An Investigation on Multiple Intelligences and Students Academic Performance at Kampala International University (A Case Study of Faculty of Education).
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Date
2006-04
Authors
Journal Title
Journal ISSN
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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
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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.
Keywords
Students, Academic Performance, Kampala International University, Multiple Intelligences