Relation of multiple intelligence with participation of the students of elementary level

Abstract

Conventionally, it is seen that in a class some students always participate more than the others. Some students face problems in class participation and discussions. Lack of participation can be a sign that the tasks are not allowing the students to using their intelligences. It affects their performance in the examination. The lack of implementation of proper intelligence considering the particular group of learners can be considered to be one of the most significant reasons behind their participation impairments. As, rarely, learners receive proper scope and opportunities of applying and developing their intelligences in the English language classroom (Hirsch, 1994, p. 11). The elementary level students are given textbooks, which gives opportunities to acquire linguistic intelligence through regular practice (Hirsch, 1994, p.12). However, other intelligences are left out since no examinations contain questions focusing on those (ibid). In order to widen their participation and gradually competence, identification and implementation of appropriate intelligences is significant. This thesis attempts to set the relation of intelligences with student participation. It mainly focused on the students of elementary level. The study could cover 90 students, who are from four different schools. At the beginning, the study presents a brief introduction to establish the aim, limitations and the research questions of the study, which are what is the most and least preferred intelligence of the students, do students involve in the tasks when it is based on their least preferred intelligence and is there any relationship between intelligence and participation. Studies and findings on the theory of multiple intelligences of Gardner (1983) are discussed to explain individual difference, background, outcome and benefits of multiple intelligences. It also illustrates the relationship between student progress with multiple intelligences and in the end, the description is narrowed down to the interpersonal intelligence in the form of group work and pair work to indentify and explain the participation impairments. After that, there is a discussion on the methodology that is employed to collect and analyze the empirical data of the study. Two sets of questionnaires had been used to conduct the surveys, according to Likert Scale. It is useful to measure latent constructs, which are generally thought of as unobservable individual characteristics, meaning that there is no concrete, objective measurement but cause variations in behavior. First questionnaire depicts the least and most preferred intelligence. Then the students had to do tasks on their least prefer intelligence, which is designed by the researcher. After completing the tasks through second questionnaire their level of participation had been measured. The results are explained with qualitative and quantitative analysis that shows the relation between these two. By addressing dissimilar activities in the classrooms, the study shows students’ demotivation in participation that helps the researcher to draw conclusions. It considers the implication of the research and provides suggestions to overcome the limitations, which were found during the research. For example, there are some left out intelligences specially, spatial, kinesthetic, musical, and interpersonal. They are becoming the marginal skills in Bangladeshi context, which should be focused in our education program so that students do not face problems to choose and shine in their carrier.