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Malaysian students' multiple intelligences (MI) related to gender: How MI should impact teaching strategy in the classroom

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Abstract:

The purpose of this study is to identify the differences of multiple intelligences (MI) domain between male and female students, so that teachers should be able to streamline their teaching instructions based on the MI domain that would accommodate the gender differences and school location. The samples consist of 1070 students from various secondary schools located in urban and rural areas, ranging from the age 16 to 17. The instrument used in this study is called The Malaysian Adolescent Multiple Intelligences Test (MAMIT), which has been developed by a group of researchers led by Siti Rahayah Ariffin et. al. (2004). It was developed based on the theory by Howard Gardner (1983), consisted of eight MI domains and it has 72 likert scale items. The domains are; naturalist, verbal-linguistic, bodily kinesthetic, spatial, interpersonal, intrapersonal, logical-mathematic, and music. The findings showed that there are significant differences between male and female students in relation with the MI domain. School location also shows some significant differences in the MI domain if compared between students from urban and rural areas. Based on the findings, I will discuss on how crucial for teachers to understand the differences between female and male students related to their MI domain. As such, teachers should reevaluate and reassess their teaching strategies in the classroom in order to make teaching more useful and effective and to develop a personalized educational approach that will increase intrinsic motivation. Gardner's view is that "any uniform educational approach is likely to serve only a minority of children" and schools that only emphasize on chalk and talk instructional strategies will under serve a great number of students. In order to maximize the efficacy of education for all students, the MI perspective should be infused throughout the instructional design.

Author's Keywords:

multiple intelligences, teaching strategy, gender differences, school location
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493710_index.html
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MLA Citation:

Raja Mohamed, Siti Fazriah. "Malaysian students' multiple intelligences (MI) related to gender: How MI should impact teaching strategy in the classroom" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493710_index.html>

APA Citation:

Raja Mohamed, S. , 2011-04-30 "Malaysian students' multiple intelligences (MI) related to gender: How MI should impact teaching strategy in the classroom" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493710_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study is to identify the differences of multiple intelligences (MI) domain between male and female students, so that teachers should be able to streamline their teaching instructions based on the MI domain that would accommodate the gender differences and school location. The samples consist of 1070 students from various secondary schools located in urban and rural areas, ranging from the age 16 to 17. The instrument used in this study is called The Malaysian Adolescent Multiple Intelligences Test (MAMIT), which has been developed by a group of researchers led by Siti Rahayah Ariffin et. al. (2004). It was developed based on the theory by Howard Gardner (1983), consisted of eight MI domains and it has 72 likert scale items. The domains are; naturalist, verbal-linguistic, bodily kinesthetic, spatial, interpersonal, intrapersonal, logical-mathematic, and music. The findings showed that there are significant differences between male and female students in relation with the MI domain. School location also shows some significant differences in the MI domain if compared between students from urban and rural areas. Based on the findings, I will discuss on how crucial for teachers to understand the differences between female and male students related to their MI domain. As such, teachers should reevaluate and reassess their teaching strategies in the classroom in order to make teaching more useful and effective and to develop a personalized educational approach that will increase intrinsic motivation. Gardner's view is that "any uniform educational approach is likely to serve only a minority of children" and schools that only emphasize on chalk and talk instructional strategies will under serve a great number of students. In order to maximize the efficacy of education for all students, the MI perspective should be infused throughout the instructional design.


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