Abstract
Problem statement: The practice of contemporary teaching methods that looked into student diversity had started to dominant most classrooms. In recent years, teachers had adopted a multiple intelligences approach in teaching to meet the needs of a wider range of students. Objective of the present study was to determine the Multiple Intelligence (MI) profile and teaching styles of primary and secondary school teachers. The study also focused on identification of the difference in teaching styles adopted between primary and secondary school teachers. Approach: This study involved 310 randomly selected primary and secondary teachers had applied a descriptive design in which questionnaires were used for the purpose of data collection. Correlation based techniques were used to determine the relationship as well as the magnitude among multiple intelligences. Results: Research findings showed that significant differences were present in five MI profile (spatial, naturalistic, logic/mathematics, interpersonal and musical) with t = 2.75, 2.55, 3.56, 3.05 and -2.32 respectively and three significant differences in the teaching strategies (naturalistic, musical and intrapersonal) with t = -2.58, -3.78 and 2.70 respectively between secondary and primary school teachers. Conclusion: It can be concluded that both primary and secondary teachers had utilized the theory of Multiple Intelligence (MI) in their teaching approaches in today’s classroom.
Highlights
Increasingly drawing the attention of educators due to their significance in influencing the quality of teaching
Throughout the years, several researchers had proposed by researchers in different studies, the examined the nature and scope of teaching styles adding to the set of literature and contributing to the advancement or growth in related fields (Fan and Ye, 2007)
The focus of this study is to identify the MI profile of Through multiple intelligence theory, teachers secondary and primary school teachers and to compare could focus on the strengths of students and their their teaching styles based on the Multiple Intelligence weaknesses and to help students to develop these theory proposed by Gardner (1999)
Summary
Increasingly drawing the attention of educators due to their significance in influencing the quality of teaching. Teachers struggle with finding ways to reach the diversity of individual learning styles and needs, teachers and educators had turned to the MI approach in teaching as a solution to teaching students with differences (Gouws, 2008; Klein, 2003; Reiff, 1997; Thompson and MacDougall, 2002) through eight varied pathways making MI a powerful tool that helps in achieving educational goals more effectively (and Hurry, 2000) This has led to the objective of the study style, (5) global style, (6) liberal style and (7) that is to examine the differences that exist between the conservative style. Implication of theory in education: Through the to consider the types of toys and playthings available and implementation of the Multiple Intelligence (MI) teaching approach in the classroom, teachers will indirectly decentralize the classroom, encouraging students to take a proactive role in their learning as well as transforming the teachers’ role function from director to facilitator. Teachers need to bear in mind that in teaching, in order to help students develop to their full potential, we need to employ the whole range of human capabilities to encourage and teach our students what they will need in order to become “all that they can be” in the world in which they live (Gibson and Govendo, 1999)
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