Institut Pendidikan Guru KampusTun Abdul Razak Kota Samarahan Sarawak

PROGRAMME & COURSE

Bachelor Degree of Teaching with Honours [TESL]

LEARNING AND THE LEARNEREDU 3103[3 (3+0)]

DETAILS OF TRAINEE

NAME ID CARD

LING CHIEW JUNG 921108-13-5860

SEMESTER : 2

GROUP : PISMP TL 2112

LECTURER : MR MANOGARAN A/L SUBRAMANIAN

SUBMISSION DATE : 24 SEPTEMBER 2012

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Contents

Page

Contents 1

Project tasks

1.0 Review

2.0 Identify instrument

3.0 Data collection

4.0 Reflection

2

3

13

18

26

References 30

Appendixes 33

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Project tasks

2

Project Tasks (100 marks)

Teachers should be aware and take into account individual differences among pupils in their classroom. Hence, understanding and application of Learning Theories, multiple aspects of individual differences, learning and thinking styles is vital in determining the effective implementation of appropriate teaching and learning strategies, approaches and methods in the classroom in order to optimize learning among pupils. Based on input provided by your lecturer and from your own reading.

1. Critically review at least five research articles related to Topics 3, 4, 5, and 6 in the Pro Forma and summarise them into appropriate and relevant subtopics. Length of the review should be 5-7 pages. (40 marks)

2. From the literature read, identify an instrument to collect data related to one of the individual differences (e.g. motivation). Describe the source of your instrument; explain the procedures that you follow in preparing and administering your instrument. (20 marks)

3. Carry out data collection during School Based Experience (SBE) and analyse data collected using Excel or SPSS software. Report the outcome of the data analysis and suggest what are the actions the teacher should take as follow-up to your findings. The report should be 4-5 pages. (30 marks)

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1.0 Critically review at least five research articles related to Topics 3, 4, 5, and 6 in the Pro Forma and summarise them into appropriate and relevant subtopics.

1.1 Individual Differences

It is very obvious that people around the world are different from one

another. There are no two people in this world are exactly the same in

appearance, personality, attitude, self-esteem and so on. Even identical twins do

not show exactly the same in all aspects. Number of studies proves that identical

twins are not exactly the same although they are remarkably similar in most

aspect. How and why they differ is less clear and is the subject of the study of

Individual Differences (IDs).

Education.com (n.d.) defines IDs as differences in personality, attitudes,

physiology, learning or perceptual processes, etc., that account for variation in

performance or behaviour. Fraser-Thill R. (n.d.) defines IDs as the variations from

one person to another on variables such as self-esteem, rate of cognitive

development or degree of agreeableness. She stated that IDS have been most

studied in the area of personality development. Vast amounts of data have been

collected by psychologists on how people vary from one another in terms of their

traits.

Bates E. and her associates (n.d.) conduct a study on individual

differences and their implication for theories of language development. In the

study, they mention that like every other aspect of human development, language

development is characterized by variation. This variation has been largely ignored

by students of child language, who have concentrated on the remarkable

similarities in sequence of development that are usually observed across children

acquiring a given language. Individual differences in rate of development and

individual differences in learning style have been left to applied practitioners such

as special educators and speech pathologists.

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1.2 Learning Styles

1.2.1 Introduction

Wratcher, Marrison, Riley & Scheirton (1997) declared that the idea that

people learn differently is venerable and probably had its origin with the ancient

Greeks. (Diaz D.P. and Cartnal R.B., 1999). According to Diaz D.P. and Cartnal

R.B. (1999), educators have, for many years, noticed that some students prefer

certain methods of learning more than others and these dispositions, referred to

as learning styles.

1.2.2 Definition of learning styles

Grasha (1996) defined learning styles as, ‘personal qualities that

influence a student’s ability to acquire information, to interact with peers and the

teacher, and otherwise participate in learning experiences. (Diaz D.P. and Cartnal

R.B., 1999). Scarcella & Oxford (1992) defines learning style as a general

approach a learner uses to learn a new language. (Haley, 2004).

1.2.3 Learning style categories

In a study conducted by Diaz D.P. and Cartnal R.B. (1999), Grasha-

Riechmann Student Learning Style Scales (GRSLSS) was administered to

determine student social learning preferences in six learning style categories.

Learning Preferences

Elaboration

Independent learning styles

Independent students prefer independent study

Dependent learning styles

Dependent students prefer an authority figure to tell them what to do

Competitive learning style

Competitive students learn in order to perform better than their peers and receive recognition for their academic accomplishment

Collaborative learning style

Collaborative students acquire information by sharing and cooperating with teachers and peers

Avoidantlearning style

Avoidant learners are not interested in learning and sometimes overwhelmed by class activity

Participant learning style

Participant learners are always interested in class activities and they show great interest in doing work.

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1.2.4 Related study

Diaz D.P. and Cartnal R.B. (1999) conducted a study entitled ‘comparing

student learning styles in an online distance learning class and an equivalent on-

campus class’ to compare student learning styles of two online health education

classes with an equivalent on-campus class. This study managed to prove that

students enrolled in an online class are likely to have different learning styles than

equivalent on-campus students. Online students were more independent and on-

campus students more dependent.

1.2.5 Related survey

A survey entitled ‘A Survey of the Learning Style Preferences of English

Conversion Teachers’ was conducted by Wong Lee Tung (2004). This study is

conducted to discover what ways have been done by those in-service teachers to

learn English by summarizing the preferred ways of doing it.

From the data collected, participants show positive attitude in learning

English. They would like to learn how to pronounce words correctly as phonetics

and phonology is one of the most important aspects teaching English. They prefer

to be given more problem solving tasks as this can incorporate their critical and

creative thinking skills. Teachers need to be creative and being creative lead to

be critic. Being critical, they are able to reflect, criticize and evaluate their own

work. They choose to learn in groups. Through cooperative and collaborative

learning, they interact and learn from one another. Thus improve their

communication skills. However, they prefer lecturers to correct all their mistakes

and explain most of the things to them. This is not the attitude which should have

among teachers as they are too dependent on their lecturers. They depend much

on lecturers. They didn’t take initiative to update themselves with the latest

knowledge. As the time goes, they will be out of date.

In short, every student has his or her own learning styles preferences.

Each and every learning style has its own pros and cons. There is no point

arguing over which learning style is better than another.

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1.3 Multiple Intelligences (MI)

1.3.1 Definition of terms

According to Gardner (1983), he defines intelligence as an identifiable set

of operations or thought processes that can actually be observed. (Haley, 2004).

According to Gardner 1999:33, Howard Gardner’s Theory of Multiple Intelligences

challenges the concept of intelligence as a single entity, by defining intelligence

as ‘the ability to solve problems or create products that are valued within one or

more cultural settings. (Hammond N., 2007). Gardner 2004:29 describes an

intelligence as ‘a biopsychological potential to process specific forms of

information in certain kinds of ways… that allow them to solve problems or to

fashion products.’ (Hammond N., 2007).

Below is the definition of terms of Howard Gardner’s eight MI.

MI DefinitionBodily/

KinesthetisThe ability to use one’s mental abilities to manipulate and coordinate movements of one’s physical body

Interpersonal/Social

The ability to recognize and understand others’ feelings and interact appropriately with other people

Intrapersonal/Introspective

The ability to perceive one’s own feelings and motivations for planning and directing one’s life

Logical/Mathematical

The ability to detect patterns, calculate, think logically, and carry out mathematical operations

Musical/Rhythmical

The ability to recognize, compose, and remember tonal changes, rhythms and musical pitch

Naturalist The ability to recognize and classify natural surroundings, such as flora and fauna or rocks and animals

Verbal/Linguistic

The ability to effectively manipulate language to express oneself and use language as a means to remember information

Visual/Spatial

The ability to perceive and manipulate images to solve problems

(Haley, 2004)

1.3.2 Background of MI

MI theory was originally proposed by psychologist Howard Gardner at

Harvard University in 1983. MI theory centers on the concept that there is no

general intelligence, but rather that each person has at least eight distinct

intelligences that can be developed throughout his or her lifetime. (Haley, 2001).

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MI theory asserts that

1. Every person has all eight intelligences2. The majority of the population can develop intelligences to fully

competent levels3. People with more intelligence usually operate in more complicated

ways4. Each intelligence can be expressed through a variety of ways

Mindy, 2005; Osmon & Jackson, 2002 (quoted in J.C.Xie, R.L.Lin, 2009)

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Armstrong, 2007; Gardner, 1983 stated that Gardner defined eight measures of

MI: linguistics, logical-mathematics, visual-spatial, interpersonal, intrapersonal,

musical, bodily-kinesthetic and naturalist. (J.C.Xie, R.L.Lin, 2009). Human

abilities and potentials are direct evidence that MI exists. These intelligences can

be fully utilized either individually or combined. Abdulaziz, 2008; Ulinwa, 2008

claimed that this theory can be applied to any part of school and family, providing

teaching methods more room for creativity, emphasizing comprehension and

applying new knowledge, techniques and concepts to the teaching process.

(J.C.Xie, R.L.Lin, 2009).

1.3.3 Views and principles of MI

MI theory criticizes the traditional intelligence evaluation as well as the

teaching techniques and materials used in schools.

Gardner(1983) stated the principle of MI: emphasis on the development

of certain intelligences; utilizing if all intelligences in developing different teaching

methods; based on the concept of ML, instructors should review lesson plans and

ensure they have variety, fairness and richness; providing students with the

opportunity to choose learning activities and assessment methods; provide

students with the opportunity to use dominant intelligences to develop the weaker

intelligences; use the intelligences to fully comprehend broad subjects. (J.C.Xie,

R.L.Lin, 2009).

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1.3.3 MI teaching

MI teaching involves comprehension, application and stimulation.

Rockwood (2003) claimed that some components of MI teachings are critical

thinking, passion and enthusiasm for the surrounding, courage to try new things,

creativity and skills, generosity and tolerance and keen observations. (J.C.Xie,

R.L.Lin, 2009). Teachers should first observe their own intelligence before

carrying out MI teachings. They should use their dominant intelligence in planning

materials and lesson plans. In order to assess each student’s intelligence and

provide support accordingly to students, teachers ought to keep track of student

performances with observations and written records.

1.3.4 MI Instructional Strategies and Activities

Table below shows the strategies and activities suggested for teachers to

implement MI theory in the teaching plan.

Intelligence Strategies and ActivitiesBodily/

KinestheticRole playing, Dancing, TPR, TPRS, Hands-on learning, Manipulatives, Multimedia games or activities, Aerobic alphabet, Building a model or 3-D project

Interpersonal/Social

Cooperative teams, Paired activities, Peer teaching, Board games, Simulations, Surveys and polls, Group brainstorming, Situations or dialogs

Intrapersonal/Introspective

Describe/write about preferred way(s) of spending free time, Keep a journal on a particular topic, Engage in independent study

Logical/Mathematical

Word order activities, Grammar relationships, Pattern games, Number activities, Classifying and categorizing, Sequencing information, Computer games, Cause and effect activities

Musical/Rhythmical

Write jingles for a commercial, Jazz chants to remember vocabulary/grammar/verbs, Musical close activities, Create music for skits and plays, Use music as a stimulator, Look for tonal/rhythmic patterns in music of target language

Naturalist Describe changes in the local environment, Debate the issue of homeopathic medicine versus store-bought remedies, Plan a campaign drive that focuses on saving an endangered species

Verbal/Linguistic

Debates, Storytelling, On-line communications (E-pals), Group discussions, Word-processing programs, Word games

Visual/Spatial

Using graphs and diagrams, Drawing a response, Video exercises, Computer slide shows, Multimedia projects, Mind mapping, Graphic organizers

(Haley, 2004)

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1.3.5 MI assessments

The emphasis of MI assessment is ‘learn by doing, assess in learning’. MI

assessments which done by instructors or teachers should be according to the

students’ knowledge and performance. Assessment of MI should be forming,

variety, substantially beneficial and mutually corresponding. Neil Hammond

(2007) comes out with the criteria for assessing MI.

1.3.6 Implications of MI in teachings

Kagan & Kagan (1998) claimed that individuals may differ in particular

intelligence profiles from birth, that is to say, ‘all human intelligences are a

function of genes and environment interacting in different ways and in different

proportions for each group and for each individual”. (Haley, 2001). Life

experiences alter these profiles over time. According to Gardner (1983), one of

the most important purposes of schools is to develop MI, thus helping people

reach vocational goals that are appropriate to their particular spectrum of

intelligences. (Haley, 2001).

Marjorie Hall Haley had conducted two studies on MI. One of the studies

entitled ‘understanding learner-centered instruction from the perspective of MI’

that investigated applications of the Theory of MI to shape and reform teaching

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practices and instructional strategies. Results prove that both teachers and

students were profoundly affected by these approaches. Teacher felt energized

and enthusiastic about their pedagogy and they felt that they were able to reach

more students. Students showed positive responses to the increased variety of

instructional strategies used in the classroom.

Another study entitled ‘learner-centered instruction and the theory of MI’

provides evidence that the theory of MI may have significant implications for

instruction in foreign and second language classrooms. MI theory has potential to

make a positive impact on both teachers and students. Teachers who thoughtfully

apply the theory to support educational goals may discover multiple paths to

contribute to their overall effectiveness as educators. At the same time, teachers

who plan and organize instruction around the learning preferences of individual

learners, emphasizing special strengths and shoring up underutilized gifts and

talents, may unlock the full learning potential of the students. The benefits of

implementation of the MI theory in daily instruction relate to academic

achievement and student motivation.

1.3.7 Books, professional papers and journal articles on MI

Since Gardner’s announcement of MI theory, books, professional papers

and journal articles have been published to fill the perceived gap in field research

related to classroom lesson planning based on the theory as it relates to

language learning. Below are the few examples:

(a) Multiple Intelligences: Multiple Ways to Help Students Learn Foreign

Languages (Gahala & Lange, 1997). The author notes that teaching with

multiple intelligences is a way of taking differences among students

seriously, sharing that knowledge with students and parents, guiding

students in taking responsibility for their own learning, and presenting

worthwhile materials that maximize learning and understanding.

(b) Teaching and Learning Languages Through Multiple Intelligences

(Christison, 1996). MI theory offers ESL/EFL teachers a way in examine

their best teaching techniques and strategies in light of human differences.

(c) Pilot study conducted by Hall Haley in 2001. Results indicated that

teachers were profoundly affected by MI approaches. (Haley, 2004)

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1.4 MI theory and Learning Style theories

Although MI theory has been applied in learning, it is not a theory about

learning. Neil Hammond stated that MI theory focuses on the content and

products (Silver et al, 1997) whereas learning styles theories, having generally

emerged out of psychoanalysis rather than cognitive science, favour a focus on

different approaches to the process of learning. Gardner 1999:84, as to the

correlation between learning styles theories and MI theory, Gardner states, ‘The

relation between my concept of intelligence and the various conceptions of style

need to be worked out empirically, on a style by style basis. And indeed there are

many styles.’ (Hammond N., 2007).

Educational theories in US have perhaps gone much further than their

counterparts elsewhere to synthesize MI theory and learning styles theories. Most

notably is the Silver, Strong and Perini’s synthesis of their rendering of Myers’

personality types of MI theory. Silver et al (1997) claim, ‘without multiple

intelligence theory, style is rather abstract, and it generally undervalues context.

Without learning styles, multiple intelligence theory proves unable to describe

different processes of thought and feeling. Each theory responds to the

weaknesses of the other; together, they form an integrated picture of intelligence

and difference’. (Hammond N., 2007).

Here is some of the evident that is frequently in evidence in ELT materials

quoted from Neil Hammond (2007).

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‘In his second article on Multiple Intelligences, Jim Wingate looks at the effect of different learning styles on teaching’ (Wingate 1997:28)

‘…and cater for individual learning styles, ie. a Multiple Intelligences Teaching Approach.’ (A Fresco and SM Howell, 2003:1)

‘… the existence of different learning styles, we can more successfully organize activities for our students according their orientation to learning, thus improving their education by concentrating on their multiple intelligences.’ (M Di Maio 2003:2)

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1.5 Conclusion

In conclusion, we must accept the facts that every individual is differ from

one another. The study of IDs helps us to understand not only what makes

humans similar to one another, but also what makes them different. We can only

best understand the full range of human behaviour by considering the variations

that occur from one person to another. Not two persons from this world are

exactly the same as another person. MI and learning styles are two significant

individual differences among students. Differences in the dominant intelligences

possess by the students lead to the different learning styles among them. As

educators, we must understand that students have their own learning preferences

and they have eight distinct intelligences that can be developed throughout their

lifetime. We should know our own intelligence and use our dominant intelligence

in planning materials and lesson plans. We must assess each student’s

intelligence and provide support accordingly to students. Supports given should

be in accordance with students’ learning styles. Applying MI in teaching can

create various activities that suit the learning preferences of students. Hence,

students will be motivated to learn. As we all know, the purpose of students going

to school is to learn. It is a terrible sin for teachers if they did not manage to teach

the students to learn new things.

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2.0 From the literature read, identify an instrument to collect data related to one of the individual differences (e.g. motivation). Describe the source of your instrument; explain the procedures that you follow in preparing and administering your instrument.

2.1 Introduction

After having a close reading on the research articles above, one of the

individual differences that attracted me the most is Multiple Intelligences (MI) by

Howard Gardner. Recent advances in cognitive science, developmental

psychology and neuroscience suggest that each person's level of intelligence, as

it has been traditionally considered, is actually made up of autonomous faculties

that can work individually or in concert with other faculties (edwebproject.org,

n.d.). Howard Gardner labelled such faculties as “intelligences”. He defines

“intelligence” as an ability to solve problems or create products that are valued in

at least one culture (Veenema S. and her associates, n.d.).

MI theory is a theory of cognitive functioning. This theory challenges the

traditional view of intelligence as a unitary capacity that can be adequately

measured by IQ tests. He suggests that each individual possesses at least eight

intelligences. He uses core operations to evaluate one’s intelligences. He defines

core operation as a basic information processing mechanism in the brain that

takes a particular kind if input or information and processes it. He further clarifies

that each intelligence has one or more core operations. However, each person

has different proclivities in the eight intelligences. Hence, there is no one set of

teaching strategies will work best for all students at all times. One strategy is

likely to be successful with several students but not for others. Gardner says, “It is

very important that a teacher take individual differences among kids very

seriously. The bottom line is a deep interest in children and how their minds are

different from one another, and in helping them use their minds well.”

(educationworld.com, 2011). William G. Spady (n.d.) comments that ‘all students

can learn and succeed, but not all on the same day in the same way’.

(http://www.spannj.org/BasicRights/appendix_b.htm , n.d.)

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2.2 Pilot Study

Marjorie Hall Haley, a tenured Associate Professor of Education in the

Center for Language and Culture in the Graduate School of Education at George

Mason University in Fairfax, Virginia, is very interested in the Theory of Multiple

Intelligences. He conducted a research study to identify, document, and promote

effective applications of the MI Theory in educational settings. His research aims

to monitor the impact of the application of the MI theory on instructional practices,

classroom assessment, and student achievement. Results indicated that teachers

were profoundly affected by MI approaches. Another researcher, Neil Hammond,

conduct a research study entitled ‘how can Multiple Intelligence Theory be used

to foster teacher development, support, and informed curriculum

supplementation?’

2.3 My study

2.3.1 Background of my study

In order to prove that each person has different proclivities in the eight

intelligences – verbal-linguistic, logical-mathematical, rhythmic-musical, visual-

spatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalist, I decided to

do a project regarding MI among primary school students. To complete this

project, I need to carry out data collection in my SBE school- SK Sacred Heart

English, Sibu. Before I decide on how to collect data in school, I search for the

suitable methods and instruments to collect data online. Through my findings,

there are several types of data collection methods such as interview, survey,

group discussion and observation. Each method has its own instruments to

collect data. Instrument needed for interview is interview guide, instrument

needed for survey is questionnaire, instrument needed for group discussion is

discussion guide and finally instrument needed for observation is checklist.

Interview is a method which requires at least two persons engage in a

conversation whereby one of them will be asking questions and others will be

answering questions. Survey is a method which examines opinions, behaviours of

people. Group discussion is a method whereby groups of people gather together

talk about something and tell each other their ideas and opinions. Observation is

a method whereby people notice or see something closely.

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2.3.2 Selecting a data collection method- survey

Among several types of data collection methods, I have identified one

method which is survey to collect data related to MI. In my opinion, conduct a

survey is the most suitable instrument for me to use in collecting data in my SBE

school within one week as it is the least time-consuming method compared to

other instruments. Questionnaire can be distributed to all the students in a

classroom at the same time and get all the students to answer them within the

period of time. Students are allowed to ask questions regarding the questionnaire.

It can be done in an hour. It is totally different with interview, group discussion

and observation. Interview require lots of time as I can only interview one or two

persons at the same time. If I am going to interview whole class students, it might

disturb teaching-learning process in the classroom. Group discussion is a good

method in collecting data, however some students may not be interested in the

topics and they refused to engage in the discussion. Lastly, observation is the

most time-consuming method as it requires close notice on the students. Since I

only have one week in the school, it is quite impossible for me to observe all the

students in a classroom. Due to the considerations above, I decide to conduct a

survey in one of the class.

2.3.3 Selecting a Multiple Intelligences Instrument

After I have decided on the instrument used in collecting data, I read

further on the MI. Howard Gardner first identified and introduced seven kinds of

intelligences in Frames of Mind. Then, Gardner identified an eighth intelligence,

the naturalist intelligence. Gardner said, “… Some people from an early age are

extremely good at recognizing and classifying artifacts. For example, we all know

kids who, at 3 or 4, are better at recognizing dinosaurs that most adults.” Hence,

there are at least eight different types of intelligence among human and each one

has a corresponding area in the brain. Then, I search for the MI test online.

Fortunately, I manage to find several MI test online. There are many versions of

MI test provided on the website. Some are specially designed for kids, some are

specially designed for young people, some are designed for adults and some are

suitable for people of all ages.

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After I read on the test online, I found out that the survey questions

provided Laura Candler is very suitable and reliable. Laura Candler is a 5 th grade

teacher in Fayetteville, North Carolina. She gets Master Degree in Elementary

Education, National Board Certification (Middle Childhood Generalist since 1998)

and Milken Family Foundation Education Award 2000. She has presented

educational workshops to teachers around the country for over 12 years. She is

the author of 10 books for teachers as well as a classroom teacher with 28 years

of teaching experience (grades 4-6). She found out that MI theory and practice to

be very empowering in the classroom. She clarified that when students realize

that there are many ways to be smart, it helps build their self-esteem and

confidence. Hence, she developed techniques for teaching students about MI

theory and helping them to discover their own MI profiles. She managed to

develop so many teaching resources for MI theory that wrote Teaching Multiple

Intelligence Theory: Step-by-Step Lessons for Intermediate Grades. Thus, I

strongly believe his authority in MI aspects.

2.3.4 Justification for choosing that instrument

I think that Laura Candler’s survey questions are suitable because based

on three reasons. Firstly, the statements posted in survey form are simple and

easy. It is very suitable for Primary schools kids. They understand all the

statements in the survey form. Thus, they can answer those statements by their

own without asking their friends. By this, I can determine the intelligence of the

students accurately. Secondly, it is neither too long nor too complex. Too long or

too complex might take away students’ interests. Students might get bored and

show less interest in answering the survey form if they saw pages of statements

to be answered. In such case, students might just simply answer the statements

provided. In addition, statements in the survey form are closely related to

students whereby it uses ‘I’ most of the statements. Hence, students can imagine

themselves whether they really like to involve in the activities spoken.

2.3.5 Modification of the instrument

However, I don’t like the part whereby it requires students to write scale

according to how well the description fits them. In my opinion, students in lower

primary school are unable to rate the statements from 0 to 5. Hence, in my survey

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form, I replaced rating part with true and false. Besides, I edited a few statements

in the survey form. For example, I replaced ‘written assignments are usually easy

for me’ with ‘I enjoy public speaking and participate in debate’. This is because

‘written assignments’ are too tough for primary school kids. They have never

been exposed to written assignments. Another statement is ‘I love the challenge

of solving a difficult math problem’. I replaced this statement with ‘I can complete

calculation quickly in my head’. It is easily to let students determine whether they

can complete calculation quickly in their head rather than asking them whether

they like to challenge themselves with difficult math problem.

2.3.6 Administering of the instrument

This study is going to be conducted in my SBE school, SK Sacred Heart

English, Sibu. Before I went to school, I prepared thirty copies of the survey form

to be distributed to the students in one of the class. My target group is the Level

Two students whereby they can master their thoughts and understand

themselves better.

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3.0 Carry out data collection during School Based Experience (SBE) and analyse data collected using Excel or SPSS software. Report the outcome of the data analysis and suggest what are the actions the teacher should take as follow-up to your findings.

3.1 Introduction

My survey paper consists of twenty four statements. Students only need to

fill up ‘true’ or ‘false’ towards the statements. Those twenty four statements

belong to eight intelligences whereby each intelligence consists of three

statements. In my analysis, students show dominant intelligence of that

intelligence when they agree with all the three statements of that aspect. In other

words, they fully possess that intelligence. They can be considered as possess

the intelligence if they agree with one or two statements for that intelligence.

Survey on MI was carried out during my School Based Experience II in SK

Sacred Heart English, Sibu on 27 August 2012 until 30 August 2012. On 29

August 2012, I entered a class, 4M, whereby the teacher was absent for that day.

Only twenty students from the class attend the lesson that day. Since this is a

single sex school, all the respondents are male. Among the twenty students,

seven of them are Chinese, seven are Malay and six of them are Bumiputera.

3.2 Analysis of the Data

3.2.1 Number of dominant intelligence(s) by the students

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0 1 2 3 4 5 6 7 80

2

4

6

8

10

Number of dominant intelligence(s) possessed by the students

Number of dominant intelligence(s)

Nu

mb

er o

f stu

den

t(s)

Graph 1 shows the number of dominant intelligences possessed by the

students of 4M. From the graph, we can see that number of dominant

intelligences possessed by students of 4M. One student does not possess any

dominant intelligence, one student possesses one dominant intelligence, four

students possess two dominant intelligences, eight students possess three

dominant intelligences, three students possess four dominant intelligences, two

students possess five dominant intelligences and one student possesses six

dominant intelligences. None of the students possess seven dominant

intelligences or eight dominant intelligences.

From the data collected, it shows that one of the students did not possess

any dominant intelligence. In my opinion, it is not that this student does not

possess any dominant intelligence, but he does not show confidence in

answering the survey. He may not be confident with the statement appear on the

paper. He does not give the statement ‘true’ when he only has slightly disagree

with the statement. He wants to be honest in answering the survey.

One student possesses only one dominant intelligence. Besides, graph 1

shows that most number of students possess three dominant intelligences. These

students fully agree with all the statements of three intelligences. They show

more interest towards those three intelligences. Furthermore, there is one student

who possesses most number of dominant intelligences. He possesses six

dominant intelligences which are Mathematical intelligence, musical intelligence,

visual intelligence, kinesthetics intelligence, interpersonal intelligence and

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Graph 1

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intrapersonal intelligence. This student not only show interest in Math, music,

visual, kinesthetics, but also knows how to manage himself and others well. This

is most probably the efforts of his parents who manage to develop his

intelligences almost in all aspects. Lastly, none of the students possess either

seven or eight dominant intelligences. This shows that none of the students agree

with all the statements in the survey. They show disagree or not interest towards

certain statement too.

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3.2.2 Types of intelligence against percentage of student(s)

Natural

ist

Mathem

atical

-Logic

al

Verbal-

Lingu

istic

Musical-

Rhythmic

Visual-

Spati

al

Bodily-Kinest

hetics

Interpers

onal

Intrapers

onal0

10

20

30

40

50

60

70

80

2015

10

55

35

20

70

80

5

25

05

0

10

0 0

Types of intelligence against percentage of student(s)

Fully possessNot possess at allTypes of intelligence

Perc

enta

ge o

f stu

dent

(s) (

%)

Graph 2

Graph 2 displays the type of intelligence that fully possesses and do not

possess at all by the students against percentage of students. From the graph,

80% of the students fully possess intrapersonal intelligence, 70% of the students

fully possess interpersonal intelligence, 55% of the students fully possess musical

intelligence, 35% of the students fully possess visual intelligence, 20% of the

students fully possess naturalist intelligence and kinesthetics intelligence, 15% of

the students fully possess Mathematical intelligence and 10% of the students fully

possess verbal intelligence. On the other hand, 25% of the students do not

possess any Mathematical intelligence, 10% of the students do not possess any

kinesthetics intelligence, 5% of the students do not possess naturalist intelligence

and musical intelligence at all.

From here, we can see that most of the students fully possess

intrapersonal intelligence. They are able to manage themselves well. They like

spending time with themselves. They rather to play solitary sport compare to

team sports. They declared that it is important to have quiet time to think over

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ideas. They are easily disturbed when there are people around them. In addition,

they are very ambitious. They often think about their goals and dreams for the

future. After intrapersonal intelligence, 70% of the students fully possess

interpersonal intelligence. This group of students have a good relationship with

the people around them. They get along well with different types of people. At the

same time, they get along easily with other people. They feel that they learn best

when they can talk over a new idea. They share their ideas with friends. Besides,

they often help others without being asked. 55% of 4M students fully possess

both intrapersonal and interpersonal intelligence. This proves that these students

are able to manage themselves well at the same time manage their relationship

with the people around them. Intrapersonal intelligence and interpersonal

intelligence are two intelligences fully possess by most of the students of 4M

because they know themselves well. Sometimes, they like to spent time with

themselves and sometimes, they like to spent time with friends. The least

intelligence which is fully possessed by students of 4M is verbal intelligence. Only

10% of the students fully possess verbal intelligence. It is proven that not many

students of 4M like linguistic subjects such as Malay language and English. Most

of them think that linguistic subjects are tough subjects.

On the other hand, 25% of the students do not possess any Mathematical

intelligence. They claimed that they can’t learn math ideas easily. They take time

to digest those math ideas taught by their teachers. They cannot complete

calculation quickly in head. They need to write the mathematical problems on the

paper, they can solve those problems. They do not like to play games involving

numbers and logic. Most probably, they do not possess any Mathematical

intelligence because they get confused when they come with numbers. In

addition, 10% of the students do not possess any kinesthetics intelligence. This

group of students do not like to involve themselves in any physical activities such

as sport, dancing and the list goes on. This is because they do not like the feeling

of sweating after those physical activities. Hence, they prefer to stay indoors and

doing other tasks rather than heavy physical activities. Lastly, 5% of the students

do not possess naturalist intelligence and musical intelligence at all.

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EDU 3103 2012

3.2.3 Types of intelligence against number of student(s)

Natural

ist

Mathem

atical

-Logic

al

Verbal-

Lingu

istic

Musical-

Rhythmic

Visual-

Spati

al

Bodily-Kinest

hetics

Interpers

onal

Intrapers

onal0

1

2

3

4

5

6

1

0

1

3 3

0

4

6

1

3

0

4 4

2

6

5

2

0

1

4

0

2

4

5

Types of intelligence against number of student(s)

Bumiputera

Chinese

MalayTypes of intelligence

Num

ber o

f stu

dent

(s)

Graph 3

Graph 3 shows the types of dominant intelligence possess by students of

4M according to their races. Among 20 respondents, 6 of them are Bumiputera, 7

of them are Chinese and 7 of them are Malay.

From the graph, we can see that all the Bumiputera respondents possess

intrapersonal intelligence. Four of them possess interpersonal intelligence at the

same time. However, all of them did not possess Mathematical intelligence and

kinesthetics intelligence at all. This shows that all of them do not like to attend

Mathematics and Physical Education classes. Only one Bumiputera respondent

possesses naturalist intelligence and verbal intelligence respectively. There are

three respondents who possess musical and visual intelligence respectively.

For Chinese, six among seven respondents and five among seven

respondents fully possess interpersonal intelligence and intrapersonal intelligence

respectively. Furthermore, four of the Chinese respondents show dominant

intelligence in musical and visual aspects. One, two and three Chinese

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EDU 3103 2012

respondents shows dominant intelligence in naturalist, kinesthetics and

Mathematical intelligence respectively. However, none of the Chinese

respondents shows dominant intelligence in verbal intelligence. This shows that

all the Chinese respondents do not like to attend linguistic classes.

Most of the Malay respondents fully possess intrapersonal intelligence.

Then, follow by interpersonal intelligence and musical intelligence whereby four of

the Malay respondents fully possess these intelligences. None of the Malay

respondents fully possess Mathematical intelligence and visual intelligence. One

of the Malay respondents shows that he possesses dominant intelligence in

verbal intelligence. For the naturalist and kinesthetics aspects, there are two

respondents who fully possess these two intelligences respectively.

In overall, we can see the dominant intelligence possess by students of 4M

according to their races. For example, the dominant intelligences which possess

by most of the respondents from all races are musical intelligence, interpersonal

intelligence and intrapersonal intelligence. This proves that the most of the

students nowadays love music and make new friends. At the same time, they are

able to manage themselves well. They know what is good and what is bad for

them. One Bumiputera respondent, one Chinese respondent and two Malay

respondents show naturalist intelligence. This group of people are caring and

they take good care of animals. Besides, they love environments.

There are only quite a number of Bumiputera and Chinese respondents

fully possess visual intelligence. None of the Malay respondents show dominant

intelligence in this aspect. Two Chinese and Malay respondents respectively

show dominant intelligence in kinesthetics aspect. But, none of Bumiputera

respondents shows dominant intelligence in this aspect. This shows that more

Chinese and Malay students in 4M like to involve themselves in physical activities

such as sports. In addition, only three Chinese in 4M class fully possess

Mathematical intelligence. Bumiputera and Malay students did not really like

Mathematical subjects. This is the reason why Bumiputera and Malay students

cannot get good results for this subject because they are not really interested in it.

Apart from that, verbal intelligence is the intelligence which is not possess at all

by most of the students in 4M. Only two among twenty students fully possess

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EDU 3103 2012

verbal intelligence. This shows that linguistic subjects such as Malay language

and English are the subjects which are not like by most of the students of 4M.

3.3 Follow-up

Follow-up activities ought to be done to enable students to learn more

effectively. School administrators play an important role in doing the follow-up

activities.

(i) Headmaster should carry out survey among himself and all the teachers

in the school. In this way, headmaster and teachers will know their own

dominant intelligences and utilize their dominant intelligence in teaching.

This can improve teaching effectiveness.

(ii) Teachers must understand thoroughly the multiple intelligence theory and

teaching objectives before incorporating them into lesson plans and

teaching methods. Teaching of multiple intelligences, in comparison with

traditional teaching, needs a lot more time and efforts to prepare.

Teachers should plan in detail the integration of the eight intelligences

into teaching material and activities.

(iii) Teachers should conduct survey among students to guide them to

recognize their own dominant intelligence and encourage the use of it on

learning. Utilization of dominant intelligence in learning enables students

to achieve better results and greater sense of achievement.

(iv) Teachers should pay equal attention to students displaying gifts in

different intelligences and allow them a variety of ways to express

themselves. Teachers apply multiple intelligences assessment to

teaching strategy such as hands-on design projects, exhibits.

(v) Headmaster should provide full support to teachers who utilize multiple

intelligences theory in teaching. Teacher’s application of multiple

intelligences to teaching and assessment requires support and

accommodation from the school in all aspects. School must do its utmost

to resolve and respond if teacher encounter suspicion from parents.

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EDU 3103 2012

3.4 Proposals for future study

Study topic

Multiple intelligences can be applied to people of any age, and the

person become more intelligent through studies. For this reason, it

is recommended that future study looks into application of multiple

intelligences in other age groups.

Study method

Further study can include more methods such as observations in

class, in-depth interviews with students, engage students into group

discussion. Through survey, close observation, interview with

students and group discussion, we are able to identify students’

dominant intelligence.

3.5 Conclusion

This survey proves that multiple intelligences among the students of 4M.

Teachers and students should first understand their own multiple intelligences

and utilize their dominant intelligence in teaching and learning. J.C.Xie and

R.L.Lin (2009) stated in their research that teaching and assessment of multiple

intelligences had evident influence on learning effectiveness. Henys (2007)

mentioned that teaching of multiple intelligences is beneficial to the students.

(J.C.Xie and R.L.Lin, 2009). Hence, it is necessary for teachers to understand

thoroughly the multiple intelligence theory and incorporating them into lesson

plans as it provides students more ways of learning and stimulate more creativity.

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EDU 3103 2012

4.0 In not less than two pages, write a reflection related to your experience in carrying out this project.

Firstly, I would like to thank the almighty God for the blessings and

providing me spiritual strength all the time. Next, I would also thank my EDU 3103

lecturer, Mr. Manogaran A/L Subramanian for guiding me throughout the whole

coursework. Besides that, I want to express my gratitude towards my classmates

for their willingness in sharing information and collaborating with one another

while doing this coursework. In addition, I also want to thank 4M students from SK

Sacred Heart English, Sibu for their cooperation in helping me to fill up the survey

form seriously. Without the sincere help from any party above, I cannot finish this

coursework smoothly.

Honestly, I feel hopeless when I first get this coursework because I think

that this coursework is the toughest coursework that I had ever received. This

coursework require me to critical review on at least five research articles. After

that, I need to identify an instrument to collect data related to one of the individual

differences. Data collection needs to be carried out during School Based

Experience from 27 August 2012 until 30 August 2012. Data collected in school

need to be analysed using Excel or SPSS software. Outcome of the data analysis

need to be reported. Follow-up actions that can be done by the teachers in school

need to be included inside the report too. Finally, write an individual reflection

related to all the experiences in carrying out this coursework.

SBE II was carried out after Raya holiday. Before Raya holiday started, I

search in the library for the research article related to individual differences.

Searching research article in the library is not an easy task. There are several

racks of journal books on research article. However, all those journal books are

not arranged according to the topic or related subject. I needed to take out every

book and fleet into it to search for the related article. It took me more than two

hours to search for it. Luckily, I managed to find two articles related to individual

differences. One of them was related to learning styles and another one was

related to motivation. At the same time, I search for the research article online. All

the articles needed to be collected before Raya holiday because I needed to

decide on one of the individual differences for my study to be taken out. After

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EDU 3103 2012

doing lots of reading about articles related to individual differences, finally I

decided to do my study regarding multiple intelligences. During Raya holiday, I

search online for more suitable research articles on multiple intelligences.

After I had finalized on my research article, I decided on the instrument to

be used to collect data. I search online for the instruments that I can use to collect

data. I managed to find article which taught me about the related instruments that

can be used in collecting data. Examples of the instruments are survey,

observation, group discussion and interview. I collaborate with friends regarding

the most suitable instrument used in school. I analyse the suitability of the

instruments to be taken out in my SBE school later. After thinking depth into the

time spent when using those instruments in collecting data, I finally decided on

choosing survey as my instruments for collecting data of the students. In my

opinion, survey is the most suitable instrument as it saves up lots of time.

Since I was using survey in collecting data, I need to prepare questionnaire

form for students to answer. Many sample questionnaire form related to multiple

intelligences can be found online. However, I considered much on the reliability of

the questionnaire form. Finally, I decided to use Laura Candler’s survey form.

This decision was done based on three reasons. Firstly, the statements posted in

survey form are simple and easy. Secondly, the survey form is neither too long

nor too complex. Thirdly, statements in the survey form are closely related to

students whereby it uses ‘I’ most of the statements. Due to these three reasons, I

finally decided on my survey form. However, I edited some of the statements in

Laura Candler’s survey form which is not suitable for primary school kids. I also

replaced the rating scale with ‘true and false’.

In my SBE school, I get a class, 4M to answer my survey form. I did not

choose to enter this class. I entered this class because one of the teachers who

teach 4M class did not attend to school. I get the permission from PK 1 to enter

the class. Frankly speaking, I was not able to control the class well. Hence, I get

another teacher trainee to enter the class together with me. She was a former

primary school teacher before she entered IPG. She was able to control the class

well. All the students sit down quietly listening to the instruction. I translate and

explain every statement in the survey form to ensure that they understand all the

statements clearly. Within half an hour, all the students finished answering the

survey form. I collected back the survey form to be analysed. I was amazed by

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EDU 3103 2012

my friend’s class management technique. After students answering the survey

form, they do their work at their own place. None of them dare to loitering and

disturbing others in the class. I was really thankful because she was willing to

help me. If not, I think the data collection method cannot be carried out smoothly.

For the analysis part, I decided to use Microsoft Excel. SPSS is new to me.

I get the SPSS software from my friend. I search for the tutorial of SPSS online. I

managed to capture how to use SPSS software. However, I think that my analysis

did not require the use of SPSS. Microsoft Excel is enough for us to analyse the

data collected from school. I discussed and collaborated with friends on how to

analyse the data. After brainstorming in the discussion and look back into my

data, some of the suggestions are not suitable to analyse the data. Hence, I

decided on analyse based on the number of dominant intelligences possess by

the students, types of intelligences against percentage of students and types of

intelligences possess by students according to races.

Through this coursework, I learned that every individual is different from

one another. Hence, the intelligence possess by each individual is not the same

too. As future teacher, I should first understand my own multiple intelligences and

utilize my dominant intelligence in teaching. In addition, I also conduct survey

among students to guide them to recognize their own dominant intelligence and

encourage the use of it on learning. Henys (2007) mentioned that teaching of

multiple intelligences is beneficial to the students. (J.C.Xie and R.L.Lin, 2009).

Hence, I must understand thoroughly multiple intelligence theory as it is a must

for teachers to understand multiple intelligence theory and incorporating them into

lesson plans as it provides students more ways of learning and stimulate more

creativity.

Besides, I learned that although it is an individual coursework, we still can

work together to complete the coursework. Information and research articles

gather from websites and books can be shared together with classmates who are

doing the same topics. We can sit together and discuss about the relevant topics

instead of doing alone. Working together is easier than working alone as

everyone has different ideas and thoughts. Brainstorming of ideas and thoughts

can improve the quality of the coursework. Besides that, I learn about the

importance of time management. Time management is extremely important for

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EDU 3103 2012

students. A student must be good in managing his or her time so that he or she

can finish the assigned work within time given. Procrastinating work until last

minute will only produce poor and lousy work. Last but not least, I am really glad

and ecstatic because I manage to finish this coursework on time. Thank you.

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EDU 3103 2012

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Diaz D.P. and Cartnal R.B. (1999). Comparing Student Learning Styles in an Online Distance Learning Class and an Equivalent On-Campus Class. Retrieved on September 2, 2012, from http://home.earthlink.net/~davidpdiaz/LTS/html_docs/grslss.htm

Fraser-Thill R. (n.d.). Individual Differences. Retrieved on September 1, 2012, from http://tweenparenting.about.com/od/physicalemotionalgrowth/a/Individual-Differences.htm

Haley M.H. (2001). Learner-Centered Instruction and the Theory of Multiple Intelligences with Second Language Learners. Retrieved on September 2, 2012, from http://gse.gmu.edu/assets/docs/forms/mirs/teachers_college_record--learner-centered_instruction_and_the_theory_of_multiple_intelligences_with_second_language_learners.pdf

Haley M.H. (2004). Understanding Learner-Centered Instruction from the Perspective of Multiple Intelligences. Retrieved on September 2, 2012, from http://gse.gmu.edu/research/mirs/forms/foreign_language_annals-understanding_learner-centered_instruction_from_the_perspective_of_multiple/

Hammond N. (2007). How can Multiple Intelligence Theory be used to foster

teacher development, support, and informed curriculum supplementation?

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http://neilhammond.blogspot.com/2012/01/how-can-multiple-intelligence-

theory-be.html

J.C. Xie, R.L.Lin (2009). Research on Multiple Intelligences Teaching and Assessment. Retrieved on September 2, 2012, from

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http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CC0QFjAB&url=http%3A%2F%2Fwww.asia.edu.tw%2Fajmhs%2Fvol_4_2and3%2F3.pdf&ei=HkI7UI0dg-asB6mlgbgG&usg=AFQjCNGrOFWjReUSuffIDuyKbia7Kz34iw&sig2=bNiqK_cwgwqw4DAS8kiVFg

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Veenema S. and her associates. (n.d.). Multiple Intelligences: The Research

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http://www.learner.org/workshops/socialstudies/pdf/session3/3.MultipleIntelli

gences.pdf

_____. (2011). Howard Garder’s Multiple Intelligences: A Theory for Everyone.

Retrieved on September 2, 2012, from

http://www.educationworld.com/a_curr/curr054.shtml

_____. (n.d.). Individual Differences. Retrieved on September 2, 2012, from http://www.education.com/definition/individual-differences/

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http://www.edwebproject.org/edref.mi.th.html

_____. (n.d.). Module 6: Collecting Data. Retrieved on September 2, 2012, from http://www.stepstoolkit.org/index.php?option=com_content&view=article&id=121&Itemid=158&lang=en#dcmti

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