Multiple Intelligences Theory

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ABSTRACT

The purpose of this qualitative study was to examine and gain a clearer understanding of the concepts and issues related to Multiple Intelligence Theory. This study was based on the Multiple Intelligence (MI) theory of Howard Gardner. It examined the perceptions of adult language learners where instruction was grounded in MI. This was an important aspect of the study because it sought to explore the perceptions of adult foreign language learners where instruction was grounded in MI and to offer insight into the factors that affect language learning, specifically in the context of incorporating MI in foreign language learning. The literature review has identified several methods of implementing the multiple intelligences theory into digital literacy research. Gardner's (1983) theory of multiple intelligences argues that individualized instruction should be paired with individualized assessment. However, recent scholars have argued that a student's learning style can be used to improve and predict their digital literacy. The literature review has also critiqued several popular digital literacy assessment techniques. The findings of this study indicated that the eight multiple intelligence variables should not be used as an accurate predictor of pre-service education majors' level of digital literacy. The findings suggest that the participants' digital literacy skills vary greatly. However, the study did not demonstrate that the eight multiple intelligence variables were responsible for this variation. It is suggested that there is a need for more research in areas of educational digital literacy. Therefore, all the issues related to Multiple Intelligence Theory have been discussed in detail.

CHAPTER 01: INTRODUCTION

Background of the Study

The multiple intelligences theory emphasizes a form of education based on enhancing each individual's unique set of intelligences. Gardner asserts the human potential for developing at least seven intelligences. Decades after its inauguration, there have been many enhancements and adaptations of Gardner's MI theory. People vary considerably in their respective profiles of intelligence (i.e., each has different blends of intellectual strengths), in addition to having different interests and educational goals. Therefore, a uniform approach where everyone is taught and tested on the same thing at the same time in the same way would make little sense in light of Gardner's work. Rather, his theory of multiple intelligences draws attention to an array of instructional strategies that are sensitive to the multiple ways in which children can teach.

Problem Statement

Teachers, individually and collectively, ground classroom practice in beliefs, assumptions, and understandings of the purposes of schools, the ways in which people learn, and their sense through study and practice of effective instructional strategies. In many instances, the theories that influence classroom practice are complex and comprehensive, such as Howard Gardner's Theory of Multiple Intelligences (MI). Howard Gardner (1990) portrays human intelligence through a Theory of Multiple Intelligences (MI) and argues that schools that incorporate practices based on an understanding of the Theory of Multiple Intelligences could achieve the maximum potential for student learning. Much attention has been given to the ways in which teachers implement classroom ...