Journal of Social Sciences

An Analysis of Teaching Styles in Primary and Secondary School Teachers based on the Theory of Multiple Intelligences

Tajularipin Sulaiman, Aminuddin Hassan and Hor Yen Yi

DOI : 10.3844/jssp.2011.428.435

Journal of Social Sciences

Volume 7, Issue 3

Pages 428-435

Abstract

Problem statement: The practice of contemporary teaching methods that looked into student diversity had started to dominant most classrooms. In recent years, teachers had adopted a multiple intelligences approach in teaching to meet the needs of a wider range of students. Objective of the present study was to determine the Multiple Intelligence (MI) profile and teaching styles of primary and secondary school teachers. The study also focused on identification of the difference in teaching styles adopted between primary and secondary school teachers. Approach: This study involved 310 randomly selected primary and secondary teachers had applied a descriptive design in which questionnaires were used for the purpose of data collection. Correlation based techniques were used to determine the relationship as well as the magnitude among multiple intelligences. Results: Research findings showed that significant differences were present in five MI profile (spatial, naturalistic, logic/mathematics, interpersonal and musical) with t = 2.75, 2.55, 3.56, 3.05 and -2.32 respectively and three significant differences in the teaching strategies (naturalistic, musical and intrapersonal) with t = -2.58, -3.78 and 2.70 respectively between secondary and primary school teachers. Conclusion: It can be concluded that both primary and secondary teachers had utilized the theory of Multiple Intelligence (MI) in their teaching approaches in today

Copyright

© 2011 Tajularipin Sulaiman, Aminuddin Hassan and Hor Yen Yi. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.