A Study of Multiple Intelligence Abilities of 8

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w w w . o i i r j . o r g I m p a c t F a c t o r 1 . 9 5 8 Page 68

A Study of Multiple Intelligence Abilities of 8

^th

Class Students in Relation to Academic Performance and Other Variables

aM. Ravindranad, ^bB. Raveendra Naik

aAcademic Consultant, Department of Education, Sri Venkateswara University,

Tirupati, Andhra Pradesh, India

bPost Doctoral Fellow, ICSSR, Dept. of Population Studies and Social Work, Sri Venkateswara University, Tirupati, Andhra Pradesh. India

Intelligence is often considered how well you score on tests or what your grades are in the school. In the 1900’s French psychologist Alfred Binet tried to come up with some kind of measure that would predict the success or failure of children in the primary grades of schools. The result was the forerunner of the standard IQ test we use today. This gave us a dimension of mental ability by which we could compare everyone. In the 1980’s, Harvard University psychologist, Howard Gardner had a pluralistic view of the mind and recognized the many discrete facts of cognition.

Gardner denies intelligences as the ability to solve problems or to fashion products that are valued in one or more cultural settings (Gardner) he acknowledged that people have different cognitive strengths as well as different cognitive styles.

Gardner bases his view in a part on findings from sciences that were nonexistent in Binet’s time. The first cognitive out of this came Gardner’s theory of multiple intelligence”.

KEYWORDS: Multiple Intelligence, Gender, Locality, Medium of the study INTRODUCTION

Gardner has identified eight intelligence, these areas in a culture are valued as having the ability to solve a problem or create a product in a particular way. The intelligence is like talents and gifts in that there are many combinations possible.

Intelligence can also be strengthened and how readily the improvement occurs depends upon the biology of the person’s brain and the teacher that the culture gave the person.

GARDNER’S INTELLIGENCE ARE (A) Linguistic:

The ability to use language to describe events, to build trust and report, to develop logical arguments and use rhetoric, or to be expressive and metaphoric.

Possible vocations that use linguistic intelligence includes journalism, administrator, contractor, salesperson, clergy, counselors, lawyers, professor, philosopher, play writer, poet advertising, copy writer and novelist.

(B) Logical – Mathematical:

The ability to use numbers to compute and describe, to use mathematical concepts to make conjectures, to apply mathematics in personal daily life, to apply mathematics to data and construct arguments to be sensitive to the patterns,, symmetry, logic and aesthetics of mathematics, and to solve problems in design and

Abstract

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w w w . o i i r j . o r g I m p a c t F a c t o r 1 . 9 5 8 Page 69 modeling. Possible vocations that use the logical mathematicians intelligence include accountant, book keeper, statistician, trade persons, homemaker, computer programmer, scientist, composer, engineer, inventor or designer.

(C) Musical:

The ability to understand and develop musical technique, to respond emotionally to music and to work together to use music, to meet the needs of others to interpret musical forms and ideas, and to create imaginative and expressive performances and compositions. Possible vocations that use the musical intelligence include technician, music teacher, instrument maker, choral, band, and orchestral performer or conductor, music critic, music collector, composer, conductor and individual or small group performer.

(D) Visual – Spatial:

The ability to perceive and represent the visual-spatial world accurately, to arrange colour line, shape form and space to meet the needs of others, to interpret and graphically represent visual or spatial ideas, to transform visual spatial ideas to imaginative and expressive creations. Possible vocations that use spatial intelligence include illustrator, artist, guide photographer, interior decorator, painter, clothing designer, weaver, builder, architect, art critic, inventor, or cinematographer.

(E) Bodily – Kinesthetic:

The ability to use the body and tools to take effective action or to construct or repair, to build rapport to console and persuade, and to support others, to plan strategically or to critique the actions of the body, to appreciate the aesthetics of the body and use those values to create new forms of expression. Possible vocations that use the bodily- kinesthetic intelligence include mechanic, trainer, contractor, crafts person, tool and dye maker, coach, counselor, salesperson, sports analyst, professional athlete, dance critic, sculptor, choreographer, actor, dancer or puppeteer.

(F) Interpersonal:

The ability to organize people and communicate clearly what needs to be done, to use empathy to help others and to solve problems, to discriminate and interpret among different kinds of interpersonal clues, and to influence administrator, manager, politician, social worker, doctor, nurse, therapist, teacher, sociologist, psychologist, psychotherapist, consultant, charismatic leader, politician and evangelist.

(G) Intrapersonal:

The ability to access one’s own strength, weakness, talents and interests and use them to set goals, to understand oneself to be or service to others, to form and develop concepts and theories based on an examination of oneself, and to reflect on one’s inner moods, intuitions, and temperament and to use them to create or express a personal view. Possible vocations that use the intrapersonal intelligence include planner, small business owner, psychologist, artist, religious leader and writer.

SCOPE OF THE STUDY

The main intention of the study is to find the relation of multiple intelligence of 8^th class students with Gender, Locality, Medium of the study, District and Academic performance.

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w w w . o i i r j . o r g I m p a c t F a c t o r 1 . 9 5 8 Page 70 OBJECTIVE OF THE STUDY

To study the influence of Gender, Locality, Medium of the study, District and Academic performance on the multiple intelligence of 8^th class students.

RESULTS AND DISCUSSION 1. Gender

The relationship of multiple intelligence of 8^th class students with their gender is studied in the present investigation. On the basis of gender, the 8^th class students are divided into two groups. The boys form with the Group – I and Group – II forms with the girls. The multiple intelligence of 8^th class students of the two groups were analyzed accordingly. The multiple intelligence of 8^th class students for the two groups were tested for significance by employing ‘t’ - test. The following hypothesis is framed.

HYPOTHESIS – 1

There would be no significant impact of ‘gender’ on the multiple intelligence of 8^th class students.

The above hypothesis is tested by employing‘t’ - test. The results are presented in the following table.

Influence of gender on the multiple intelligence

S. No. Variable

Mean values SD values

‘t’ – value Boys Girls Boys Girls

1. Linguistic 3.51 3.26 0.65 0.83 3.423 **

2. Logical mathematical 3.21 3.19 0.88 0.86 0.230 @ 3. Visual – Spatial 2.28 2.40 0.86 0.65 1.516 @ 4. Bodily Kinesthetic 2.89 2.85 0.90 0.89 0.445 @

5. Musical 2.95 2.73 1.00 1.09 2.049 *

6. Inter personal 2.21 2.26 0.82 0.76 0.506 @

7. Intra personal 2.84 2.93 1.07 0.90 0.914 @

8. Naturalist 2.89 2.88 0.97 1.00 0.101 @

9. Multiple Intelligence 22.85 22.44 4.27 3.93 1.00 @

** Indicates significant at 0.01 level * Indicates significant at 0.05 level @ Indicates not significant at 0.05 level N1 = 200, N2 = 200, df = 1,398

It is found from the shows above table that the computed value of ‘t’ (3.423) is greater than the critical value of ‘t’ (2.59) for 1 and 398 df at 0.01 level of significance. Hence the Hypothesis – 1 is rejected at 0.01 level. Therefore it is concluded that the gender has significant influence on the linguistic of 8^th class students.

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w w w . o i i r j . o r g I m p a c t F a c t o r 1 . 9 5 8 Page 71 It is found from the above table that the computed value of ‘t’ (2.049) is greater than the critical value of ‘t’ (1.97) for 1 and 398 df at 0.05 level of significance. Hence the Hypothesis – 1 is rejected at 0.05 level. Therefore it is concluded that the gender has significant influence on the music of 8^th class students.

2. LOCALITY

The relationship of multiple intelligence of 8^th class students with their locality is studied in the present investigation. On the basis of locality, the 8^th class students are divided into two groups. The urban form with the Group – I and Group – II forms with the rural. The multiple intelligence of 8^th class students of the two groups were analyzed accordingly. The multiple intelligence of 8^th class students for the two groups were tested for significance by employing ‘t’ - test. The following hypothesis is framed.

HYPOTHESIS – 2

There would be no significant impact of ‘locality’ on the multiple intelligence of 8^th class students.

The above hypothesis is tested by employing‘t’ - test. The results are presented in the below table.

Influence of locality on the multiple intelligence S. No. Variable

‘t’ – value Urban Rural Urban Rural

1. Linguistic 3.41 3.36 0.67 0.83 0.728 @

2. Logical mathematical 2.95 3.46 0.93 0.72 6.149 **

3. Visual – Spatial 2.19 2.48 0.80 0.69 3.953 **

4. Bodily Kinesthetic 2.64 3.11 0.92 0.81 5.417 **

5. Musical 2.72 2.96 0.91 1.17 2.242 *

6. Inter personal 2.25 2.22 0.73 0.85 0.380 @

7. Intra personal 2.76 3.02 0.92 1.03 2.661 **

8. Naturalist 2.86 2.92 0.82 1.13 0.609 @

9. Multiple Intelligence 21.73 23.57 3.54 4.41 4.599**

** Indicates significant at 0.01 level * Indicates significant at 0.05 level

@ Indicates not significant at 0.05 level N1 = 200, N2 =200, df

= 1,398

It is found from the shows above table that the computed values of ‘t’ for logical mathematical, visual spatial bodily kinesthetic, intra personal and multiple intelligence are greater than the critical value of ‘t’ (2.59) for 1 and 398 df at 0.01 level of significance. Hence the Hypothesis – 2 is rejected at 0.01 level. Therefore it is concluded that the locality has significant influence on the logical mathematical,

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w w w . o i i r j . o r g I m p a c t F a c t o r 1 . 9 5 8 Page 72 visual spatial bodily kinesthetic, intra personal and multiple intelligence of 8^th class students.

It is found from the above table that the computed value of ‘t’ for musical is greater than the critical value of ‘t’ (1.97) for 1 and 398 df at 0.05 level of significance. Hence the Hypothesis – 2 is rejected at 0.05 level. Therefore it is concluded that the locality has significant influence on the musical of 8^th class students.

It is clear from the above Table that the computed values of ‘t’ for linguistic, inter personal and naturalist are less than table value of ‘t’ (1.97) for 1 and 398 df at 0.05 level. Hence Hypothesis – 2 is accepted. It is concluded that the locality do not have significant influence on the linguistic, inter personal and naturalist of 8^th class students.

3. Medium of the study

The relationship of multiple intelligence of 8^th class students with their medium of the study is studied in the present investigation. On the basis of medium of the study, the 8^th class students are divided into two groups. The English medium form with the Group – I and Group – II forms with the Telugu medium. The multiple intelligence of 8^th class students of the two groups were analyzed accordingly. The multiple intelligence of 8^th class students for the two groups were tested for significance by employing ‘t’ - test. The following hypothesis is framed.

Hypothesis – 3

There would be no significant impact of ‘medium of the study’ on the multiple intelligence of 8^th class students.

The above hypothesis is tested by employing ‘t’ - test. The results are presented in the following table.

Influence of medium of the study on the multiple intelligence S.

No. Variable

‘t’ – value English Telugu English Telugu

1. Linguistic 3.56 3.21 0.65 0.82 4.689

**

2. Logical mathematical 3.27 3.15 0.86 0.87 1.386

**

3. Visual – Spatial 2.14 2.54 0.80 0.66 5.524**

4. Bodily Kinesthetic 2.73 3.01 0.84 0.94 3.038

**

5. Musical 2.89 2.80 0.99 1.11 0.902 @

6. Inter personal 2.21 2.26 0.81 0.77 0.506 @

7. Intra personal 2.69 3.08 1.07 0.85 3.928

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w w w . o i i r j . o r g I m p a c t F a c t o r 1 . 9 5 8 Page 73

**

8. Naturalist 2.93 2.84 0.98 0.99 1.016 @

** Indicates significant at 0.01 level @ Indicates not significant at 0.05 level

N₁ = 200 N₂=200 df = 1,398

It is found from the shows above table that the computed values of ‘t’ for linguistic, logical mathematical, visual spatial, bodily kinesthetic and intra personal are greater than the critical value of ‘t’ (2.59) for 1 and 398 df at 0.01 level of significance. Hence the Hypothesis – 3 is rejected at 0.01 level. Therefore it is concluded that the medium of the study has significant influence on the linguistic, logical mathematical, visual spatial, bodily kinesthetic and intra personal of 8^th class students.

There would be no significant impact of ‘district’ on the multiple intelligence of 8^th class students.

The above hypothesis is tested by employing ‘t’ - test. The results are presented in below table.

Influence of district on the multiple intelligence

‘t’ – value Chittoor Kadapa Chittoor Kadapa

1. Linguistic 3.50 3.27 0.67 0.82 3.148 **

2. Logical mathematical 3.55 2.87 0.70 0.89 8.152 **

3. Visual – Spatial 2.33 2.35 0.67 0.84 0.197 @

4. Bodily Kinesthetic 2.80 2.94 0.96 0.83 1.674 @

5. Musical 3.10 2.59 0.93 1.11 4.931 **

6. Inter personal 2.39 2.08 0.74 0.81 4.000 **

7. Intra personal 2.94 2.83 1.03 0.93 1.118 @

8. Naturalist 3.20 2.57 0.93 0.94 6.744 **

9. Multiple Intelligence 23.80 21.50 4.60 3.15 5.809 **

@ Indicates not significant at 0.05 level N₁ = 200 N₂=200 df = 1,398

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w w w . o i i r j . o r g I m p a c t F a c t o r 1 . 9 5 8 Page 74 It is found from the above table that the computed values of ‘t’ for linguistic, logical mathematical, musical, inter personal, naturalist and multiple intelligence are greater than the critical value of ‘t’ (2.59) for 1 and 398 df at 0.01 level of significance. Hence the Hypothesis – 4 is rejected at 0.01 level. Therefore it is concluded that the district has significant influence on the linguistic, logical mathematical, musical, inter personal, naturalist and multiple intelligence of 8^th class students.

It is clear from the shows the above table that the computed values of ‘t’ for visual spatial, bodily kinesthetic and intra personal are less than table value of ‘t’

(1.97) for 1 and 398 df at 0.05 level. Hence Hypothesis – 4 is accepted. It is concluded that the district do not have significant influence on the visual spatial, bodily kinesthetic and intra personal of 8^th class students.

ACADEMIC PERFORMANCE

The relationship of multiple intelligence of 8^th class students with their academic performance is studied in the present investigation. On the basis of academic performance, the 8^th class students are divided into two groups. The 40% – 70% marks form with the Group – I and Group – II forms with the 71% – 100%

marks. The multiple intelligence of 8^th class students of the two groups were analyzed accordingly. The multiple intelligence of 8^th class students for the two groups were tested for significance by employing ‘t’ - test. The following hypothesis is framed.

There would be no significant impact of ‘academic performance’ on the multiple intelligence of 8^th class students.

Influence of academic performance on the multiple intelligence

‘t’ – value 40 – 70 70 – 100 40 – 70 70 – 100

1. Linguistic 3.51 3.27 0.72 0.77 3.248 **

2. Logical mathematical 3.10 3.30 0.97 0.75 2.352 *

3. Visual – Spatial 2.31 2.36 0.81 0.72 0.582 @

4. Bodily Kinesthetic 3.30 2.73 0.82 0.94 3.353 **

5. Musical 2.84 2.85 1.15 0.96 0.131 @

6. Inter personal 2.22 2.25 0.83 0.75 0.401 @

7. Intra personal 2.97 2.81 1.01 0.95 1.805 @

8. Naturalist 2.98 2.80 0.95 1.01 1.562 @

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w w w . o i i r j . o r g I m p a c t F a c t o r 1 . 9 5 8 Page 75 @ Indicates not significant at 0.05 level N1 = 188, N2 =212, df

= 1,398

It is found from the above table that the computed values of ‘t’ for linguistic and bodily kinesthetic are greater than the critical value of ‘t’ (2.59) for 1 and 398 df at 0.01 level of significance. Hence the Hypothesis – 5 is rejected at 0.01 level.

Therefore it is concluded that the academic performance has significant influence on the linguistic, logical mathematical and bodily kinesthetic of 8^th class students.

It is clear from shows the above table that the computed values of ‘t’ for logical mathematical is greater than table value of ‘t’ (1.97) for 1 and 398 df at 0.05 level. Hence Hypothesis – 5 is rejected. It is concluded that the academic performance has significant influence on the logical mathematical of 8^th class students.

Findings

There is significant influence of gender, locality, medium of the study, district and academic performance on the multiple intelligence of 8^th class students.

Conclusions

Gender, locality, medium of the study, district and academic performance have significant influence on the multiple intelligence of 8^th class students.

EDUCATIONAL IMPLICATIONS

Every child has their innate intelligence which will be reflected in a multiple manner. That is why a few significant implications of the present study are expressed below.

1. The present study has shown that, there is significant difference in multiple intelligence of male and female students. The multiple intelligence tests in colleges not showed any gender difference.

2. Medium of the study is positively correlated with multiple intelligence.

Additional motivation may be provided to the English medium students for better reasoning of multiple intelligence.

3. Academic performance is positively correlated with multiple intelligence, special care and extra coaching may be provided to the 8^th class students, where the academic performance is moderately low.

4. The quality of the society is determine by the persons those who are having quality of intellectual and social values. The teachers are transmit the intellectual abilities among the individuals the same may be preserve, conserve and transmit for the future generation on these lines the curriculum and teaching learning process may be implemented in the schools.

5. The study on multiple intelligence abilities in children with its associated dimensions are considered to be the modest contribution, for children studying in different institutions in the state.

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Despande, S. (1986) Interactive Effects of Intelligence and Socio- economic Status of Students and Homework on the Achievement of Students, Department of Education, Kar. U.1986.

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