LANGUAGE IN INDIA

Relationship between Multiple Intelligence Categories
and Learning Styles of Students in Pakistan

Khush Bakht Hina
Muhammad Ajmal,Ph.D.
Fazalur Rahman
Nabi Bux Jumani, Ph.D.

Abstract

The study designed to build on foundations laid down by other investigators particularly Gardner (1993), Linda & Campbell (1999), Chen, Krechevsky & Viens (1998). This was co relational in nature, and used survey format. The study conducted in six girls' secondary schools of Islamabad. 354 students of grade X participated in the study. The modified version of multiple intelligence assessment scale and modified Version of VAK learning styles inventory used as instrument. The finding revealed that different learners have different type of intelligence learning styles. The study did not found any relationship between learning styles and multiple intelligence.

The results showed that mostly students have auditory and kinesthetic learning style and it has relationship with multiple intelligence categories. The study recommended that curriculum may be designed keeping in view students' intelligence categories and learning styles.

Key words: Multiple intelligence; learning styles; VAK learning inventory; multiple intelligence inventory

Introduction

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposed eight different intelligences to account for a broader range of human potential in children and adults (Armstrong, 2009).

In Pakistani context, schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. However, the theory of multiple intelligence says that we should also place equal attention on individuals who show contributions in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.

Unfortunately, many children who have these contributions don't receive much support for them in school. Many of these kids, in fact, end up being labeled underachievers, when their unique ways of thinking and learning aren't addressed by a heavily linguistic or logical-mathematical classroom.

The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more.

Theoretical Framework of Multiple Intelligences

Multiple Intelligence are tools for learning and problem solving Creating opportunities for all students, by enriching the classroom through multiple techniques and assessment forms, develops students and brings out their strengths. Gardner (1993, 1998) uses eight different criteria to judge whether candidate ability can be counted as intelligence. The criteria consist of each of the following:

a. Potential isolation by brain damage.
b. Existence of savants, prodigies, and other exceptional individuals.
c. An identifiable core set of operations-basic kind of information-processing operations or mechanisms that deal with one specific kind of input.
d. A distinctive developmental history, along with a definite set of "end-state" performances.
e. An evolutionary history and evolutionary plausibility.
f. Support from experimental and psychological tasks.
g. Support form psychometric findings.
h. Susceptibility to encoding from a symbol system.

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