in the first group, the control classroom of 29
students, used the direct instruction method. Direct instruction was comprised of
"teacher directed lectures, notes on the overhead, notes on the board, practice
problems from the textbook, teacher developed worksheets and the student
workbook" The second classroom teacher, the experimental classroom of 28
students, implemented a MI approach. Students participated in hands-on activities
such as "building or constructing a model, inventing a board game to illustrate
learned material, giving feedback on what they would like to learn, and
performing a class presentation using at least one of the intelligences. Both
classrooms had similar boy-to-girl ratio and similar ethnic backgrounds. Each
classroom was given the same pre and post-test for the unit. After being taught
with their method of instruction, direct instruction for the control classroom and
MI for the experimental classroom, the results showed that the experimental
classroom showed a significant difference in knowledge of25.48 points 37 higher
from the pre-test to the post-test while the control group only gained 17.25 points.
Based on this study, Douglas et al. concluded that using MI assisted teachers to create
"innovative lesson plans that met the learning needs of their students and also led to
improvements in "student's academic, social, and emotional well-being"
Dilek Isk and Kamuran Tarim. (2009). Conducted a research titled, The
effects of the cooperative learning method supported by Multiple Intelligences
theory on Turkish elementary students mathematics achievement shows that
MI has significant effect on academic achievement than the traditional
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method. In the present experimental study, the effects of the cooperative

learning method supported by Multiple Intelligences theory (CLMI) on
elementary school fourth grade students academic achievement and retention
towards the mathematics course were investigated. The participants of the
study were 150 students who were divided into two experimental (used CLMI)
and two control groups (used traditional method). Mathematics Achievement
Test, Teele Inventory for Multiple Intelligences and Personal Information
Form was used as the measurement instruments of the study. The findings of
this research have indicated that CLMI has a more significant effect on
academic achievement than the traditional method.
Gokhan B. (2010) carried out a research entitled, The Effects of Multiple
Intelligences Instructional Strategy on the Environmental Awareness
Knowledge and Environmental Attitude Levels of Elementary Students in
Science Course. The aim of the research was to investigate the effects of
Multiple Intelligences strategy and traditional methods of instruction on
elementary students environmental awareness knowledge levels and their
attitudes towards the environment. The pre/post-test control group research
model was used in this study. Totally 60 students in two different classes in
the 7th grade of school in Nigde, Turkiye, participated in the study. The data
obtained in the study were analyzed by the computer programme SPSS 15.0.
The arithmetic means and standard deviations were calculated for each group.
In order to test the significance between the groups, the t-test was used. The
significance level was taken as .05. The results of the research showed a
significant difference between the environmental awareness knowledge levels
and attitude scores of the experiment group and the control group. It was also
found out that the Multiple Intelligences instructional strategy activities were
more effective in the positive development of the students attitudes and their
environmental awareness knowledge levels. At the end of the research, it is
revealed that the students who are educated by Multiple Intelligences
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instructional strategy have more environmental awareness knowledge levels
and have a higher motivation level than the students who are educated by the
traditional methods of instruction. It was also found out that the students
participated in the experimental process which Multiple Intelligences strategy
was applied enjoyed the activities, had great fun and they became more aware
of the environmental issues.
To study the role of Multiple Intelligences in foreign language learning

behavior and performance the research was conducted in Taiwan by Hou YiAn (2010). Title of the research was, Multiple Intelligences and Foreign
Language Learning- a Case Study in Taiwan. Abstract was published in
WHAMPOA - An Interdisciplinary Journal 58. A case study of 2545
Taiwanese college students was done. Participants were 2545 Taiwanese EFL
college students, including 975 boys and 1570 girls. He took an English
proficiency test of listening and reading, and filled out a series of
questionnaires dealing with Multiple Intelligences, motivation/attitude,
anxiety, language learning strategy, and perceptual learning style preference.
Data available from the questionnaires are analyzed by using descriptive and
inferential statistics with SPSS 15, including item means and standard
deviations,t test, and regression analysis. Findings show that MI do relate to
students learning behavior and affect their English performance to some
extent.
A research paper by Dr. Kotreshwaraswamy Surapuramath was published

in the International Referred Research Journal. The title of the research was A
study on Multiple Intelligences of B.Ed trainees studying in B.Ed colleges of
Bangalore City. The sample included 300 students selected by using random
sampling technique, out of which 120 were male and 180 were female B.Ed
trainees from B.Ed Colleges. The Multiple Intelligences Tests - based on
Howard Gardner's MI Model was used for data collection. 't-test' technique
was adopted for data analysis. There was a significant difference in Multiple
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Intelligences of B.Ed trainee. The female students were better than male
students and that the science students were better than arts students in Multiple
Intelligences. It is found that, there was no significant difference between
aided and unaided B.Ed trainees studying in B.Ed colleges of Bangalore city.
Maqsood Ahmed; Dr Ishtiaq Hussain (2011) has written an article in the

journal, Academic Research International. The title of the research was,
regional differentials in students preferences regarding Multiple Intelligences
at elementary level. The purpose of the study was to investigate the students
Multiple Intelligences according to their preferences and how students
Multiple Intelligences differ in terms of their region in which they live, at
Elementary level. All the students studying in 7th class of age group 12+ in
Government Middle and Secondary Schools of Khyber Pakhtunkhwa
(Pakistan) constituted the population of the study. Total Eighty Government
Middle and Secondary schools (20 from each district) from urban and rural
regions were selected randomly to choose the students as the sample for the
study. A total sample of 2000 respondents, in the age group
12+ years
studying in 7th class, was drawn out of the population using stratified random
sampling technique. A tool "Multiple Intelligences Scale for Elementary
Level", having eight sub scales, was used to examine students preferences in
different components of Multiple Intelligences. The results of the investigation
revealed that majority of the respondents had average levels of intelligence for
all the eight components of Multiple Intelligences; however the students
Multiple Intelligences showed variety according to their interests. When
results were examined in terms of their locality i.e. urban and rural, significant
differences were observed in the mean scores of Urban and Rural students for
Bodily-kinesthetic and Naturalistic intelligences. It was found that in case of
Bodily-kinesthetic and Naturalistic intelligences rural students took slight lead
due to environmental factors.
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2.8 REVIEW OF ARTICLES ON MI

Ranganathan, Rao (2010). explained various aspects to be included in
Teaching Learning process in order to improve different types of
Intelligences. The view expressed in this article matches with the present
research as the researcher has used different activities in teaching learning to
enhance the Intelligences of students.
Watve (2010). aimed at investigating the ways parents perceive their wards
related to different intelligences. A sample consisted of 100 high schoolers
whose parents gave rating based on observations regarding intelligences of
their ward. A Multiple Intelligence (MI) rating scale based on activities related
to these intelligences was used for the purpose. Summated ratings on eight
areas were subjected to co relational analysis. Almost all the correlations were
found to be significantly high except that between Linguistic and
Interpersonal.
Significant
high
correlation
between
Linguistic
and
Intrapersonal,
but
insignificant
correlation
between
Linguistic
and
Interpersonal was revealed. Logical/Mathematical appeared to be least

correlated with others. It is observed that there exits high and significant
correlation among visual/spatial and musical, musical and naturalistic and
bodily-kinesthetic and musical Intelligences. Also it was observed that
students participate more in activities concerned with bodily-kinesthetic and
naturalistic. Interpersonal and Intrapersonal intelligences show significant high
correlation.
In another article written by Poornima and Reddy (2011). different teaching
strategies based on MI are discussed. It says that students should be exposed to
and be given chance to experience across different Intelligences. In this way
students and teachers will get chance to uncover their own strengths and
interests.
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Paleeri, S. (2009). has written an article to understand the cooperative

learning strategies, their significance and possibilities as effective method to
nurture Multiple Intelligences and to identify the linkages of cooperative
learning with MITA (Multiple Intelligences Teaching Approach). The MI
Teaching Approach can be blended with the elements of Cooperative learning.
Nair. (2010). has discussed educational implications of MI in Education.
Articles published in English teaching professionals:
Hoogstad, M. (2009). discusses about a new way of assessing learners. It says
that Assessment should be performance based. It allows learners to put all
their intelligences to work. The concept of authentic assessment is based on
Howard Gardners work and it is founded on belief that each individual
exhibits a distinctive spectrum of intelligences. It says that Assessment
should be intelligence fair so as to allow students to use non- traditional
ways that go beyond the verbal & logical to demonstrate their knowledge of
the topic. Why not encourage your kinesthetic students to use movements,
gestures & postures to show their understanding or the musical ones to use
rhythm, chants, & sound effect to illustrate theirs. Let students learn through
their strong intelligences. It will increase their self-esteem and also urge them
to use their strong int. to improve the weaker one. Wide variety of forms of
assessment like portfolios, projects and reflective logs can be used.
Vartak, L. (Apr, 2011). has written an article on Multiple Intelligences
Theory in the journal, in which the concept of MI, difference between the
traditional view and MI view is discussed. A lesson plan explaining how we
can think of learners with different intelligences while conducting a lesson is
given. Various activities based on MI on the poem, The swing, of upper
primary level are discussed in the lesson plan. In another article on learning
style (Sept, 2011). the types according to the theory of MI are given. In this
each type of learning style base4d on MI and its characteristics are given.
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2.9 SCHOOLS USING MI IN CLASSROOM

A number of schools in North America have looked to structure curricula
according to intelligences. Some of the schools abroad which are using MI
are:The Chariho Regional School District located in Wood River Junction,
Rhode Island supports a specially staffed M.I. program throughout the district,
MI specialists work with classroom teachers and co-create curricula and
activities that address various learning styles. Students develop projects that
allow them to express their understanding of a subject through several of their
strongest intelligences. They are encouraged to develop their assessment
rubrics with their classroom and MI teachers. In addition, the MI teachers
incorporate the use of technology to enhance Gardner's nine intelligences.
The Key Learning Community is a public magnet school of the Indianapolis
Public School System. About twelve years ago seven teachers, headed by
current principal Patricia Bolanos, banded together in a grassroots effort to
create student-centered education. The school teaches toward student strengths
and interests and provides children with the opportunity to develop all nine of
their intelligences. In addition to assessing students by traditional math and
reading tests, the Key Learning Community evaluates students by means of
portfolio assessment. Each year a school theme is chosen and students develop
projects based on the theme. The projects reflect the students' intrinsic
intelligences.
The Ross School is an independent, co-educational middle and high school
located in East Hampton, New York. It partners with corporations and
universities who are interested in transforming traditional education into more
relevant and accessible models. Howard Gardner helps guide the school's
faculty in their development of a curriculum that focuses on multiple
intelligences.
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Saltonstall School is a science/technology school where the curriculum is

designed by teachers who put multiple intelligences theory at the heart of
planning. Every child has daily opportunities to work in each of these areas of
intelligence and they have opportunities to "show what they know" through a
preferred intelligence. The School has a Science Discovery Center that is the
main center for enrichment.
Students at Banded Peak Elementary n Alberta, Canada have created
extension projects for a unit on light that involves many of the multiple
intelligences. In addition to conducting science experiments, students made
shadow puppets, wrote light dictionaries, and kept diaries to further explore
their understanding of light.
(http://www.thirteen.org/edonline/concept2class/mi/demonstration.html)
The researcher paid a visit to the school Learning Home which works under
a NGO, Grammangal in Pune. The researcher interviewed a coordinator,
Tilak, K. (August 12, 2012).
From the interview it was found that the
curriculum designed was based on the MI theory. Various activities based on

MI are conducted. Activities like writing poems, slide shows, project making,
music, drawing, study of biology outdoors (Smrutivan), etc, are taken for the
students. Parents and experts from various fields also teach according to their
fields of expertise. Every year, the school organizes an exhibition to showcase
the works of the students and to motivate and encourage them. Because of
this, the students strive for a better performance and excellence and the
teaching learning process becomes enjoyable.
2.10 COMPARISON BETWEEN RELATED RESEARCH

AND PRESENT RESEARCH
When the researcher reviewed other researches having the different methods
of teaching history as their subject, she found that methods like CAI,
cooperative learning, inductive- deductive method, dramatization, self learning
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material etc, were used. All the methods were effective in increasing the
achievements of the students.
When the researcher studied previously mentioned related literature she
observed that MI based approach was used for different subjects like History,
Science, Environmental science, mathematics, English etc. The programme
was implemented for different standards.
When the researcher compared the related researches and present research she
found some similarities in objectives, research design, sampling, tools for data
collection and statistical techniques. An important objective of some related
researches was the preparation of MI based lesson plans and study of its
effectiveness on the achievement of students. This objective is the same for
present study. The research designs used in the researches were single group
pretest posttest design, pretest posttest equivalent group design and pretest
posttest non equivalent group design. In the present research Pretest Posttest
Non Equivalent Group Design was used. Samples used in previously
conducted researches showed varied range. In the present research incidental
sample comprising of two intact classrooms of 6th grade students from the
same school was chosen. Tools used for data collection in the related
researches and present research were mainly achievement test. In most of the
related researches,t test was used. In the present research along witht test
researcher also used ANCOVA. When researcher studied these researches she
found that in very few researches opinionnaire was used. The researcher found
two researches that studied the retention of the students.
The researcher found four researches on the use of MI based teaching method
in history or social studies in which the research design, sample, variable
studied and the level was different than the present study. Out of four, two
researches (Beam, K, 2000; Kale, P, 2007) were quite similar to the present
research. In both the researches comparison between Traditional method and
MI- based teaching method was done which is similar to the present study. In
the present research and in the research conducted by Kale, P., Quasi
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experimental design was used, where as; in the research conducted by Beam,
K. True experimental design was used. In both the researches achievement
test was used to collect the data andt test was used for the analysis. Various
activities related to MI were used in both the researches. The findings of the
study (Beam, K) show that no significant difference was seen in the
achievement of experimental group and control group, whereas; the present
study and the study done by Kale, P. shows that, there was a significant
increase in the achievement scores of the experimental group as compared to
the control group. In the present research, along with the academic
achievement, the researcher also studied the effectiveness of the programme in
terms of reactions of students, observations made during M.I. - based teaching,
and retention of the content.
2.11 SUMMARY
Study of related researches helped the researcher to know the previous work
carried out in the subject. The review of related researches helped the
researcher to understand that by using MI approach there is an increase in the
achievement of various subjects, enhancement in motivation, attitude,
confidence and retention towards the subject. MI approach has focused
attention on child centered education.
After reviewing these related researches it can be seen that several studies
have been done on MI. It was observed that most of the researches are carried
out abroad at the various levels and in the different subjects. Very few are
cited from India, and those are mainly from S.N.D.T. University, Postgraduate department of education. Only one research by Vevania, C. (2009) is
from Mumbai University. From the related researches, the concept of MI and
the use of MI approach in teaching learning were made clear. One of the
researches showed that the interest and achievement of the students in the
subject History increased due to MI based approach. Also in the other
researches of the various subjects which used MI based teaching method, an
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increase in motivation, attitude, vocabulary building, leadership, interest etc.

in the students were observed. When the MI based teaching methods were
compared with the traditional methods, it was noted that the students taught
through MI approach showed a definite improvement in achievement.
The review of related researches thus helped the researcher to understand the
various aspects of MI approach. Thus it is clear that MI approach has been
very effective. But in India not many researches are done in this field.
From the studied researches not a single research was found which was
exactly similar to the present research. The researcher therefore was able to
decide the direction and proper line of action for her own research. Avoiding
repetition of work, the researcher could carry out more quality work to
develop a material in history for VI std. students. With this background the
research plan was developed by the researcher which is presented in the next
chapter.
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CHAPTER II: REVIEW OF RELATED LITERATURE

2.3 IMPORTANCE OF RELATED LITERATURE

CHAPTER II: REVIEW OF RELATED LITERATURE

2.4 SOURCES OF INFORMATION

CHAPTER II: REVIEW OF RELATED LITERATURE

publications in which individual researches report the results of their findings

The researches related to the use of MI in teaching of History

The researches based on MI based approach.

CHAPTER II: REVIEW OF RELATED LITERATURE

CHAPTER II: REVIEW OF RELATED LITERATURE

2.5 THE RESEARCHES RELATED TO THE USE OF MI IN

through the use of

CHAPTER II: REVIEW OF RELATED LITERATURE

Kale, P. (2007) carried out a research on, A comparative study of the

CHAPTER II: REVIEW OF RELATED LITERATURE

Beam, K (2000) conducted a research on, A comparison of the theory of

CHAPTER II: REVIEW OF RELATED LITERATURE

2.6 RESEARCHES RELATED TO THE USE OF VARIOUS

CHAPTER II: REVIEW OF RELATED LITERATURE

TABLE NO 2.2 RESEARCHES ON HISTORY

Title of the study

A study of the effect of

organizer and Vol II

Advance organizer and

Inquiry training models

studies to class VIII

Inductive and Unpublished

A study of the effects

of the Inductive and

CHAPTER II: REVIEW OF RELATED LITERATURE

discussion method and

correlation of the study

Self learning Unpublished

one unit of the subject

correlation between the

brain based learning???

and the achievement in

Self learning Unpublished

one unit of the subject

history for students of

CHAPTER II: REVIEW OF RELATED LITERATURE

discussion method and

Self learning Unpublished

one unit of the subject

and study its

Study the effectiveness

a unit of History of std.

Use of audio Unpublished

the effectiveness of the

use of audio visual aids

and traditional method

CHAPTER II: REVIEW OF RELATED LITERATURE

Effect of project and

with Different Ability

Inquiry training model

CHAPTER II: REVIEW OF RELATED LITERATURE

CHAPTER II: REVIEW OF RELATED LITERATURE

Bhujbal, A. (2009), Dixit, J. (2010). studied the effectiveness of CAI programme on

CHAPTER II: REVIEW OF RELATED LITERATURE

Mohsin, Q. B. (2011) carried out a research entitled, Effect of project and

CHAPTER II: REVIEW OF RELATED LITERATURE

CHAPTER II: REVIEW OF RELATED LITERATURE

Masters Action Use of MI activities and

co-operative learning for