Multiple intelligence among secondary school learners in Kenya
Abstract
This study sort to explore IQ among secondary school students as a result of new
approaches that require learners to do critical thinking. problem solving and to be
innovative. It was also in regards to IQ and its relationship to academic performance.
The study adopted a de criptive research design. The target population of the study
comprises the third year students in secondary schools in airobi County giving a
total of about 1:WOO students. 20 students per school from the eight sampled schools
were used for the study. giving a sample of 160 students. The instrument used to
collect data was a standardized IQ test extracted from Howard Gardner's work on
multiple intelligence. It also used the 2012 and 2013 end year school exam scores
records obtained from the school administration.
Data was analyzed using quantirativ e statistics. The level of the learners intelligence
was determined. their areas of interests was also established as well as the correlation
coefficient between intclligence and academic performance. All these were presented
using tables and graphs with the aid of SPSS. The results show that majority of those
who took the test have average IQ rating (85-115) meaning they have IQ abilities that
are normal. lhere was none with high mental capability or genius (145-159). Of the
Gifted (130-1-+-t). only 1-+ out of total of 110 students tested. This means that IQ
attributes is lacking among students thus impeding on desired influence on education
performance.
Of interest. in exploring the types of IQ. girls display more interpersonal (32%) and
linguistics at (18%). while boys exhibit more or body- kinesrhetic (29%) and logicalmathematical
activities (18%). Both genders score low on visual spatial.
This shows that learners in general, in secondary schools in Kenya do not have what
is necessary to carryout and perform learning task. especially
Collective talent •
Ability to solve problems and develop new knowledge
Ability to reason from concepts and solve problems using unfamiliar
information.
The challenge for education is the fact that current learning perspective does require
orientation towards learners having IQ skills. Recommendation is for educators to
address this need and to explore IQ determinants further.
Citation
Masters degree in Education (Measurements and Evaluation)Publisher
University of Nairobi
Collections
- Faculty of Education (FEd) [5964]