A Comparative Analysis of Multiple Intelligence Theory with Relationship to Gender and Grade Level in Selected Schools in Ghana

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Autor/in	Oteng, Ellen N.
Titel	A Comparative Analysis of Multiple Intelligence Theory with Relationship to Gender and Grade Level in Selected Schools in Ghana
Quelle	(2012), (232 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Mid-America Baptist Theological Seminary
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-0947-3
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Multiple Intelligences; Private Schools; Public Schools; Pictorial Stimuli; Foreign Countries; Gender Differences; Age Differences; Instructional Program Divisions; Cognitive Style; Measures (Individuals); Definitions; Educational Research; Correlation; Scores; Language of Instruction; Teaching Methods; Curriculum Development; Elementary School Students; Secondary School Students; Ghana + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Intelligenz (Psy); Private school; Privatschule; Public school; Öffentliche Schule; Fantasieanregung; Ausland; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Cognitive styles; Kognitiver Stil; Messdaten; Begriffsbestimmung; Bildungsforschung; Pädagogische Forschung; Korrelation; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sekundarschüler
Abstract	This dissertation examined the relationships between Howard Gardner's Multiple Intelligence Theory and students' gender, age, grade level, and enrollment into a public or private school. The research determined students' dominant intelligences and investigated whether students' intelligences may be influenced by demographic variables such as gender, age, grade level (upper primary--P4, P5, and P6 and junior high school--JHS1, 2, and 3), and enrollment into a public or private school. The data for this study were collected from 400 participants aged 7 to 22 years in selected private and public schools accredited by the Ghana Education Service (GES). The instrument used to collect data was the Teele Inventory for Multiple Intelligences (TIMI), which was developed in 1992. This inventory is a forced-choice pictorial that contains 56 numbered pictures of panda bears representing characteristics of each of the seven intelligences and provides students 28 opportunities to make their selection of two choices. The different intelligences are matched with one another, and students have eight different times they can select each of the seven intelligences. Students are asked to select one of the two choices that they feel is the most like them. TIMI is specifically designed to examine the dominant intelligences of students from kindergarten through the twelfth grade and acts as an indicator as to whether students in different grade levels possess different intelligences or otherwise. Chapter 1 begins with the research concerns of the study, with definitions, and analysis of intelligences, stating the research purpose, questions, and assumptions. Chapter 2 follows with an evaluation of the precedent literature on intelligences through an educational point of view. Chapter 3 presents the methodological design, research instrument, and data collection. Chapter 4 explains the protocol of data compilations and findings. Chapter 5 presents a summary of the findings of the research. The research findings demonstrated that of the seven intelligences, students' overall dominant intelligences were linguistic, interpersonal, and logical mathematics. Moreover, there were significant relationships between grade and intelligence for students in public schools. Post-hoc tests showed that students from grade 5 in public schools tended to have lower average intelligence scores than students from grades 6, 8, and 9. On the other hand, demographic variables of gender, age, and enrollment into private school showed no significant relationship to intelligences. The goal of the study was to help students and teachers identify and understand students' dominant intelligences in order to tailor the medium of instruction and assessment through these intelligences. Hopefully, this study will assist curriculum developers, educators, and teachers in planning for revised curriculum development and teaching methodologies by re-evaluating the process of instruction and assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10