Developing multiple intelligence in the classroom

Abstract

This thesis was designed to assess students' dominant levels of multiple intelligences in Gardner's list of seven, following an analysis of their principal lines of development. The statistical study was completed in two parts. The first part included 20 teachers, and a comparative analysis was done on their scores on three tests (self-assessment, Gardner's inventory of multiple intelligences and Teele's (TIMI) inventory of multiple intelligences. The second part involved 495 students and was divided into two sections. The first section assessed the students' intelligence on individual grade level's from primary to grade twelve. The second section grouped the students' scores into grade levels (primary grades 0-2, lower grades 3-5, middle grades 6-8, and high school grades 9-12). A variety of tables and charts was used to show differences in the areas of gender, grade and sex/grade. The experiment in multiple intelligences showed some significant results in the areas of sex, grade, and sex/grade that would be useful for educators and curriculum developers in designing curriculum changes to meet the needs of all students.