The Effects of Multi-Sensory Repetition on Students with Language Base Learning Differences in U.S. History Course

Abstract

The purpose of the study was to determine whether the use of multi-sensory repetition approach will have an impact on the academic achievement in the eleventh grade United States History II social studies class. The participants in the study included eighteen students that are diagnosed with language-based learning differences. The study was conducted on a unit covering the Spanish American War, using the first fifteen minutes of class to engage multi-sensory repetition approaches during a thirteen-day study. Participants were assessed using a pre-test/post-test design to compare the data before the intervention was administered and after the intervention was completed. The control group received standard drilling without a multi-sensory component. In addition to the pre and post test data, data were gathered on the percentage of absenteeism during the study. These data were then analyzed via the independent t test. Table 1 depicts the measures of central tendency. Table 2 depicts the independent t analysis. Thus, there was no impact that was statistically significant in terms of the intervention but there was a significant difference in absenteeism.