Are Students of Secondary Schools of Seven Districts Different on Their Self-Estimates of Multiple Intelligences? A Case Study of Southern Districts of Khyber Pakhtunkhwa

Abstract

Self-assessment of intelligence is a personal belief of ability, which is counted for an important portion of success in life. With 905 students of secondary schools of seven districts of Khyber Pakhtunkhwa, a survey study was conducted in order to find out students’ self-estimates and the differences of self-estimates on multiple intelligences. Data were collected from the subjects through a valid and reliable inventory. For a selection of the sample, a stratified, random, and proportion allocation technique was used; tests of between-subject effects, analysis of variance, and post hoc were applied as an inferential statistical test. The result of the study revealed that students of Lakki Marwat estimated their logical/mathematical, intrapersonal, verbal/linguistic, and visual/spatial intelligence to be higher than those of the students in the other districts. Students of Bannu rated their musical intelligences higher than that of the students of other districts. Students of Hango estimated their bodily/kinesthetic intelligence higher than that of the students of other districts. Students of Kohat estimated their existential intelligence higher than that of the students of other districts. Researchers suggested that schools should give such an environment of learning to the students where all the intelligences can be focused and promoted.

A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education

“…Multiple studies have provided evidence of MI theory’s semantic effectiveness in inspiring differentiated teaching and learning in the classroom (e.g., Modirkhamene and Azhiri, 2012 ; Milić and Simeunović, 2017 ; Koçak Altundağ, 2018 ; Ghaznavi et al, 2021 ; Shahzada et al, 2021 ). Semantic effectiveness here means that MI theory’s use of the word intelligences seemed to be interpreted as nearly synonymous or at least overlapping with preferences; therefore, its conceptual framing interfaced readily with learning styles theory.…”

“…The issue, again, seems to be predicated on the semantics of MI theory in its use of the word intelligences. Other studies have emphasized contextual interpretation with statistical data analysis involving in-service teachers or preservice teachers to provide evidence of MI theory’s qualitative effectiveness in the multiple-subject curriculum of elementary school to secondary school science and mathematics (e.g., Baş and Beyhan, 2010 ; Modirkhamene and Azhiri, 2012 ; Milić and Simeunović, 2017 ; Koçak Altundağ, 2018 ; Ghaznavi et al, 2021 ; Shahzada et al, 2021 ). These case studies further support the efficacy of MI theory in classroom practice.…”

Learning Model Gawi Sabumi Based on Local Wisdom to Improve Student’s High Order Thinking Skills and Multiple Intelligence on Elementary School

“…In the Work Together step, students will be directed to negotiate with friends in groups ( Another intelligence that is improved in this study is musical. Musical intelligence is the ability to perceive, distinguish, change, and express musical forms (Fadilloh et al, 2021;Hilyana & Khotimah, 2021;Shahzada et al, 2021). Musical intelligence is the ability to develop, express, and enjoy forms of music and sound, such as sensitivity to rhythm, melody, and notation, playing musical instruments, singing and composing songs, music, and songs (Feng et al, 2021;Yavich & Rotnitsky, 2020).…”

The Relationship of Extracurricular Activities with Students' Character Education and Influencing Factors: A Systematic Literature Review

“…Therefore, schools need to help develop these talents because, in the future, the child may be successful with his abilities. In other words, schools must provide a learning environment in which all intelligence can be focused and promoted, both academic and non-academic (Shahzada et al, 2021). This is reinforced by the results of Behtoui's research (2019), which explains that there is a positive and significant relationship between participation in certain types of activities such as sports, culture, and religion.…”