Multiple Intelligence Theory
Multiple Intelligence
Learning is an essential process in the development cycle of a human being. It helps people acquire the necessary knowledge and skills essential for them to achieve their goals and objectives. Learning is the means by which people use to improve the existing knowledge and skills and acquire new ones. It helps bring together the environmental and personal experiences to acquire new and modify the existing knowledge, attitudes, behaviors, and beliefs. Different learning theories help one understand how the learning process takes place. For instance, the multiple intelligence theory differentiates human intelligence into eight modalities.
Description of the Theory
The multiple intelligence theory affirms that learners have eight different intelligences and not a single intelligence. The theory acknowledges that all people have eight intelligence; however, one of them is always more pronounced than the others (Şener & Çokçalışkan 126–127). The theory was established by Gardner in the early 1980s, which offers an alternative explanation to intelligence different from the existing traditional explanations. Although the initial number was eight, one extra was added to make up nine, and they include verbal, logical, visual, musical, bodily, interpersonal, intrapersonal, naturalistic, and existential intelligence. There are also six learning styles: visual, auditory, tactile, kinesthetic, individual, and group learners.
According to Ayesha (20–21), the theory of multiple intelligence challenges the traditional models of IQ theory which asserts linguistic and logical-mathematical abilities as the only sources of intelligence. Multiple intelligence theory acknowledges that people have different intelligences, and individuals should not be judged based on a single intelligence. This is because one intelligence such as musical might be dominant in one person compared to others who exhibit kinesthetic dominancy. The theory also acknowledges that intelligence is not a style, and different intelligences can work together in an individual at the same time. Therefore, there is a need for educators to celebrate and recognize the differences emanating from learners.
How Multiple Intelligence Theory Impacts Learning
According to Shearer, teachers for over 35 years have agreed with the multiple intelligence theory recommendations that students exhibit different cognitive profiles, even among those who have the same IQ (Shearer 1–2). Teachers have desired to customize the learning instructions and curriculums to suit the different needs and abilities of the students based on the various multiple intelligences. There has been opposition from public policymakers against applying the theory in academic programs. Shearer notes that a misguided opinion asserts that the theory is against the establishment of academic skills such as math and reading, which are more pronounced in the IQ theory. Identifying students’ learning styles and multiple intelligences is essential for the students and teachers (Shearer 2).
Exploring the dominant intelligence among students enables the teachers to identify their personal strengths and weaknesses, thus, facilitating the development of effective strategies to enhance the learning process. The awareness of the parents on their children’s multiple intelligence is significant in improving the learning process. Research has established that parents who are aware of their children multiple intelligence and respective learning styles make learning among the children enjoyable and meaningful (Sener & Çokçalışkan 128). As a result, the learning outcome is positive for the children. The theory helps teachers, parents, and students understand their strengths and weaknesses, thus, improving the learning experience.
Multiple Intelligences theory has a broad application in all areas of education. MI theory may be utilized effectively in the teaching process to construct instructional techniques and instruction. Moreover, MI-based education is more than simply a replacement for traditional education; it also serves as a key organizational tool for improving the present educational system. As a result, MI is seen as a critical aspect in assisting teachers to be particular when building instructional designs and to readily identify students’ talents, interests, and unique needs. Teachers will also be more adaptable in their planning and development of instructional practices.
Furthermore, the study emphasized some of the benefits of MI theory in teaching, such as individualizing student learning, developing effective teaching methodologies and subject matter, and improving student performance and information acquisition. The fundamental purpose of adopting multiple intelligence theory in teaching is to make subject matter teaching and delivery more adaptable. This can also aid students by offering the option for them to discover their dominant learning style, which helps them accomplish their learning goals (Sahito, et al 2680).
Finally, recognizing students’ different bits of intelligence is one method to tailor education so that it takes into account the students’ unique traits. As a result of a student-centered teaching style, this method can give instructors excellent teaching experiences and a sense of meaningfulness, even passion. Most significantly, the strategy instills in pupils a good self-image of themselves as learners as well as an optimistic, self-appreciative outlook on their future (Sahito et al 2680).
We can see the theory of Multiple intelligences in Goodnough study provides educators with a common sense framework for making pedagogical judgments in science that may facilitate personalized learning. Several solid teaching approaches are formalized by Multiple Intelligences theory, which reflects a conceptual approach to science teaching and learning with the ability to support proactive, student-centered learning as well as recognizing each individual’s distinct cognitive profile (Goodnough 188). Science is much more likely to be individualized for kids if they are given diversity and choice in how they study, the opportunity to work with other students, and regular feedback on how and what they are learning. Pupils who participate in scientific studies and acquire positive attitudes toward science are more likely to achieve high levels of scientific literacy.
The instructor is an essential component in developing a unique and personalized scientific program for students. Teachers must be given the chance and assistance to reflect on their existing methods in light of the aims of science teaching and learning. MI theory’s framework allows educators to assess their teaching strategies as well as their assumptions about student capacity. MI theory helps instructors to critically analyze the many learning pathways. Science learning should include more than just verbal-linguistic and logical-mathematical intelligence; instructors should use all modes of knowing (or all of the multiple intelligences) to make science more engaging, relevant, and individualized for all students.
Application of the Multiple Intelligences Theory in Businesses
The challenge for companies is to use what we know about the human mind to enhance human potential. For businesses, this includes organizing in-services and training for staff in the many ways that people learn. It may also imply work assignments or allow employees to select tasks depending on their preferred ways of intelligence. Most importantly for the development of human potential, it entails organizing the organization in such a way that individual abilities and contributions are valued. As a result, the human potential in our enterprises and organizations will not remain dormant (Weller 6).
Research Methods and their Appropriateness
The identified articles used different methods to establish a conclusion to the research problem. Shearer utilized a mixed-method review to assess over 500 neuro-scientific reports that investigated general intelligence and multiple intelligence and how they are integrated based on unique neural and common systems (Shearer 1). Further, Sener and Çokçalışkan (2018) utilized quantitative research design using data collected from state schools students (Sener & Çokçalışkan 128). The Perceptual Learning-Style Preference Questionnaire (PLSPQ) and the Multiple Intelligence Inventory were used to collect students’ data to investigate multiple intelligence and learning styles among students. Besides, Ayesha developed a theoretical framework by analyzing the literature to assess two research questions. The design established whether online education can facilitate multiple intelligence and whether multiple intelligences’ learning styles can be facilitated and explored using advanced forms of learning analytics in an online setting (Ayesha 23).
The quantitative research design aimed to construct a statistical model that explains what the researcher observed. The approach is effective given that it allows the researchers to collect a large volume of data with ease. The questionnaires were used to collect information from the students and aided quick analysis and interpretation of the collected data. Quantitative research design promotes the generalization of the research findings to a large population. The review of the literature employed by the two articles offered the researchers critical theories around the covered topics. When the articles are selected systematically based on the pre-established criteria, the approach reduces biases and increases the chances of replicating the study.
In accordance with based on the samples and study methodologies, several recommendations have been made. The current study is qualitative; thus, it cannot be generalized in all respects. The qualitative findings will allow other research methodologies to undertake more studies to generalize the findings. Also, because the population of this study includes university instructors, further research should be undertaken in the future among teachers of various educational levels. Yet, this study contributed to the debate of a seldom-examined viewpoint. Teacher educators have a critical role in determining how potential teachers develop their teaching methods, which emphases they pick, and which components they feel are significant in their teaching (Sahito et al 2680).
The case study by Goodnough details the experiences of David, a middle school/high school science teacher, as he used the framework of MI theory to reach all of his ninth-grade science pupils. In embracing the idea, he investigated his own teaching strengths and shortcomings, assessed his attitudes about science teaching and learning, and made significant modifications to his teaching approach (Goodnough 188). David was still using the MI theory framework in his scientific curriculum design and instruction a year after the study was concluded.
MI theory is not presented as a panacea for addressing the numerous issues that instructors confront in scientific teaching and learning. Rather, it is being given as one tool to help instructors achieve the aim of scientific literacy for all pupils.
Strengths and Limitations of Multiple Intelligence Theory
The multiple intelligence theory asserts that while people can be strong in a specific area, they tend to have varied strengths in other intelligence. Therefore, it is correct to assume that people have intelligences that are more dominant than others. The strength of the theory is that it goes hand in hand with the scholastic performance used to rate students’ abilities. Also, the theory has been used in various situations to identify areas students require help based on the strength and weakness analysis. However, there are criticisms associated with the theory; the theory is too broad, and the different intelligences simply represent talents. Also, according to Shearer (2018), there is a lack of experimental evidence of its validity, given the lack of tests to measure the eight intelligences identified to the theory (Shearer 6).
Summary and Conclusion
Learning is an important process that necessitates the acquisition of skills and knowledge. Different theories such as learning styles and multiple intelligence explain how individuals learn and the differences that arise during the learning process. Multiple intelligence theory asserts that people have eight different intelligences, which includes include verbal, logical, visual, musical, bodily, interpersonal, intrapersonal, naturalistic, and existential intelligence. The theory highlights the need for teachers to focus on the learning variations exhibited by the students before reflecting on adjusting the existing mode of instruction. The model helps teachers understand the strengths and weaknesses of the learners; therefore, it helps in designing appropriate teaching practices. However, there are criticisms associated with the theory. The opponents emphasize that the theory is too broad, and there is no empirical evidence of its validity.
Work Cited
Goodnough, Karen. “Multiple intelligences theory: A framework for personalizing science curricula.” School Science and Mathematics, vol. 101, no. 4, 2001, pp. 180–193. ProQuest, https://www.proquest.com/scholarly-journals/multiple-intelligences-theory-framwork/docview/195204124/se-2.
“8 Intelligences — Theory of Multiple Intelligences Explained — Dr. Howard Gardner.” Youtube.Com, uploaded by Practical Psychology, 2 Apr. 2016, www.youtube.com/watch?v=s2EdujrM0vA.
Joshi , Rupendra. Thehimalayantimes.com, 24 Sept. 2018, https://thehimalayantimes.com/opinion/multiple-intelligences-making-teaching-effective. Accessed 11 Apr. 2023.
PERVEEN, Ayesha. “Facilitating Multiple Intelligences through Multimodal Learning Analytics.” Turkish Online Journal of Distance Education, vol. 19, no. 1, 2018, pp. 18–30., https://doi.org/10.17718/tojde.382655. Accessed 10 Apr. 2023.
Sahito, Zafarullah, Syeda S. Shah, and Satu Uusiautti. “Exploration Of Teacher Educators’ Intelligence Through the Inventory Of Multiple Intelligences Theory: An Attempt To Identify The Teaching Style For Better Learning Support.” Webology, vol. 19, no. 3, 2022, pp. 2666–2686. ProQuest, https://www.proquest.com/scholarly-journals/exploration-teacher-educators-intelligence/docview/2692267169/se-2.
Şener, Sabriye, and Ayten Çokçalışkan. “An Investigation between Multiple Intelligences and Learning Styles.” Journal of Education and Training Studies, vol. 6, no. 2, 2018, p. 125., https://doi.org/10.11114/jets.v6i2.2643.
Shearer, Branton. “Multiple Intelligences in Teaching and Education: Lessons Learned from Neuroscience.” Journal of Intelligence vol. 6,3 38. 31 Aug. 2018, doi:10.3390/jintelligence6030038.
Weller, L. D. “Application of the multiple intelligences theory in quality organizations.” Team Performance Management, vol. 5, no. 4, 1999, pp. 136. ProQuest, https://www.proquest.com/scholarly-journals/application-multiple-intelligences-theory-quality/docview/217094810/se-2, doi:https://doi.org/10.1108/13527599910283493.
