Abstract
In order to evaluate the effectiveness of Multiple Intelligences and brain-based learning on student learning and retention, a review of literature was conducted. Specifically, distributive practice will be investigated as an alternative method of delivering instructional material to students in the classroom. Distributive practice is a method where the teacher provides reinforcement, practice, and remediation to the students on a daily basis. Two rural northern New York high schools will participate in this study. The purpose of this study is to evaluate the effectiveness of distributive practice on student learning and retention. The rate of effectiveness will be evaluated based on the students’ achievement on the New York State Math A Regents exam.
