Multiple intelligence among secondary school learners in Kenya

Abstract

This study sort to explore IQ among secondary school students as a result of new approaches that require learners to do critical thinking. problem solving and to be innovative. It was also in regards to IQ and its relationship to academic performance. The study adopted a de criptive research design. The target population of the study comprises the third year students in secondary schools in airobi County giving a total of about 1:WOO students. 20 students per school from the eight sampled schools were used for the study. giving a sample of 160 students. The instrument used to collect data was a standardized IQ test extracted from Howard Gardner's work on multiple intelligence. It also used the 2012 and 2013 end year school exam scores records obtained from the school administration. Data was analyzed using quantirativ e statistics. The level of the learners intelligence was determined. their areas of interests was also established as well as the correlation coefficient between intclligence and academic performance. All these were presented using tables and graphs with the aid of SPSS. The results show that majority of those who took the test have average IQ rating (85-115) meaning they have IQ abilities that are normal. lhere was none with high mental capability or genius (145-159). Of the Gifted (130-1-+-t). only 1-+ out of total of 110 students tested. This means that IQ attributes is lacking among students thus impeding on desired influence on education performance. Of interest. in exploring the types of IQ. girls display more interpersonal (32%) and linguistics at (18%). while boys exhibit more or body- kinesrhetic (29%) and logicalmathematical activities (18%). Both genders score low on visual spatial. This shows that learners in general, in secondary schools in Kenya do not have what is necessary to carryout and perform learning task. especially Collective talent • Ability to solve problems and develop new knowledge Ability to reason from concepts and solve problems using unfamiliar information. The challenge for education is the fact that current learning perspective does require orientation towards learners having IQ skills. Recommendation is for educators to address this need and to explore IQ determinants further.