Integration of multiple intelligences theory by form four ESL secondary school teachers in Malaysia

The Multiple Intelligences theory is stipulated in the Curriculum Specification of the New Integrated Secondary School Curriculum as it advocates personalized learning because it takes into consideration the varying human intelligences and all the combinations of intelligences. Hence, by having lessons that catered to the students’ differing combinations and levels of intelligences, teachers will be able to reach individual students and help them hone their dominant intelligences and at the same time strengthen the weaker intelligences. The purpose of the study was to explore and describe the integration of the Multiple Intelligences theory by Form Four ESL Secondary School teachers. The study was guided by three research questions: (1) Is the Multiple Intelligences theory reflected in the teachers’ English as a Second Language lessons? (2) What are the most frequently used intelligences in the English as a Second Language classroom? (3) What are the challenges of integrating the Multiple Intelligences theory in the English as a Second Language classroom? Three Form Four ESL teachers were purposefully selected to participate in this study. The participants were trained secondary school teachers teaching in a day school in Cameron Highlands, Pahang. The study employed a qualitative methodology and the data were collected through a Multiple Intelligences Checklist, interviews and classroom observations to obtain the teachers’ perceptions, experiences and practices related to the study. 5 principles derived from the literature review were used as a guide to explore the integration of the Multiple Intelligences theory in these teachers’ classrooms. They were (1) recognizing the multiple intelligences in teachers and students, (2) integrating multiple intelligences in the lesson, (3) providing opportunities to use multiple intelligences, (4) assessments that enable students to use their multiple intelligences to portray their understanding of the lesson instead of the paper-and-pencil test, (5) encourage apprenticeship to enable students to master a valued skill gradually under the tutelage of a professional. The study revealed that (1) two of the teachers recognized their students’ multiple intelligences aptly, (2) students’ multiple intelligences were engaged especially during the set-induction but the verbal-linguistic and logical-mathematical intelligences were dominantly used during the while and post-learning stage as the teachers were bound to the text book, (3) only one teacher provided her students opportunities to use their multiple intelligences for student projects, (4) drama was used as a multiple intelligences assessment by one teacher, and (5) all three teachers used apprenticeship to enhance their students’ multiple intelligences. Based on these findings, recommendations for the integration of the Multiple Intelligences theory and further studies are provided

Application of Multiple Intelligence Theory to an E-Learning Technology Acceptance Model

With the speed of doing business on the rise, employees must learn to adapt to new technologies and improved performance expectations without losing productivity or time on task. Students looking to enter the workforce must understand that education does not end with graduation rather the expectation is that everyone will be life long learners. To meet the challenge, education providers are looking for alternative ways to bring education to the student and enhance the learning experience. With e-learning, students enjoy flexible scheduling, businesses can realize improvements in workforce skills while reducing education expenditures (i.e. improved Return On Investment, ROI) and education providers extend their campuses at minimal cost. E-learning is fast becoming a preferred method of delivering quality education any time, any where. Educators, however, have mixed feelings on the subject. Many have embraced the new technology and report positive results. Others question the effectiveness of e-learning, pointing to the high dropout rate in e-learning courses and bias in the literature supporting e-learning. The cautious are concerned about rushing in on uncertain ground. They recall the advent of television and the unmet promises of that technology with respect to education. The purpose of this study is to develop an e-learning adoption model that is firmly founded in education research (especially with respect to learning) coupled with what is understood about the diffusion and acceptance of (information) technology. The goal of developing such a model is to identify and pair crucial learning characteristics of students with the acceptance of the technology used to deliver educational content electronically so as to foster mastery learning. Students can use the results of this study to help decide whether or not to enroll in an e-learning course or what additional strategies they may need to employ so as to maximize the experience. Businesses may benefit from an understanding of how to match the needs of thei

Application of Multiple Intelligence Theory to an E-Learning Technology Acceptance Model

With the speed of doing business on the rise, employees must learn to adapt to new technologies and improved performance expectations without losing productivity or time on task. Students looking to enter the workforce must understand that education does not end with graduation rather the expectation is that everyone will be life long learners. To meet the challenge, education providers are looking for alternative ways to bring education to the student and enhance the learning experience. With e-learning, students enjoy flexible scheduling, businesses can realize improvements in workforce skills while reducing education expenditures (i.e. improved Return On Investment, ROI) and education providers extend their campuses at minimal cost. E-learning is fast becoming a preferred method of delivering quality education any time, any where. Educators, however, have mixed feelings on the subject. Many have embraced the new technology and report positive results. Others question the effectiveness of e-learning, pointing to the high dropout rate in e-learning courses and bias in the literature supporting e-learning. The cautious are concerned about rushing in on uncertain ground. They recall the advent of television and the unmet promises of that technology with respect to education. The purpose of this study is to develop an e-learning adoption model that is firmly founded in education research (especially with respect to learning) coupled with what is understood about the diffusion and acceptance of (information) technology. The goal of developing such a model is to identify and pair crucial learning characteristics of students with the acceptance of the technology used to deliver educational content electronically so as to foster mastery learning. Students can use the results of this study to help decide whether or not to enroll in an e-learning course or what additional strategies they may need to employ so as to maximize the experience. Businesses may benefit from an understanding of how to match the needs of thei

Effective design of e-learning application incorporating multiple intelligences

Electronic learning (e-learning) is currently a common concept, and this is due to an attempt by many educational sectors to develop structures and systems that are more adaptable and responsive to changes. The real effectiveness of e-learning applications lies in the recognition by the educator and the learner that all people have learning strengths and weaknesses. Within the field of computer science in general and education in particular, there is not much emphasis on the importance of developing an effective electronic learning application that caters for all types of people. Therefore, there is a need to develop an electronic learning application that is not complicated and difficult to use but at the same time considering the various types of learners. This study reviews design strategies for an e-learning application in smart schools and discusses the two main perspectives on the education sector, that is, the focus on generative teaching or learning without incorporating Multiple Intelligences (MI) and the focus on teaching/learning based on Multiple Intelligences where various approaches of learners are considered. Students from selected smart schools in Malaysia participated in Multiple Intelligence assessment based on Dr. Howard Gardner's theory of Multiple Intelligences for determining basic intelligence. Students were also surveyed on their attitude towards electronic learning. Finally, correlation coefficients were computed to match online design of activities with their competencies and characteristics according to their intelligences. The findings of the survey indicate that students with visual/spatial and interpersonal intelligences use and benefit more from online learning and prefer them to traditional instructional strategies techniques when compared with students whose intelligences are verbal/linguistic, logical/mathematical, bodily kinesthetic and intrapersonal. Furthermore, the findings show that some online activities appear to be generic across all applications. The purpose of this study is to determine the success factors in using the Internet for the propagating of learning in Malaysian schools. A secondary purpose is to evaluate the appropriateness and effectiveness of using the online materials and activities prepared in accordance with Multiple Intelligences to enhance the process of teaching and learning at the secondary school level. These issues will form the basis of developing a set of criteria for the integration of the teaching/learning vision, measurement of goals, internal/external data collection, inventiveness and proactive implementation. Educational providers should not plan activities based solely upon popularity. Learning activities are likely to be most effective when the perceived preferred learning mode is combined with a variety of other activities associated with the learning style of an individual based on Multiple Intelligences. The incorporation of Multiple Intelligences in electronic learning strategies provides a degree of flexibility in the way students can undertake their learning and provide a collaborative and interactive environment