Teachers’ Application of Multiple Intelligences Approach in Teaching Economics

Abstract

The use of Gardner’s multiple intelligences (MI) theory is touted as one of the ideal ways of teaching students with diverse intelligences. However, there appears to be paucity of research in this area of knowledge. This study, therefore, explored the application of multiple intelligences approach in the teaching of Economics. The study was a quantitative research that adopted the descriptive cross-sectional survey design. In total, 100 senior high school teachers were selected for the study. Data were collected by the use of a 5-point Likert scale questionnaire, ranging from “never” to “very frequently.” Descriptive (mean and standard deviation) and inferential statistics (MANOVA) were used to analyse the data. The study revealed that Economics teachers frequently used interpersonal intelligences in teaching Economics. Additionally, it was found out that there was a statistically significant difference in the application of bodily-kinesthetic intelligence approach in the teaching of Economics based on Economics teachers’ teaching experience. However, the findings of the study showed no statistically significant difference in the Economics teachers’ application of MI approach in the teaching of Economics based on their gender. It was, thus, recommended that Ghana Education Service, Ministry of Education, and Non-Governmental Organisations should organise seminars and conferences for teachers to deepen their understanding of the application of the MI approach in the teaching of Economics. In addition, heads of senior high schools should organise professional development programmes and conferences to enable teachers acquire information on the following domains of MI: logical-mathematical, spatial, bodily-kinesthetic, musical, and naturalistic intelligences.

Profiling Differences in Burnout Among Senior High School Teachers in Ghana Based on Their Demographic Characteristics

“…The study used a descriptive cross-sectional survey design, enabling researchers to collect data at a specific point in time without the necessity of manipulating variables or conducting data collection over an extended duration, as highlighted in previous research [46][47][48].…”

A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education

“…When testing MI theory to ascertain if it holds validity in assessing instructional strategies aligned to its concept of multiple intelligences, many studies have found no widespread statistical correlation or validity in MI theory's concepts of multiple intelligences and instructional strategies aligned to those purported intelligences (e.g., Waterhouse, 2006;Willingham et al, 2015;Luo and Huang, 2019). However, some case studies have found statistical significance for some of the MI domains (e.g., Dolati and Tahriri, 2017;Yidana et al, 2022), or partial significance for one but not the other domains (e.g., Rogowsky et al, 2015). While divergent findings further the debate of MI theory, this again seems to suggest the issue of the semantics of this theory and its overlap with learning styles theory, as the use of the word "intelligence" in MI theory can cause confusion from a technical standpoint in psychological science where the word preferences may be a better fit for Gardner's theory, especially in context of its overlapping application with learning styles theory.…”

“…While most of the critique of MI theory is in the technical use of the word “intelligences” and the testing of MI theory’s validity in correlating the intelligences to teaching and learning that have found no correlation between MI theory and its instructional strategies (e.g., Schulte et al, 2004 ; Visser et al, 2006 ; Waterhouse, 2006 ; Rogowsky et al, 2015 ; Willingham et al, 2015 ; Luo and Huang, 2019 ), there are a number of studies that demonstrated favorable findings that partially validate MI theory, though there are qualifying limitations (e.g., Mokhtar et al, 2008 ; Furnham, 2009 ; Wu and Alrabah, 2009 ; Dolati and Tahriri, 2017 ; Prast et al, 2018 ; Yidana et al, 2022 ). However, Pashler et al (2008) suggested that some studies that suggest favorable findings of learning styles theories there might be ambiguity in the study design leading to inconclusive findings.…”

“…There are increasingly more examples of demonstrating connections between research that tests MI theory and presents favorable findings of MI theory. A study of secondary school economics teachers found that there was a statistically significant difference using a multiple analysis of variance in teachers’ use of a bodily-kinesthetic approach to teaching economics in secondary school based on the teacher’s teaching experience ( Yidana et al, 2022 ). In a study of English as a foreign language (EFL) teachers, the researchers found that “only teachers of logical-mathematical type were influenced by their dominant intelligence type and other intelligence types did not exert a significant influence on the types of activities being implemented in the classes” ( Dolati and Tahriri, 2017 , p. 1).…”

Teaching mathematics for social justice: The challenges and the prospects in the Ghanaian senior high schools

“…Gardner (2010) found eight multi-linkages. Linking mathematics to these intelligences helps teachers build the three Hs (head, hand, and heart) (Yidana et al, 2022).…”