Application of Multiple Intelligence Theory in the Assessment for Learning

Abstract

In this study, multiple intelligence theory was applied in the learning of chemistry at higher education level with the objective to assess how cognitive skills, in terms of understanding, remembering, applying and expanding knowledge, can be enhanced. In a class consisting of big group of students with diverse intelligences and preferred learning styles, it is often a challenge to educators to enhance students learning in an equally effective manner to reach the desired learning outcome. The effectiveness of teaching–learning process may be optimized if educators have knowledge on the multiple intelligence (MI) profiles of their students and apply appropriate strategies in their mode of instruction which may result in improved learning outcome. At the start of the study, students taking the organic chemistry course participated in the MI assessment based on Dr Howard Gardner’s theory of MI and were then surveyed via a questionnaire on their learning ability of the subject area. Thereafter, various strategies were used throughout the teaching of the course. The strategies included lecture, question-and-answer, problem-solving, video, collaborative, mind map, assignment presentation, individual work, e-learning and hands-on experimentation. At the end of the course, students were surveyed again in a second questionnaire to investigate responses on the learning outcomes. The trend of the MI profile of students from 2011 to 2015 was also investigated. Findings on the study indicated that application of MI theory enabled a more structured strategy that enhances students’ cognitive skills. The trend of MI profile showed a shift from intrapersonal dominance in the previous years 2011–2013 to interpersonal, kinaesthetic and naturalistic intelligences in current years 2014–2015.