Date of Award


Document Type

Research Project

Degree Name

Master of Education (MEd)


Educational Leadership

First Advisor

Brian Cavanaugh


The purpose of this quasi-experimental study was to examine if teaching students their multiplication facts in a way that utilized their multiple intelligence strength would be a more effective way of teaching students their multiplication facts than having students learn their multiplication facts through rote memorization only. All four groups who received a teaching of multiplication facts intervention made gains in learning their multiplication facts. The three multiple intelligence groups did make more gains in learning more facts, than the one group who only learned their facts through rote memorization. However, the rote memorization group was able to give more facts automatically in the post assessment when compared with the other three multiple intelligence groups.



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