Samenvatting

The aim of this thesis is to establish whether or not Howard Gardner’s Multiple Intelligence Theory can be used as an effective tool to increase pupils’ marks for grammar and vocabulary. This research was carried out at Trevianum SG in Sittard, a havo-vwo-gymnasium school, where I am currently rounding off my graduation traineeship. In my classes, there are remarkable differences in motivation and language proficiency in English for each pupil.

In the theoretical part of this research paper, the multiple intelligences theory and the criticism to the theory are discussed. Additionally, some tips on introducing the intelligences to a lesson are set out. In order to establish whether or not the multiple intelligences theory is an effective tool to increase pupils’ marks, I present a set of lesson materials used in a four-week period based on the most common intelligence type. According to Howard Gardner, who coined the theory in 1983, people have at least seven different intelligences, which develop separately. My hypothesis is that the use of at least one activity based on the most common intelligence type in a classroom will benefit the pupils’ marks for grammar and vocabulary. I will compare the results of the class that has received adapted instruction and the class who received regular instruction for those four weeks.

The practical part of my research consists of a set of adapted lesson materials based on the most common intelligence type: bodily-kinaesthetic. The results of the research show that the class who received adapted instruction scored remarkably higher on their written test than the class who received regular instruction. Furthermore, the class who received adapted instruction seemed to be more motivated and they were more satisfied with their mark and the previous lessons. Although a more extensive and elaborate research is needed to validate the results further, I think that I can deduce from my results that the Multiple Intelligences theory is a useful tool in increasing pupils’ marks and motivation in the English-speaking classroom.