Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/3987
Title: An Investigation on Multiple Intelligences and Students Academic Performance at Kampala International University (A Case Study of Faculty of Education).
Authors: Kiggundu, Zaharah Faridah
Keywords: Students
Academic Performance
Kampala International University
Multiple Intelligences
Issue Date: Apr-2006
Publisher: Kampala International University, School of Education
Abstract: Today one of the factors affecting students learning abilities in institutions of higher learning in Africa is that of the rigid curriculum. Particularly, poor teaching methods, poor learning environment and rigid curriculum among others have ignored students’ multiple intelligences since the colonial era in Africa. Since then, the Ministry of Education and Sports in Uganda has undergone difficult times, coupled by frequent changes in government policies which have still ignored the multiple intelligences of students in regard to Education. Of particular concern to this study is the different learning abilities of students in Universities a case of Kampala International University which due to the rigid curriculum has made multiple intelligences of students ignored for decades on end. Continually student’s intelligences have continued to remain isolated, ignored and unprotected leading to poor performances in Universities. In the context of the rigid curriculum, this study entitled An Investigation on Multiple Intelligences and students Academic Performance at Kampala International University, delves into an investigation of Students intelligences and their performance. The study was guided by a number of objectives. Particularly, the study determined the different kinds of intelligence, influence of multiple intelligences on students’ level of performance and the relationship between the levels of intelligences and students academic performance. A total of 400 students, were ,~JOiV~ /~ ‘Ill %. xlv l~POSTGRADUATE f~ ~ .5/ 110 were considered for the study. The primary data was collected using a self administered questionnaire and secondary for literature review. Slovene’s formula was used to select the sample size determination of the respondents together with a cross sectional survey design and random sampling. The findings of the study reveled that; students were multiply intelligent; there are no significance differences in the types of multiple intelligences between males and females, that MI has no influence on student’s performance. There was no significant relationship between the multiple intelligences of students and individual students and their academic performance. The study recommended that lecturers and curriculum developers need to adopt a policy or instruction that favors the different intelligence of each student and teachers should make learning student-centered. Conclusion drawn indicated that poor performance of students may be affected by other factors other than multiple intelligences.
Description: A Thesis Submitted to the School of Post Graduate Studies in Partial Fulfillment of the Requirements for the Award of The Degree of Masters’ of Educational Management and Administration of Kampala International University.
URI: http://hdl.handle.net/20.500.12306/3987
Appears in Collections:Masters of Educational Management and Administration - Main and Ishaka Campus

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