Multiple Intelligence Literature Review

Chapter Two

Literature Review The purpose of this chapter highlighted findings from different researchers concerning the multiple intelligence theory and student performance. According to Shuttleworth (2009) “a literature review is a critical and in depth evaluation of previous research.” It is a summary and synopsis of a particular area of research, allowing anyone reading the paper to establish why he or she is pursuing this particular research program. This literature review is designed in two sections. Section one examined the researchers findings in respect to the independent variable, which is Multiple Intelligence Theory. Section two focused on the dependent variable, improving students’ performance in Science.

Section One-Independent

Every child is born possessing the nine intelligences. Though, all students will enter the classroom with different sets of developed intelligences. This means that each child will have his or her own unique set of intellectual strengths and weaknesses. These sets determine how easy or difficult it is for a student to acquire information when it is presented in a particular manner. This is generally stated as a learning style. Several learning styles can be found within one classroom. Therefore, it is impossible, as well as impractical, for a teacher to accommodate every lesson to all of the learning styles found within the classroom. However, the teacher can show students how to use their more developed intelligences to assist in the understanding of a subject which normally employs their weaker intelligences.” Armstrong (2000) outlines “four key points in Multiple Intelligence Theory: (1) Person possess all of these intelligences, (2) most persons have the potential to develop further in each of the intelligences, (3) the intelligences work together, and (4) there are many ways intelligence can be construed within each category. Gardner's work with multiple intelligences led teachers to a new way of looking at intelligence and

Multiple intelligence assessments are generally done by the teacher, the cooperative teachers and students. This makes the assessments more interactive and impartial than traditional assessments, which are done by the teachers alone. The assessment of the multiple intelligences should be (a) Forming: Designed to unfold, cajole, or revive strengths in students. (b) Variety: Offering students all kinds of opportunities to determine what they know. (c) Considerably valuable: Through evaluations, help students develop intrinsic quality or enhance understanding in both themselves and the academic subjects. (d) Mutually corresponding: Allow students to choose means of expression based on their learning experience and preferences and fully demonstrate their academic strengths. There are nine forms of assessing and evaluating multiple intelligences: (1) Verbal-linguistic intelligence: Oral reports and written presentations are used. (2) Logical-mathematical intelligence: Problem-solving task, cause-effect inference. (3) Visual-spatial intelligence: Can use charts, photographs and slideshows. (4) Bodily-kinesthetic intelligence: This involves acting or dancing (5) Intrapersonal intelligence: Some type of record