MULTIPLE INTELLIGENCES FOR YOUNG ADULTS

This study reveals how the concept of multiple intelligences can be integrated for young adults. Activities carried out were aimed at drawing upon the learners’ more developed intelligences while working on their weaker ones. The methodology employed was an experimental comparison of scores of the same group of subjects under two different teaching styles; the first being the usual teaching styles that young adults are exposed to as opposed to one with the integration of visual animation and multiple intelligences. This is considered as a longitudinal study that incorporates a sample of 168 participants that is used to evaluate the efficiency of the usual and multiple intelligences teaching styles. The unit of analysis is individual (students) and self-administered questionnaires were considered for collecting data at an empirical level as proposed by Gardner (1993). This paper includes the analyses of average (mean) value of the scores and paired sample testing using the Statistical Package for Social Sciences (SPSS version 22). From the 168 sets of valid questionnaires collected, the findings showed that the use of multiple intelligences for young adults is more efficient as they record higher mean scores as compared to the usual teaching style.

Keywords: Teaching Style, Multiple Intelligences, Visual Animation, Young Adults

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