See below

¶ … individuals, professional or lay, have an almost intuitive idea of what constitutes that which we call intelligence. Broadly defined intelligence is an individual's total ability to solve problems. The more complex the problem the more it is thought that the individual possess a higher level of intelligence. Unfortunately, however, most definitions do not differentiate intelligence as a general ability or one of several independent systems. That is to say, is intelligence a resource of the brain, a particular characteristic of learned behavior, or a finely tuned set of skills and content knowledge (Shulsky, 1998).

Measurement of any human quality is difficult and measuring intelligence is no different. Although there are many ways in which to measure intelligence most methods fall within two traditions; namely, psychophysical (sensory discrimination) (Galton, 1869; Bynum, 2002) and that of Binet (imagery, attention, comprehension, judgment, and imagination) the most influential tradition of measuring intelligence. According to Binet the manner in which intelligence is measured is through a series of questions that assess accumulative knowledge or cognitive content (Eysenck, H.J. & Eysenck, M.W. 1985). On the other hand arguing that reason, intelligence, logic, knowledge are not synonymous Howard Gardner (1983) proposed a new view of intelligence that is rapidly being incorporated into school curricula; and according to Garner we all acknowledge learning as a holistic experience that formulates itself into multiple intelligences. Howard Gardner's theory opposes traditional methods that view intelligences as unitary, and perceives intelligence to contain eight domains. In his theory of Multiple Intelligences, Gardner expanded the concept of intelligence to also include eight areas: logical-mathematical, spatial, bodily-kinesthetic, spatial, musical, interpersonal, intrapersonal, and naturalistic components.

Research Need

Research investigative endeavors, whether clinical trial based, descriptive, historical, or experimental, must portray a sense of commitment, enthusiasm, and purpose on behalf of the investigator. Any research, quantitative or qualitative, has as its sole purpose the advancement of content knowledge with respect to a chosen idea, statistic, phenomenon, or event (Kerlinger, 1964). As such research must command investigative accuracy, logic and rational thinking, as well as academic support and vision (Ohlson, 1998). To this end the proposed research investigative endeavor will focus on one particular scientific field wherein information needed to advance the understanding of science is replete but not associative, namely, to determine the relationship between multiple intelligences with respect to language acquisition (reading, spelling, grammar and phonics) as well as determine the effect of multiple intelligences on language recognition

Research Question. The present investigation will attempt to bring to light the issue of Multiple Intelligences and language acquisition providing sufficient interpretative data to answer the following research questions:

To what extent is there a statistically significant relationship between Multiple Intelligences and language acquisition (reading spelling, grammar and phonics) of first grade students as measured by the ____ (insert the name of your measurement instrument here)?

To what extent does there exist a statistically significant difference in the four components (reading, spelling, grammar and phonics) of language acquisition enhancement of first grade students as a result of multiple intelligence teaching programs as measured by the ____ (insert the name of your measurement instrument here)?

To what extent will there exist statistically significant differences between traditional teaching programs and multiple intelligence teaching programs with respect to language acquisition of first grade students as measured by the ____ (insert the name of your measurement instrument here)?

To what extent are there statistically significant differences in language acquisition of first grade students by way of multiple intelligence teaching vs. traditional teaching with respect to a teacher's level of experience, gender, and educational level as measured by the ____ (insert the name of your measurement instrument here)?

For the purposes of convenience and expediency the independent variables of the research investigation are designated according to the following symbols:

Gender (male-female)

Age (insert 3 age levels you want to use)

Education: Bachelors-Masters

Experience (1-5 years, 2-10 years, 11+ yeas)

MIT = Multiple Intelligence Teaching

TT = Traditional Teaching

In addition to the above referenced independent variables the dependent variables are identified as follows:

LR = Language Acquisition Reading

LS = Language Acquisition Spelling

LG = Language Acquisition Grammar

LP = Language Acquisition Phonics

In addition to the above referenced dependent variables the nested variable is identified as the first grader's gender.

Testable Null Hypotheses. As the present study was designed to explore the effects on, and relationship between, multiple intelligence teaching stratagems and language acquisition of first graders, the following null hypotheses were formulated:

Main Effect and Relationship:

There exists no statistically significant relationship at the ?

There exists no statistically significant relationship at the ?

There exists no statistically significant relationship at the ?

There exists no statistically significant difference at the ?

There exists no statistically significant difference at the ?

There exists no statistically significant difference at the ?

Second Level Effects and Relationships:

There exists no statistically significant relationship between multiple intelligence teaching and reading language acquisition of first graders at the ?

There exists no statistically significant relationship between multiple intelligence teaching and spelling language acquisition of first graders at the ?

There exists no statistically significant relationship between multiple intelligence teaching and grammar language acquisition of first graders at the ?

There exists no statistically significant relationship between multiple intelligence teaching and phonics language acquisition of first graders at the ?

There exists no statistically significant difference between multiple intelligence teaching and reading language acquisition of first graders at the ?

There exists no statistically significant relationship between multiple intelligence teaching and reading language acquisition of first graders at the ?

Third Level Effects:

There exists no statistically significant difference between multiple intelligence teaching and traditional teaching for reading language acquisition of first graders at the ?

There exists no statistically significant difference between multiple intelligence teaching and traditional teaching for spelling language acquisition of first graders at the ?

There exists no statistically significant difference between multiple intelligence teaching and traditional teaching for grammar language acquisition of first graders at the ?

There exists no statistically significant difference between multiple intelligence teaching and traditional teaching for phonics language acquisition of first graders at the ?

There exists no statistically significant difference between multiple intelligence teaching and traditional teaching for reading language acquisition of first graders at the ?

There exists no statistically significant difference between multiple intelligence teaching and traditional teaching for spelling language acquisition of first graders at the ?

There exists no statistically significant difference between multiple intelligence teaching and traditional teaching for grammar language acquisition of first graders at the ?