The effects of differentiated instruction based on multiple intelligences with AP chemistry students

Abstract

This study investigated the utilization of differentiated instructional activities and lessons based on student' profile of multiple intelligences on understanding concepts, low-level achieving student understanding, delayed remembering, engagement of student and teacher perception. Students were grouped in homogeneous sets based on their highest intelligence for an introductory lesson and for subsequent lessons students worked collaboratively in integrated heterogeneous groups. The method of collection for data were assessments, concept interviews, student interviews, student surveys, student journal prompts, teacher journal, classroom observations by teacher and colleague, and teacher survey. The results were positive for the lower achieving group' understanding of concepts, engagement of the entire class, and teacher self-perception.