Using Differentiation Instruction and Multiple Intelligences to Motivate Students

Date of Award

Spring 5-14-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Aaron Peterson


Differentiation, Multiple Intelligences, Zone of Proximal Development, Differentiation by Process, Differentiation by Interest, Differentiation by Product


The purpose of this study was to determine if differentiated instruction and multi-intelligences theory could increase students' motivation and achievement in the classroom. The study took place at a small, rural school in Northwest Minnesota. Student motivation is crucial for student success. Eighth-grade students filled out student interest surveys to find interests and possible learning topics. Students took a multiple-intelligence quiz to consider their preferred method of learning. Eighth-grade students read an appropriate Lexile scored work to read and answer standard-based questions to be scored with a rubric. This rubric was used to compare students' scores on lessons based on lessons differentiated by readiness or process, interest, and learning products. Over the course of eight weeks, students were surveyed on their effort, motivation, and attitude. The intended benefit of the study is to increase student motivation, confidence, and skills students need to be successful.

Abstract only: No full text available.