MULTIPLE INTELLIGENCE OF HIGHER SECONDARY SCHOOL STUDENTS

Teacher Education

The present investigation aims to explore the Multiple Intelligence of higher secondary school students. Using the random sampling technique, 149 samples were drawn from one government institution, one self-financing and one aided school. The normative survey method was used in this investigation. Finding out the higher secondary school students Multiple Intelligence is the aim of this study. This study employed the Multiple Intelligence Scale (1999) constructed and standardized by Gardner. This 32-item scale has eight dimensions: Linguistic Intelligence, Logical-Mathematical Intelligence, Musical Intelligence, Spatial Intelligence, Bodily-Kinesthetic Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence and Naturalistic Intelligence. Each component has a 5-point rating system with reliability score of 0.76 and a validity score of 0.87. Descriptive, deferential, correlational, and regression analyses were carried out using SPSSIBM19. The Higher Secondary School Students Multiple Intelligence are High (85-112). There is a positive significant correlation between the Intelligence and School type, Age, Medium of Instruction and Family Type of Higher secondary school children. The prediction model contained two of the ten predictors and was reached in two steps with 8 variables removed. The model was statistically significant, F(2, 145)= 19.841 , p < .001, and accounted for approximately 21% of the variance of Multiple intelligence (R2=0.215 Adjusted R2= 0.204). Multiple intelligence is primarily predicted by School type and Fathers Qualification. The School type and Fathers Qualification uniquely accounted for approximately 45% and 7% of the Multiple intelligence. Inspection of the structure coefficient suggests that, the School type and Fathers Qualification were relatively strong indicators of Multiple intelligence of Higher secondary school children. The dominant factor model was statistically significant, F(8, 140)= 921.927, p < .001, and accounted for approximately 100% of the variance of Multiple intelligence (R2=0.091 Adjusted R2= 0.079). The Logical-Mathematical Intelligence and Musical Intelligence, Bodily-Kinesthetic Intelligence, Spatial Intelligence, Linguistic Intelligence, Interpersonal Intelligence, Naturalistic Intelligence and Intrapersonal Intelligence. Uniquely accounted for approximately 25%, 21%, 21%,28% and 22% of the Multiple intelligence. Inspection of the structure coefficient suggests that, the Logical-Mathematical Intelligence and Musical Intelligence were relatively strong dominant Multiple intelligence Factor of the Higher secondary school children.

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