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 havin...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2015
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/64848/1/FPP%202015%2048%20UPMIR.pdf |
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| Summary: | 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. |
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