An Investigation to Study the Relationship of Multiple Intelligence and Students’ Learning Styles

Abstract

This research was planned to assess and identify the impact of multiple intelligences on students’ learning styles at university level in public sector universities Rawalpindi. The research used two approaches about theoretical frameworks for conducting this study. One was based on multiple intelligences given by Gardner (2011) which was consist of 9 sub dimensions named as linguistic, logical, musical, bodily, kinesthetic, intrapersonal, interpersonal, naturalistic and existentialist. The second theoretical framework was based on students’ learning styles given by Grasha-Riechman (2002) which was consist of six sub dimensions named as, Independent, avoidant, collaborative, dependent, competitive and participatory. The researcher used quantitative approach to conduct the study. The researcher adopted two questionnaires based on theoretical frameworks. One was based on multiple intelligences given by Gardner (2011) which was consist of 9 sub dimensions named as linguistic, logical, musical, bodily, kinesthetic, intrapersonal, interpersonal, naturalistic and existentialist.  There were total 45 items, each dimensions were consisting of 5 items.  The second theoretical framework was based on students’ learning styles given by Grasha-Riechman (2002) which was consist of six sub dimensions named as, Independent, avoidant, collaborative, dependent, competitive and participatory.  Each dimensions were consisting of 10 items and there were 60 items in total. This research was planned to assess and identify the impact of multiple intelligences on students’ learning styles at university level in public sector universities Rawalpindi. The research used two approaches about theoretical frameworks for conducting this study. One was based on multiple intelligences given by Gardner (2011) which was consist of 9 sub dimensions named as linguistic, logical, musical, bodily, kinesthetic, intrapersonal, interpersonal, naturalistic and existentialist. The second theoretical framework was based on students’ learning styles given by Baneshi, Tezerjani, and Mokhtarpour (2014) which was consist of six sub dimensions named as, Independent, avoidant, collaborative, dependent, competitive and participatory. The researcher used quantitative approach to conduct the study. The researcher adopted two questionnaires based on theoretical frameworks. One was based on multiple intelligences given by Gardner (2011) which was consist of 9 sub dimensions named as linguistic, logical, musical, bodily, kinesthetic, intrapersonal, interpersonal, naturalistic and existentialist.  There were total 45 items, each dimensions were consisting of 5 items.  The second theoretical framework was based on students’ learning styles given by Baneshi et al. (2014) which was consist of six sub dimensions named as, Independent, avoidant, collaborative, dependent, competitive and participatory.  Each dimensions were consisting of 10 items and there were 60 items in total. Convenient sampling technique was used to collect the data. After collecting data, the researcher used SPSS to enter the data and run test according to the objectives. The researcher used individual scores and regression analysis in SPSS to achieve the targeted objectives. It is recommended that teachers should encourage students to explore and develop their multiple intelligence in ways that align with their personal interests and strengths. This can help students to become more self-aware and confident learners.