Francis, Reni. (2012). MULTIPLE INTELLIGENCE APPROACH TO CURRICULUM TRANSACTION AND ACHIEVEMENT OF EDUCATIONAL OBJECTIVES AT SECONDARY SCHOOL LEVEL. Unpublished. Ph.D., Education. University of Mumbai.

The main objective was to study the extent of effectiveness of Multiple Intelligence Approach to curriculum transaction among secondary school students in realizing the educational objectives as given by Revised Bloom’s Taxonomy; To study the extent of effectiveness of Multiple Intelligence Approach to curriculum transaction at secondary school level in transforming the learning environment into a constructivist one; To study the extent of effectiveness of Multiple Intelligence Approach to curriculum transaction at secondary school level in promoting inclusive education; To study the extent of effectiveness of Multiple Intelligence Approach to curriculum transaction at secondary school level in catering to multiple learning styles of students as given by Prof. H. Gardner; To study the main effect as well as the interaction effects of the Multiple Intelligence Approach mode to curriculum transaction and the level of achievement of the students (Average, Below Average and Above Average) on the achievement of educational objectives among secondary school students, as given by Revised Bloom’s Taxonomy; To study the main effect as well as the interaction effects of the Multiple Intelligence Approach mode of curriculum transaction and the type of schools (SSC, CBSE, CISCE and CIE) on the achievement among secondary school students of the educational objectives as given by Revised Bloom’s Taxonomy; To study the main effect as well as the interaction effects of the Multiple Intelligence mode of curriculum transaction and gender of secondary school students on the achievement of educational objectives, as given by Revised Bloom’s Taxonomy.

The main hypothesis of the study was stated in null form as follows: There is no significant main effect as well as interaction effect of the approaches to curriculum transaction (MIA,TA) and the level of achievement (LOA) of the participants (Average, Below Average and Above Average) on the achievement of educational objectives of RBT among secondary school students; There is no significant main effect as well as interaction effect of the approaches to curriculum transaction (MIA,TA) and the type of schools (SSC, CBSE, CCISCE and CIE) on the achievement of educational objectives of RBT among secondary school students; There is no significant main effect as well as interaction effect of the approaches to curriculum transaction (MIA, TA) and gender on the achievement of educational objectives of RBT among secondary school students.

The sample used for the study was stratified random sampling technique. Two schools affiliated to each of the Boards - SSC, CBSE, CISCE and CIE - were selected at random. From each of the schools selected, two divisions of Standard VI were selected at random. Total 736 students were selected which was the sample for this study.

The researcher made use of the following tools to collect data: a) Personal Data Sheet; b) Multiple Intelligence Test; c) MI/ RBT Grid; d) Instructional Module; e) Field notes; f) School Records; g) Criterion Referenced Post- test.

Two units of approximately equal difficulty level in Science subject were selected and modules were prepared for instructional intervention by Multiple Intelligence Approach in order to realize the educational objectives as given by Revised Bloom’s Taxonomy. Since random assignment of the subjects into two groups was not possible to establish equivalence, a quasi-experimental study following the Counter Balanced Design (Two Groups Equivalent Materials Post Test Design) was adopted. In the first stage, a Multiple Intelligence checklist was administered to assess the students’ interest level. The first unit was taught to the first group (X1) by traditional chalk and talk method (MA1) and the second group (X2) Multiple Intelligence Approach (MB1). After completing the unit, a criterion test (post test) on that unit was administered to both the groups to assess the conceptual clarity of the unit taught (O1 and O2) In the second stage, the second unit was taught to X1 by Multiple Intelligence Approach (MB2) and X2 by Traditional Approach (MA2). After completing the unit, a criterion test (post test) was administered to both the groups to assess the conceptual clarity of the unit taught (O3 and O4).

·      Multiple Intelligence Approach(MIA)  of curriculum transaction seemed to have an overall positive impact on the learning. The activities enabled the participants to achieve the educational objectives RBT much better as compared to Traditional Approach(TA). The higher level educational objective of Creating was also achieved at Very High Level and this was due to the activities that enabled the participants to express their perceptions and understanding better. The objectives of Applying, Analyzing and Evaluating were also realized to a substantial level in MIA as compared to TA. The participants groups were rotated among the activities that focused on the various intelligences because of which all the participants got an opportunity to put into maximal use their prime intelligence and also could benefit from others’ intelligences by engaging in collaborative activities. An inclusive learning environment through the MI approach of curriculum transaction. The activities were designed in such a way that no child was left behind. These activities were rotated to each group on a continuous basis thereby involving all the participants. The activities planned catered to MI as given by Gardner as well as the learning needs of participants with diverse learning styles as given by Gardner. There is significant main effect as well as interaction effect of the approaches to curriculum transaction (MIA, TA) and the LOA (Average, Below Average and Above Average) on the achievement of educational objectives of RBT among secondary school students at 0.01 level.  There is significant main effect of approaches to curriculum transaction on the achievement of educational objectives of RBT among secondary school students. There is significant main effect on the type of schools on the achievement of educational objectives of RBT among secondary school students. There is no significant interaction effect of approaches to curriculum transaction and on the types of schools on the achievement of educational objectives of RBT among secondary school students.  There is significant main effect of approaches to curriculum transaction on the achievement of educational objectives of RBT among secondary school students. There is no significant main effect of gender on the achievement of educational objectives of RBT among secondary school students.  There is no significant interaction effect of approaches to curriculum transaction and gender on the achievement of educational objectives of RBT among secondary school students.

Learner-centered classrooms to be created for success-oriented students. Teachers should provide extensive opportunities for guided practice, repetition, and review for their students, giving them ample opportunities to practice before they are given tests or other forms of assessment. Creating an active learning environment thereby providing with opportunities for hands-on learning and construct their own knowledge. They should be allowed to work with concepts in different ways, including multisensory activities that enable them to see, hear, feel, smell, and even taste concepts. Student learning must be developmentally appropriate and compatible with students levels of intellectual, physical, social, and emotional development. Teaching – learning must address many different learning styles. Teachers must remember that their students learn in different ways. Teachers should also keep in mind that students oftentimes will do their best if learning opportunities are aligned with their particular type of intelligence, e.g., verballinguistic,logical-mathematical, visual-spatial, bodily-kinesthetic, musical rhythmic,interpersonal, intrapersonal, or naturalistic. Variety of instructional materials can be used during the teaching- learning process to make learning enjoyable and student centered. An awareness of constructivist approach of learning can be made through cooperative learning workshops among the school teachers. Teachers can engage students with care-share projects. This will give opportunities of peer tutoring and build student compatibility. An awareness of Multiple Intelligences and Multiple Intelligence Approach of curriculum transaction could be given at schools, which would help students identify their dominant intelligence and teachers to plan activities to meet the diverse student community. Teachers need to be oriented about the uniqueness of each child and not to label them as dumb’ or good for nothing’. Teachers need to break down the shackles of rote memorization and invent new pedagogical practices for students welfare. Teachers need to be oriented with the Revised Bloom’s Taxonomy and frame educational objectives to meet the needs of each and every child, so that No Child is Left Behind. Teachers can work in tandem with the parents about the Multiple intelligence of their children which will enable them to harness the child’s capacity and ability to a better extent. Teachers should provide positive feedback to students performance during the assessment conducted at classroom level. Pre- service and In-service training program should provide teachers with a variety of experiences in innovative classroom teaching – learning methodology, students’ problems in the classroom and classroom dynamics. Teachers can address the MI and RBT by preparing the MI/RBT grid while their lesson planning which would also be tool and direction to follow the same.

Keyword(s): Multiple Intelligences, Revised Blooms Taxonomy, Curriculum Transaction