Relationship between Multiple Intelligence (MI) and Academic Achievement (AA) of School-going children

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Vijaya Lakshmi. G, et. al.


Howard Gardner’s proposal of Multiple Intelligence (MI) has shifted the paradigm and paved the way for personalized learning. Since then, the impact of Multiple Intelligence on the academic achievement of school-going children has gained importance. This is being explored by many in different ways. This study also attempts to explore the relationship between multiple intelligence and academic achievement of school-going children but the uniqueness was that the MI was associated with the academic performance in each of the major subjects that a child has in their curriculum. 3026 school going children aged 11-15 years were chosen as the sample. Multiple Intelligence Scale by Agarwal and Pal (2018) was used to assess the multiple intelligence of children based on nine types given by Howard Gardner. Apart from this, a self-formulated questionnaire was used to gather the general profile of the selected children. Their yearly academic report/mark cards were also procured to assess their Academic Achievement (AA). The socio-demographic factors, put together were found to be significant in impacting the multiple intelligence levels of the children. The mother’s education as a separate entity was found to be a very strong determinant of MI. Further, almost all MI contributes to academic achievement in Science, Mathematics and English.   However social science learning is predicted by three MIs and that of learning the regional language (Tamil), only spatial intelligence was associated.

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