Program Evaluation of Jacob's Pillows Curriculum in Motion (JP-CIM) Program Residency: The Effects of Utilizing a Kinesthetic Instructional Program & Students Perceived Multiple Intelligence Strengths on Academic Motivation, Academic Self-Efficacy, & Executive Functioning
Skoning (2010) stated that special and general education teachers are challenged to effectively meet the academic needs of their students. No matter how frequently class materials are read, discussed, and reviewed, some students do not understand the information or remember it when asked to recall information later. Literature has shown that there is a connection between kinesthetic movement, executive functioning and academic achievement. Brain based learning and multiple intelligence theories depict how individuals take in, retain and learn information. Theorist postulate that academic motivation combined with academic self-efficacy can improve academic achievement. (Caine & Caine, 1991; Campbell & Campbell, 1999). The researcher conducted a quasi-experimental study that aimed to investigate the effects of the Jacob's Pillow Curriculum in Motion Program (a kinesthetic/dance movement program) on the academic motivation, academic self-efficacy, and executive functioning of high school students. Furthermore, this study explored how students self-identified multiple intelligence abilities impacted the relationship between JP-CIM and the outcome variables. The participants in the study were 86 students who attended a public high school in Berkshire County Massachusetts. The intervention group consisted of 37 students and the control group consisted of 49 students. Quantitative results indicated that although there were some changes in the student scores on the outcome variables from time 1 to time 2, the two groups did not differ significantly. Results also revealed that there was no significant difference on the outcome variables of the students who had perceived high and perceived low kinesthetic intelligence. Although there were no statistically significant findings, further examination of the results revealed general trends and patterns of scores amongst the participants. Patterns of scores indicated that the JP-CIM student participant's scores on self-esteem, self-regulation, and emotional control, increased more than their counterparts. Trends also revealed that students with perceived low kinesthetic strength portrayed an overall pattern of improvement on all three of the variables compared to the students with perceived high kinesthetic strength. The results are considered in regard to the current knowledge and research of kinesthetic/dance programs and perceived multiple intelligence strengths, on student learning, as well as, their social-emotional and executive functioning skills. Limitations and future directions are discussed.
White, Keisha C, "Program Evaluation of Jacob's Pillows Curriculum in Motion (JP-CIM) Program Residency: The Effects of Utilizing a Kinesthetic Instructional Program & Students Perceived Multiple Intelligence Strengths on Academic Motivation, Academic Self-Efficacy, & Executive Functioning" (2014). ETD Collection for Pace University. AAI3581433.
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