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Scholarly Research Journal for Interdisciplinary Studies, Online ISSN 2278-8808, SJIF 2018 = 6.371, www.srjis.com PEER REVIEWED & REFERRED JOURNAL, JULY-AUG, 2019, VOL- 7/52

A STUDY OF MULTIPLE INTELLIGENCE AMONG D.T.ED STUDENTS Mrs. Taksha Shambharkar Assistant Professor, Mahatma Gandhi Antarrashtriy Hindi Vishwavidyalay Wardha.(taksha100@gmail.com)

Abstract Present paper deals with the Multiple Intelligence introduced by Dr. Howard Gardner. Dr. Howard Gardner introduced the theory in frames of minds and suggested that each individual possesses at least seven such relatively independent mental abilities of intelligence. Teachers and educators must take advantages of this multiplicity of the student’s intelligence so that all students have a chance to learn and to demonstrate what they have learned not just those who happen to be gifted with words and numbers. In the present paper Researcher tried to find out that whether there is difference between Multiple Intelligence of girls and boys of D.T.Ed students as they are somewhat of same age and same intelligent level.

Scholarly Research Journal's is licensed Based on a work at www.srjis.com INTRODUCTION Today’s generation is very knowledgeable. The intelligence is varying from students to students. Now a days students intelligence level seems higher than the earlier generations. They are acquiring more knowledge due to the latest technologies available to them. Parents are also playing a major role towards the development of student’s intelligence. The way of thinking and learning style is becoming more higher than the teachers due to which the teachers are facing many problems as per the increase of their perception ability. Man come in this world with wise brain & a generous mind. Earlier I.Q. was considered to be very important & great value was given to such a knowledge of one’s I.Q. But the modern psychologist have extensively investigated the characteristic of children perception, thinking & concept formation at different ages. All the individuals differ in mental traits as much as they do in physical features. No two individuals are alike physically or mentally in the world. this difference is due to heredity as well as environmental influences. Genetically none of the individual possesses same characters in the world, even in twins. We can find that each one of the individual have different ways of thinking and working style. In the field of education the mental power of each student is different, but in school all are treated with same method. Those who are fast learners can manage in any Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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condition but some talents are pushed back and they became useless. If school teachers & educations makes little sense to treat everyone in one size fits all manner. Multiple intelligence is a very important theory in the field of education which provide ways for a variety of minds to gain and access knowledge. Nature and Characteristics of intelligence 1.Intelligence is a Hereditary Capacity 2.Envirnoment is important for proper Development of Intelligence. 3.Development of human intelligence is Completed by the age. 4.Yogic Exercise can Enhance Hereditary Intelligence 5.Gender causes no difference in Intelligence. 6.Intelligence is the aggregate of several abilities. 7.There is difference between Intelligence and Knowledge. WHAT IS MULTIPLE INTELLIGENCE Multiple intelligence theory says that all human beings possesses at least eight forms of intelligence. They are what make us human, cognitively speaking. But because of genetic variations and the accidents of experiences no two of us have the same blend or combination of intelligence. Teachers and educators must take advantages of this multiplicity of the student’s intelligence so that all students have a chance to learn and to demonstrate what they have learned not just those who happen to be gifted with words and numbers. The father of the multiple intelligence theory is Dr. Howard Gardener. According to him “formal schooling” neglects these multiple way of knowing. “Uniform schooling” is fair since everyone is being treated in the same way. But it is not school that has long privileged one or two forms of human intelligence and logic while ignoring the other powerful ways in which we can come to know the world. The theory of multiple intelligence challenges the traditional view of intelligence as a unitary capacity that can be adequately measured by I.Q. tests. Howard Gardner's Multiple Intelligences Theory Dr. Howard Gardner introduced the theory in frames of mind and suggested that each individual possesses at least seven such relatively independent mental abilities of intelligences or core operations are among the eight criteria he uses to evaluate one or another candidate’s intelligence. Howard Gardner of Harvard has identified seven distinct intelligences. Gardner says that these differences "challenge an educational system that

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assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. This simple grid diagram illustrates Howard Gardner's model of the seven Multiple Intelligences at a glance. intelligence type

capability and perception

Linguistic

words and language

Logical-Mathematical logic and numbers Musical

music, sound, rhythm

Bodily-Kinesthetic

body movement control

Spatial-Visual

images and space

Interpersonal

other people's feelings

Intrapersonal

self-awareness

1. Linguistic intelligence Linguistic intelligence is the ability to put words together to form grammatical sentences.. 2. Logical –mathematical intelligence Logical-mathematical intelligence encompasses mathematical calculations, logical thinking, problem-solving, deductive and inductive reasoning, and the discernment of patterns and relationships. 3. Musical intelligence A person with a well-developed musical intelligence most likely ,Listens and responds with interest to a variety of sounds including the human voice, environmental sounds, and music, and organizes such sounds into meaningful patterns. 4. Spatial intelligence Learns by seeing and observing. Recognizes faces, objects, shapes, colors, details, and scenes. Navigates self and objects effectively through space, as when moving one’s body through apertures, finding one’s way in a forest without a trail, moving a car through traffic, or paddling a canoe on a river. 5. Bodily kinesthetic intelligence. . Explores the environment and objects through touch and movement. Prefers to touch, handle, or manipulate what is to be learned. Develops coordination and a sense of timing.. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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6.Inter-personal intelligence. Bonds with parents and interacts with others, Forms and maintains social relationships, Recognizes and uses a variety of ways to relate to others. 7. Intrapersonal Intelligence Is aware of his range of emotions, Finds approaches and outlets to express his feelings and thoughts, Develops an accurate model of self. NEED AND IMPORTANCE OF STUDY The present work is the study of Multiple Intelligence technology and it’s implementation on group of D.T.Ed students level. It has been observed that that students were taught the lessons according to their multiple intelligence in regular classes and it showed better results than the traditional methods. School education is not only an academic education but a preparation of life in the world. The present study is of the multiple intelligence as every child possesses variety of the intelligent. This theory encourages parents, teachers and educators to mature children overall intelligence not just one narrow aspect. The study will help the teachers and adults parents to offer a variety of experiences and learning opportunities so that they can prevent deep seated emotional problem of the students and refer them to the counselors or psychologists for expert opinion if required. By this study teachers and parents will understand their children and they will be treated with more affection rather than harshness. It will help the students to identify their own strength and preferences and go for the higher education as per their interested fields. The unique intellectual profile of all students will be recognized supported and developed. The school may receive required help from the study to improve the achievement of the students. The administration and management will be able to solve their problems and maintain the desired standard of the school. Study will provide the new teaching methodology for teachers and educators. STATEMENT OF PROBLEM A study of multiple intelligence among the students of D.T.Ed students OPERATIONAL DEFINITION 1) Intelligence “The ability to solve problems or to fashion products, that are valued in one or more cultural or community settings”.Gardner

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2) Multiple Intelligence There are 10 types of multiple intelligence (Howard Gardner). They are linguistic, logical, mathematical, visual-spatial, musical, bodily-kinesthetic, interpersonal, intra personal, existential naturalistic and moral intelligence. Only seven factors has been taken for present study. intelligence type Linguistic Logical-Mathematical Musical Bodily-Kinesthetic Spatial-Visual Interpersonal Intrapersonal

As per the time provided for this study out of ten types, two types-visual spatial and bodily-kinesthetic intelligence were selected for experimental methods. 3) D.T.Ed (Diploma in Teacher Education) D.T.Ed is a professional course in which training of teacher education is given. and which is a two years course. 4) Students In the present study students means students who are taking training of D.T.Ed course. OBJECTIVES OF THE STUDY The following are the objectives of the present research work. 1.To study the multiple Intelligences of D.T.Ed students. 2.The study the factors of multiple Intelligence of D.T.Ed students. children. 3.To compare the factors of Multiple Intelligence of male and female students of D.T.Ed students. Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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HYPOTHESIS OF THE STUDY 1)

There is no significant difference in Multiple Intelligence between girls and boys of D.T.Ed students..

There is no significant difference in linguistic factor of Multiple Intelligence between girls and boys of D.T.Ed students.

There is no significant difference in logical mathematical factor of Multiple Intelligence between girls and boys of D.T.Ed students.

There is no significant difference in Musical factor of Multiple Intelligence between girls and boys of D.T.Ed students.

There is no significant difference in Bodily Kinesthetic factor of Multiple Intelligence between girls and boys of D.T.Ed students.

There is no significant difference in Spatial Visual factor of Multiple Intelligence between girls and boys of D.T.Ed students

There is no significant difference in interpersonal factor of Multiple Intelligence between girls and boys of D.T.Ed students

There is no significant difference in Intrapersonal factor of Multiple Intelligence between girls and boys of D.T.Ed students

SCOPE OF THE STUDY The present study is the study of multiple intelligence of all the students of D.T.Ed colleges in Nagpur city. DELIMITATIONS OF THE STUDY 1.

The study was confined to D.T.Ed colleges in Nagpur city.

The study will confined to all medium of D.T.Ed colleges students.

Both male and female students will be involved.

The number of student will be 100 in all.

The study will be confined to Nagpur city only.

METHOD OF THE STUDY : -Normative Survey method will be adopted for present study. POPULATION :- All the students of D.T.Ed colleges of Nagpur city is the population of present study.

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SAMPLING From the all the students of D.T.Ed students.of Nagpur city only 100 Students were selected. Students included both 50 Girls & 50 Boys. They were selected by randomly i.e. boys and girls names were written on paper by lottery method. Name of D.T.Ed colleges

Sr. No.

1 Shantiniketan college of education 2 Vasant D.T.ed college,nandanwan 3 Providence D.Ed college 4 Vaishnodevi D.ed college 5 Central India college of education Total = 100

Selected Sample Girls Boys 10 10 10 10 10 10 10 10 10 10 50 50

RESEARCH TOOLS Multiple Intelligence Test prepared by Howard Gardner was selected for the present study.Multiple Intelligence Test Prepared by Howard Gardner is reliable and valid. This has 70 statements having super four points that is 1) Mostly disagree 2) Slightly disagree 3) Slightly agree 4) Mostly agree Time given for the Multiple Intelligence test was 45 minutes STATEMENT OF HYPOTHESIS NO. 1 There is no significant difference in Multiple Intelligence between girls and boys of D.T.Ed students.. TABLE NO – 1 The Mean, standard deviation and t value of Boys & Girls of D.T.Ed students.. D.T.Ed students. Mean Standard deviation Table Value t Value

Girls ( 50) 163.21 127.87 0.05 - 1.99 0.01 – 2.63 1.427

Boys (50) 129.85 147.9

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OBSERVATION From the above table it is seen that the mean score of Multiple Intelligences of Girls is 163.21 and S.D. is 127.87. whereas mean of boys is 129.85 and S.D. is 147.9 and t value is 1.427.our calculated value is much lesser than the table value i.e. at 0.05 level 1.99 & 0.01 level 2.63. So, it is not significant at this level. This means our Hypothesis is accepted. CONCLUSION There is no significant difference between boys and girls of D.T.Ed students so for as their Multiple Intelligence is concerned. STATEMENT OF HYPOTHESIS NO. 2 There is no significant difference in linguistic factor of Multiple Intelligence between girls and boys of D.T.Ed students. TABLE NO – 2 The Mean, standard deviation and t value of Boys & Girls of Linguistic Intelligence Linguistic Intelligence Mean Standard deviation Table Value tValue

Girls ( 50) 170 147.95 0.05 – 2.31 0.01 – 3.36 1.056

Boys (50) 120 22.76

OBSERVATION From the above table it is seen that the Mean score of Linguistic Intelligence of Girls is 170 and S.D. is 147.95 whereas mean of that of boys is 120 and S.D. is 22.76.t value is 1.056. our calculated value is much lesser than the table value i.e. at 0.05 level 2.31 & 0.01 level 3.36 So, it is not significant at this level. This means our Hypothesis No 2 is accepted. CONCLUSION There is no significant difference between boys and girls of D.T.Ed students,so for as their Linguistic Intelligence is concerned. STATEMENT OF HYPOTHESIS NO. 3 There is no significant difference in logical mathematical factor of Multiple Intelligence between girls and boys of D.T.Ed students.

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TABLE NO – 3 The Mean, standard deviation and t value of Boys & Girls of Logical Mathematics Intelligence Logical Mathematics Intelligence Mean Standard deviation Table Value tValue

Girls ( 50) 177 131.45 0.05 – 2.26 0.01 – 3.25 0.6075

Boys (50) 113.5 320.8

OBSERVATION From the above table it is seen that the mean score of

Logical Mathematics

Intelligence of Girls is 177 and S.D. is 131.45 whereas mean of boys is 113.5 and S.D. is 320.8 and t value is 0.6075.Our calculated value is much lesser than the table value i.e. at 0.05 level 2.26 & 0.01 level 3.25. So, it is not significant at this level. This means our Hypotheses No 3 is accepted. CONCLUSION There is no significant difference between boys and girls of D.T.Ed students so for as their Logical Mathematics Intelligence is concerned. STATEMENT OF HYPOTHESIS NO. 4 There is no significant difference in Musical factor of Multiple Intelligence between girls and boys of D.T.Ed students. TABLE NO – 4 The Mean, standard deviation and t value of Boys & Girls of Musical Intelligence Musical Intelligence Mean Standard deviation Table Value tValue

Girls ( 50) 145 140.7 0.05 – 2.31 0.01 – 3.36 0.5035

Boys (50) 110 2.15

OBSERVATION From the above table it is seen that the mean score of Musical Intelligence of Girls is 145 and S.D. is 140.7 whereas mean of that of boys is 110 and S.D. is 215 and t value is 0.5035 our calculated value is much lesser than the table value i.e. at 0.05 level 2.31 & 0.01 level 3.36 So, it is not significant at this level. This means our Hypotheses No. 4 is accepted. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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CONCLUSION There is no significant difference between boys and girls of D.T.Ed students. so for as their Musical Intelligence is concerned. STATEMENT OF HYPOTHESIS NO. 5 There is no significant difference in Bodily Kinesthetic factor of Multiple Intelligence between girls and boys of D.T.Ed students. TABLE NO – 5 The Mean, standard deviation and T value of Boys & Girls of Bodily Kinesthetic Intelligence Bodily Kinesthetic Intelligence Mean Standard deviation Table Value tValue

Girls ( 50) 162.5 75.69 0.05 – 2.45 0.01 – 3.71 0.9306

Boys (50) 143.5 50.73

OBSERVATION From the above table it is seen that the Mean score of Bodily Kinesthetic Intelligence of Girls is 162.5 S.D. is 75.69 and mean of that of boys is 143.5 S.D. is 50.73 and tvalue is 0.9306 our calculated value is much lesser than the table value i.e. at 0.05 level 2.45 & 0.01 level 3.71 So, it is not significant at this level. This means our Hypotheses No 5 is accepted. CONCLUSION There is no significant difference between boys and girls of D.T.Ed students, so for as their Bodily Kinesthetic Intelligence is concerned. STATEMENT OF HYPOTHESIS NO. 6 There is no significant difference in Spatial Visual factor of Multiple Intelligence between girls and boys of D.T.Ed students. TABLE NO – 6 The Mean, standard deviation and T value of Boys & Girls of Spatial Intelligence Spatial Intelligence Mean Standard deviation Table Value tValue

Girls ( 50) 145 140.7 0.05 – 2.31 0.01 – 3.36 1.1206

Boys (50) 155 109.09

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OBSERVATION From the above table it is seen that the Mean score of Spatial Intelligence of Girls is 145 S.D. is 140.7 and mean of that of boys is 155 S.D. is 109.09 and tvalue is 1.1206 our calculated value is much lesser than the table value i.e. at 0.05 level 2.31 & 0.01 level 3.36 So, it is not significant at this level. This means our Hypotheses No 6 is accepted. CONCLUSION There is no significant difference between boys and girls of D.T.Ed students,so for as their Spatial Intelligence is concerned. STATEMENT OF HYPOTHESIS NO. 7 There is no significant difference in interpersonal factor of Multiple Intelligence between girls and boys of D.T.Ed students TABLE NO – 7 The Mean, standard deviation and t value of Boys & Girls of Inter Personal Intelligence Inter Personal Intelligence Mean Standard deviation Table Value tValue

Girls ( 50) 168 187.5 0.05 – 2.26 0.01 – 3.25 0.38

Boys (50) 127 162

OBSERVATION From the above table it is seen that the Mean score of Inter Personal Intelligence of Girls is 168, S.D. is 187.5 and mean of that of boys is 127, S.D. is 162 and t value is 0.38 our calculated value is much lesser than the table value i.e. at 0.05 level 2.26 & 0.01 level 3.25 So, it is not significant at this level. This means our Hypotheses No 7 is accepted. CONCLUSION There is no significant difference between boys and girls of D.T.Ed students,so for as their Linguistic Intelligence is concerned. STATEMENT OF HYPOTHESIS NO. 8 There is no significant difference in Intrapersonal factor of Multiple Intelligence between girls and boys of D.T.Ed students

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TABLE NO – 8 The Mean, standard deviation and t value of Boys & Girls of Intra Personal Intelligence Intra Personal Intelligence Mean Standard deviation Table Value t Value

Girls ( 50) 175 71.15 0.05 – 2.31 0.01 – 3.36 0.3921

Boys (50) 140 155.1

OBSERVATION From the above table it is seen that the Mean score of Intra Personal Intelligence of Girls is 175 S.D. is 71.15 and mean of that of boys is 140 S.D. is 155.1 and tvalue is 0.3921 our calculated value is much lesser than the table value i.e. at 0.05 level 2.31 & 0.01 level 3.36 So, it is not significant at this level. This means our Hypotheses No 8 is accepted. CONCLUSION There is no significant difference between boys and girls of D.T.Ed students, so for as their Intra Personal Intelligence is concerned. CONCLUSIONS To estimate Multiple Intelligence and its factors on the students of D.T.Ed students.The conclusions are as 1)

There is no significant difference in Multiple Intelligence between girls and boys of D.T.Ed students..

There is no significant difference in linguistic factor of Multiple Intelligence between girls and boys of D.T.Ed students.

There is no significant difference in logical mathematical factor of Multiple Intelligence between girls and boys of D.T.Ed students.

There is no significant difference in Musical factor of Multiple Intelligence between girls and boys of D.T.Ed students.

There is no significant difference in Bodily Kinesthetic factor of Multiple Intelligence between girls and boys of D.T.Ed students.

There is no significant difference in Spatial Visual factor of Multiple Intelligence between girls and boys of D.T.Ed students

There is no significant difference in interpersonal factor of Multiple Intelligence between girls and boys of D.T.Ed students

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There is no significant difference in Intrapersonal factor of Multiple Intelligence between girls and boys of D.T.Ed students

SUGGESTIONS 1.

The teacher of D.T.Ed college should know the importance of multiple intelligence.

The teacher of D.T.Ed college should find out the intelligence of the students and should frame his/her lesson plan according to the intelligence of the students.

They should organize co-curricular activities in every subject so as to provide better learning environment to the students.

Teachers of D.T.Ed college should change their teaching methods as per the level of the students and their intelligence.

Teachers of D.T.Ed college should participate in re-orientation programmers that they would be capable of modifying their methods of teaching.

Teachers of D.T.Ed college should not limit themselves with the world of classrooms. They should pay attention to use necessary teaching aids for the proper development of the child.

Children should be given proper guidance to decide the subjects in future.

Teacher should be careful while checking the degree of multiple intelligence.

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Effect of Intelligence and personality on learning style of Student

Teachers, Psycho Lingua, and Vol. 39 (1): 29-33. (2009) Kritika, Sangwan S. and Duhan K.

Multiple Intelligence of slow learner, Young adolescence,

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Sharma R.A., Educational Research. (2008) Shirley Veenema and Howard Gardner Multimedia and Multiple Intelligences Nov. â€“Dec.1996, P. 69-75. Niall Douglas, Multiple Intelligence Tests, /Niall Stuff/ intelligence _test.html. May(2011) Dey Niradhar, Influence of Emotional Intelligence on Academic self Efficiency and achievement, Vol. 39(2): 171-174 (2009) 1https://www.google.co.in/search?source=hp&ei=IupnXY_tCY3bz7sP74OioA4&q=multiple+intellig ence+theory+by+howard+gardner&oq=multiple+intelligence&gs_l=psyab.1.4.0l10.2163.12670..16546...0.0..2.1462.14236.2-8j2j2j0j4j6......0....1..gwswiz.....10..35i39j0i131.7CV4aR31B3Q https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161 https://www.tecweb.org/styles/gardner.html