scholarly journals MULTIPLE INTELLIGENCES OF UNDERACHIEVERS AND OVERACHIEVERS IN SECONDARY SCHOOL ENGLISH

2021 ◽  
pp. 41-44
Author(s):  
Heera, K. S. ◽  
Arjunan, N. K
Keyword(s):  
Secondary School ◽  
Multiple Intelligences ◽  
Secondary School Students ◽  
School Students ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Inferential Analysis ◽  
Based Instruction ◽  
Ninth Grade Students ◽  
Larger Sample

Underachievement as a phenomenon among school students exists in all subjects,but it is more pronounced in English, especially among students whose medium of learning is vernacular.The multiple intelligences-based instruction has been suggested as a remedy for overcoming the achievement discrepancy in English among EFL learners.This requires understanding the multiple intelligences of underachievers in English in comparison with their overachieving counterparts. The study aims to compare underachievers and overachievers in English with respect to their multiple intelligences.The participants of the study consisted of 85 underachievers and 77 overachievers in English, separated statistically by employing regression method from a larger sample of 447 ninth grade students of Kerala. Data were collected by administering Multiple Intelligences Scale for Secondary School Students,developed by the investigator. Inferential analysis by employing independent sample t-test revealed that underachievers and overachievers in English differed significantly in their Verbal-linguistic intelligence, Visual-spatial intelligence, Intrapersonal intelligence, Interpersonal intelligence and Naturalistic intelligence. The overachievers excel the underachievers in all the five components of multiple intelligences.The underachievers and overachievers in English were found almost alike in their Logical-mathematical intelligence, Bodily-kinesthetic intelligence, Musical intelligence, Existential intelligence and Moral-ethical intelligence.

scholarly journals Effect of Family Variables on Multiple Intelligences of Secondary School Students of Gujarat State

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. Sanjay Kumar M. Gupta
Keyword(s):  
Secondary School ◽  
Multiple Intelligences ◽  
Secondary School Students ◽  
School Students ◽  
Gujarat State ◽  
The Family ◽  
The World ◽  
Individual Potential ◽  
The Individual ◽  
Family Variables

There are billions of people in the world, but it is impossible to find two people identical because God doesn’t repeat His creation. It means everybody is inborn different. But, our education system is such that treats everybody in more or less same way which hampers the development of a child negatively and his or her contribution as well. Hence, researcher has conducted this study entitled “Effect of Family Variables on Multiple Intelligences of Secondary School Students of Gujarat State” to study the individual potential of children in terms of their intelligences and the effect of family related variables on their intelligences. It was found that some of the family and environment related variables affect the intelligences of learner positively and some do not have any effect as given.

Effectiveness Of Visual Spatial Intelligence Based Instructional Materials To Enhance The Achievements Of The Secondary School Students

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 2262-2268
Author(s):  
R.UDHAYA MOHAN BABU ◽  
Dr. G.KALAIYARASAN
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Cognitive Processing ◽  
Spatial Information ◽  
Instructional Materials ◽  
Spatial Thinking ◽  
School Students ◽  
Spatial Intelligence ◽  
Visual Spatial

Spatial intelligence is one of researcher Howard Gardner's nine multiple intelligences.The Spatial thinking is powerful and pervasive, underpinning everyday life, work, and science.They are skilled at using their ability to visualize and their spatial judgment to complete tasks and projects that include design, judgment, and creativity. Kosslyn (1978) distinguished four stages in the cognitive processing of spatial information. The investigators employed the experimental method for the present investigation. 40 high school students were taken from Government Higher Secondary School through Simple Random sampling technique.A questionnaire contains 50 items of “achievement” for high school students. Spatial thinking can be taught that learning to think spatially must take place within domain contexts.

The Effect of Three Instructional Elements on Achievement in Computer-Based Mathematics Instruction of Senior Secondary School Students in Nigeria

2018 ◽  
Vol 4 (1) ◽  
pp. 164-172
Author(s):  
Tayo Omoniyi ◽  
Gisanrin Gbenga
Keyword(s):  
Secondary School ◽  
Mathematics Instruction ◽  
Secondary School Students ◽  
Compact Disc ◽  
School Students ◽  
Senior Secondary School ◽  
Full Version ◽  
Computer Based ◽  
Based Instruction ◽  
Senior Secondary

This study investigated the effect of three instructional elements on achievement in computer-based mathematics instruction. The subjects were senior secondary school students who used four versions of computer-based instruction developed on compact disc to learn about the volume of solid shapes. The four versions of the programme were (1) a full version that had the three instructional elements (2) a version without objectives (3) a version without practice (4) a version without examples. The results indicated that the full package, which included objectives, practice and examples, had a significant effect on students’ achievement in the computer-based mathematics instruction. Furthermore, of the three elements, practice, had the most effect on the learners’ achievement. Implications of the findings on development of computer-based instructions are also discussed.

scholarly journals Improving the Visual-Spatial Intelligence snd Results of Learning of Juniour High School Students’ with Multiple Intelligences-Based Students Worksheet Learning on Lens Materials

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
A. Gani ◽  
R. Safitri ◽  
M. Mahyana
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Multiple Intelligences ◽  
Sampling Technique ◽  
Average Score ◽  
School Students ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Significant Difference ◽  
Quasi Experimental

<p>This research is done for the development of students’ worksheet (LKPD) about multiple intelligences-based lens materials for improving the students’ visual-spatial intelligence and results of learning of SMP N 2 Banda Aceh. This research uses a quasi-experimental design with pretest and posttest group. The sampling was done by purposive sampling technique. The data collection was conducted with pretest and posttest for visual-spatial intelligence and learning outcomes. The questionnaire was used to determine the response of students after using students’ worksheet based on multiple bits of intelligence. The results of normality and homogenity test show that the data was homogen and normally distributed. Therefore, the average difference test against the N-gain visual-spatial intelligence and learning outcomes between the two classes used t test and obtained a significant difference in learning outcomes between the two classes. The average score of the N-gain visual-spatial intelligence and learning outcomes for both classes was in the middle category, where the experimental class is 0.65 (65%), while for class gained control is 0.46 (46%). Learners gave a positive response to the use of multiple intelligences-based students’ worksheet dealing with lens materials that can enhance their visual-spatial intelligence and learning outcomes.</p>

Effects of content-based instruction (CBI) on EFL secondary school learners’ writing

2021 ◽  
Author(s):  
Noriko Suzuki
Keyword(s):  
Power Generation ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Functional Changes ◽  
Functional Aspects ◽  
Based Instruction ◽  
General Topic ◽  
The Impact

Abstract To investigate the impact of meaning-focused content-based instruction (CBI) and language-focused non-CBI, both dealing with compare/contrast language, this study compared Japanese secondary school students’ compare/contrast writing on two topics (i.e., a power generation topic aligned to the CBI and a new topic) in pre-and post-tests. Their writing was analyzed in terms of complexity, accuracy, fluency, and functional adequacy. The results show that the CBI group improved both linguistic and functional aspects of the power generation topic, as well as two functional aspects of the new topic. In contrast, the non-CBI group showed two linguistic changes in the power generation topic, and three linguistic and two functional changes in the general topic writing. Therefore, CBI may not only serve to improve linguistic and functional aspects on the same topic writing but also might draw writers’ attention to functional aspects in a new topic.

Sign in / Sign up

Export Citation Format

Share Document