Institut Pendidikan Guru Kampus Tun Abdul Razak Kota Samarahan Sarawak PROGRAMME & COURSE

Bachelor Degree of Teaching with Honours [TESL] LEARNING AND THE LEARNER EDU 3103 [3 (3+0)]

DETAILS OF TRAINEE
NAME LING CHIEW JUNG ID CARD 921108-13-5860

SEMESTER GROUP LECTURER

:2 : PISMP TL 2112 : MR MANOGARAN A/L SUBRAMANIAN

SUBMISSION DATE : 24 SEPTEMBER 2012

EDU 3103 2012

Contents
Page Contents Project tasks 1.0 Review 2.0 Identify instrument 3.0 Data collection 4.0 Reflection References Appendixes 1 2 3 13 18 26 30 33

EDU 3103 2012

Project tasks
Project Tasks (100 marks) Teachers should be aware and take into account individual differences among pupils in their classroom. Hence, understanding and application of Learning Theories, multiple aspects of individual differences, learning and thinking styles is vital in determining the effective implementation of appropriate teaching and learning strategies, approaches and methods in the classroom in order to optimize learning among pupils. Based on input provided by your lecturer and from your own reading. 1. Critically review at least five research articles related to Topics 3, 4, 5, and 6 in the Pro Forma and summarise them into appropriate and relevant subtopics. Length of the review should be 5-7 pages. (40 marks) 2. From the literature read, identify an instrument to collect data related to one of the individual differences (e.g. motivation). Describe the source of your instrument; explain the procedures that you follow in preparing and administering your instrument. (20 marks) 3. Carry out data collection during School Based Experience (SBE) and analyse data collected using Excel or SPSS software. Report the outcome of the data analysis and suggest what are the actions the teacher should take as follow-up to your findings. The report should be 4-5 pages. (30 marks) 4. In not less than two pages, write a reflection related to your experience in carrying out this project. (10 marks)

EDU 3103 2012 1.0 Critically review at least five research articles related to Topics 3, 4, 5, and 6 in the Pro Forma and summarise them into appropriate and relevant subtopics. 1.1 Individual Differences It is very obvious that people around the world are different from one another. There are no two people in this world are exactly the same in appearance, personality, attitude, self-esteem and so on. Even identical twins do not show exactly the same in all aspects. Number of studies proves that identical twins are not exactly the same although they are remarkably similar in most aspect. How and why they differ is less clear and is the subject of the study of Individual Differences (IDs). Education.com (n.d.) defines IDs as differences in personality, attitudes, physiology, learning or perceptual processes, etc., that account for variation in performance or behaviour. Fraser-Thill R. (n.d.) defines IDs as the variations from one person to another on variables such as self-esteem, rate of cognitive development or degree of agreeableness. She stated that IDS have been most studied in the area of personality development. Vast amounts of data have been collected by psychologists on how people vary from one another in terms of their traits. Bates E. and her associates (n.d.) conduct a study on individual differences and their implication for theories of language development. In the study, they mention that like every other aspect of human development, language development is characterized by variation. This variation has been largely ignored by students of child language, who have concentrated on the remarkable similarities in sequence of development that are usually observed across children acquiring a given language. Individual differences in rate of development and individual differences in learning style have been left to applied practitioners such as special educators and speech pathologists.

EDU 3103 2012 1.2 Learning Styles 1.2.1 Introduction Wratcher, Marrison, Riley & Scheirton (1997) declared that the idea that people learn differently is venerable and probably had its origin with the ancient Greeks. (Diaz D.P. and Cartnal R.B., 1999). According to Diaz D.P. and Cartnal R.B. (1999), educators have, for many years, noticed that some students prefer certain methods of learning more than others and these dispositions, referred to as learning styles. 1.2.2 Definition of learning styles Grasha (1996) defined learning styles as, personal qualities that influence a students ability to acquire information, to interact with peers and the teacher, and otherwise participate in learning experiences. (Diaz D.P. and Cartnal R.B., 1999). Scarcella & Oxford (1992) defines learning style as a general approach a learner uses to learn a new language. (Haley, 2004). 1.2.3 Learning style categories In a study conducted by Diaz D.P. and Cartnal R.B. (1999), GrashaRiechmann Student Learning Style Scales (GRSLSS) was administered to determine student social learning preferences in six learning style categories. Learning Preferences Independent learning styles Dependent learning styles Competitive learning style Collaborative learning style Avoidant learning style Participant learning style Elaboration Independent students prefer independent study Dependent students prefer an authority figure to tell them what to do Competitive students learn in order to perform better than their peers and receive recognition for their academic accomplishment Collaborative students acquire information by sharing and cooperating with teachers and peers Avoidant learners are not interested in learning and sometimes overwhelmed by class activity Participant learners are always interested in class activities and they show great interest in doing work.

EDU 3103 2012 1.2.4 Related study Diaz D.P. and Cartnal R.B. (1999) conducted a study entitled comparing student learning styles in an online distance learning class and an equivalent oncampus class to compare student learning styles of two online health education classes with an equivalent on-campus class. This study managed to prove that students enrolled in an online class are likely to have different learning styles than equivalent on-campus students. Online students were more independent and oncampus students more dependent. 1.2.5 Related survey A survey entitled A Survey of the Learning Style Preferences of English Conversion Teachers was conducted by Wong Lee Tung (2004). This study is conducted to discover what ways have been done by those in-service teachers to learn English by summarizing the preferred ways of doing it. From the data collected, participants show positive attitude in learning English. They would like to learn how to pronounce words correctly as phonetics and phonology is one of the most important aspects teaching English. They prefer to be given more problem solving tasks as this can incorporate their critical and creative thinking skills. Teachers need to be creative and being creative lead to be critic. Being critical, they are able to reflect, criticize and evaluate their own work. They choose to learn in groups. Through cooperative and collaborative learning, they interact and learn from one another. Thus improve their communication skills. However, they prefer lecturers to correct all their mistakes and explain most of the things to them. This is not the attitude which should have among teachers as they are too dependent on their lecturers. They depend much on lecturers. They didnt take initiative to update themselves with the latest knowledge. As the time goes, they will be out of date. In short, every student has his or her own learning styles preferences. Each and every learning style has its own pros and cons. There is no point arguing over which learning style is better than another.

EDU 3103 2012 1.3 Multiple Intelligences (MI) 1.3.1 Definition of terms According to Gardner (1983), he defines intelligence as an identifiable set of operations or thought processes that can actually be observed. (Haley, 2004). According to Gardner 1999:33, Howard Gardners Theory of Multiple Intelligences challenges the concept of intelligence as a single entity, by defining intelligence as the ability to solve problems or create products that are valued within one or more cultural settings. (Hammond N., 2007). Gardner 2004:29 describes an intelligence as a biopsychological potential to process specific forms of information in certain kinds of ways that allow them to solve problems or to fashion products. (Hammond N., 2007). Below is the definition of terms of Howard Gardners eight MI. MI Bodily/ Kinesthetis Interpersonal/ Social Intrapersonal/ Introspective Logical/ Mathematical Musical/ Rhythmical Naturalist Verbal/ Linguistic Visual/ Spatial Definition The ability to use ones mental abilities to manipulate and coordinate movements of ones physical body The ability to recognize and understand others feelings and interact appropriately with other people The ability to perceive ones own feelings and motivations for planning and directing ones life The ability to detect patterns, calculate, think logically, and carry out mathematical operations The ability to recognize, compose, and remember tonal changes, rhythms and musical pitch The ability to recognize and classify natural surroundings, such as flora and fauna or rocks and animals The ability to effectively manipulate language to express oneself and use language as a means to remember information The ability to perceive and manipulate images to solve problems (Haley, 2004)

1.3.2 Background of MI MI theory was originally proposed by psychologist Howard Gardner at Harvard University in 1983. MI theory centers on the concept that there is no general intelligence, but rather that each person has at least eight distinct intelligences that can be developed throughout his or her lifetime. (Haley, 2001).
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EDU 3103 2012 Armstrong, 2007; Gardner, 1983 stated that Gardner defined eight measures of MI: linguistics, logical-mathematics, visual-spatial, interpersonal, intrapersonal, musical, bodily-kinesthetic and naturalist. (J.C.Xie, R.L.Lin, 2009). Human abilities and potentials are direct evidence that MI exists. These intelligences can be fully utilized either individually or combined. Abdulaziz, 2008; Ulinwa, 2008 claimed that this theory can be applied to any part of school and family, providing teaching methods more room for creativity, emphasizing comprehension and applying new knowledge, techniques and concepts to the teaching process. (J.C.Xie, R.L.Lin, 2009). 1.3.3 Views and principles of MI MI theory criticizes the traditional intelligence evaluation as well as the teaching techniques and materials used in schools.

MI theory asserts that 1. Every person has all eight intelligences 2. The majority of the population can develop intelligences to fully competent levels 3. People with more intelligence usually operate in more complicated ways 4. Each intelligence can be expressed through a variety of ways
Mindy, 2005; Osmon & Jackson, 2002 (quoted in J.C.Xie, R.L.Lin, 2009)

Gardner(1983) stated the principle of MI: emphasis on the development of certain intelligences; utilizing if all intelligences in developing different teaching methods; based on the concept of ML, instructors should review lesson plans and ensure they have variety, fairness and richness; providing students with the opportunity to choose learning activities and assessment methods; provide students with the opportunity to use dominant intelligences to develop the weaker intelligences; use the intelligences to fully comprehend broad subjects. (J.C.Xie, R.L.Lin, 2009).

EDU 3103 2012 1.3.3 MI teaching MI teaching involves comprehension, application and stimulation. Rockwood (2003) claimed that some components of MI teachings are critical thinking, passion and enthusiasm for the surrounding, courage to try new things, creativity and skills, generosity and tolerance and keen observations. (J.C.Xie, R.L.Lin, 2009). Teachers should first observe their own intelligence before carrying out MI teachings. They should use their dominant intelligence in planning materials and lesson plans. In order to assess each students intelligence and provide support accordingly to students, teachers ought to keep track of student performances with observations and written records. 1.3.4 MI Instructional Strategies and Activities Table below shows the strategies and activities suggested for teachers to implement MI theory in the teaching plan. Strategies and Activities Role playing, Dancing, TPR, TPRS, Hands-on learning, Manipulatives, Multimedia games or activities, Aerobic alphabet, Building a model or 3-D project Interpersonal/ Cooperative teams, Paired activities, Peer teaching, Board Social games, Simulations, Surveys and polls, Group brainstorming, Situations or dialogs Intrapersonal/ Describe/write about preferred way(s) of spending free time, Introspective Keep a journal on a particular topic, Engage in independent study Logical/ Word order activities, Grammar relationships, Pattern games, Mathematical Number activities, Classifying and categorizing, Sequencing information, Computer games, Cause and effect activities Musical/ Write jingles for a commercial, Jazz chants to remember Rhythmical vocabulary/grammar/verbs, Musical close activities, Create music for skits and plays, Use music as a stimulator, Look for tonal/rhythmic patterns in music of target language Naturalist Describe changes in the local environment, Debate the issue of homeopathic medicine versus store-bought remedies, Plan a campaign drive that focuses on saving an endangered species Verbal/ Debates, Storytelling, On-line communications (E-pals), Linguistic Group discussions, Word-processing programs, Word games Visual/ Using graphs and diagrams, Drawing a response, Video Spatial exercises, Computer slide shows, Multimedia projects, Mind mapping, Graphic organizers (Haley, 2004)
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Intelligence Bodily/ Kinesthetic

EDU 3103 2012 1.3.5 MI assessments The emphasis of MI assessment is learn by doing, assess in learning. MI assessments which done by instructors or teachers should be according to the students knowledge and performance. Assessment of MI should be forming, variety, substantially beneficial and mutually corresponding. Neil Hammond (2007) comes out with the criteria for assessing MI.

1.3.6 Implications of MI in teachings Kagan & Kagan (1998) claimed that individuals may differ in particular intelligence profiles from birth, that is to say, all human intelligences are a function of genes and environment interacting in different ways and in different proportions for each group and for each ind ividual. (Haley, 2001). Life experiences alter these profiles over time. According to Gardner (1983), one of the most important purposes of schools is to develop MI, thus helping people reach vocational goals that are appropriate to their particular spectrum of intelligences. (Haley, 2001). Marjorie Hall Haley had conducted two studies on MI. One of the studies entitled understanding learner-centered instruction from the perspective of MI that investigated applications of the Theory of MI to shape and reform teaching
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EDU 3103 2012 practices and instructional strategies. Results prove that both teachers and students were profoundly affected by these approaches. Teacher felt energized and enthusiastic about their pedagogy and they felt that they were able to reach more students. Students showed positive responses to the increased variety of instructional strategies used in the classroom. Another study entitled learner-centered instruction and the theory of MI provides evidence that the theory of MI may have significant implications for instruction in foreign and second language classrooms. MI theory has potential to make a positive impact on both teachers and students. Teachers who thoughtfully apply the theory to support educational goals may discover multiple paths to contribute to their overall effectiveness as educators. At the same time, teachers who plan and organize instruction around the learning preferences of individual learners, emphasizing special strengths and shoring up underutilized gifts and talents, may unlock the full learning potential of the students. The benefits of implementation of the MI theory in daily instruction relate to academic achievement and student motivation. 1.3.7 Books, professional papers and journal articles on MI Since Gardners announcement of MI theory, books, professional papers and journal articles have been published to fill the perceived gap in field research related to classroom lesson planning based on the theory as it relates to language learning. Below are the few examples: (a) Multiple Intelligences: Multiple Ways to Help Students Learn Foreign Languages (Gahala & Lange, 1997). The author notes that teaching with multiple intelligences is a way of taking differences among students seriously, sharing that knowledge with students and parents, guiding students in taking responsibility for their own learning, and presenting worthwhile materials that maximize learning and understanding. (b) Teaching and Learning Languages Through Multiple Intelligences (Christison, 1996). MI theory offers ESL/EFL teachers a way in examine their best teaching techniques and strategies in light of human differences. (c) Pilot study conducted by Hall Haley in 2001. Results indicated that teachers were profoundly affected by MI approaches.
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(Haley, 2004)

EDU 3103 2012 1.4 MI theory and Learning Style theories Although MI theory has been applied in learning, it is not a theory about learning. Neil Hammond stated that MI theory focuses on the content and products (Silver et al, 1997) whereas learning styles theories, having generally emerged out of psychoanalysis rather than cognitive science, favour a focus on different approaches to the process of learning. Gardner 1999:84, as to the correlation between learning styles theories and MI theory, Gardner states, The relation between my concept of intelligence and the various conceptions of style need to be worked out empirically, on a style by style basis. And indeed there are many styles. (Hammond N., 2007). Educational theories in US have perhaps gone much further than their counterparts elsewhere to synthesize MI theory and learning styles theories. Most notably is the Silver, Strong and Perinis synthesis of their rendering of Myers personality types of MI theory. Silver et al (1997) claim, without multiple intelligence theory, style is rather abstract, and it generally undervalues context. Without learning styles, multiple intelligence theory proves unable to describe different processes of thought and feeling. Each theory responds to the weaknesses of the other; together, they form an integrated picture of intelligence and difference. (Hammond N., 2007). Here is some of the evident that is frequently in evidence in ELT materials quoted from Neil Hammond (2007). In his second article on Multiple Intelligences, Jim Wingate looks at the effect of different learning styles on teaching (Wingate 1997:28) and cater for individual learning styles, ie. a Multiple Intelligences Teaching Approach. (A Fresco and SM Howell, 2003:1) the existence of different learning styles, we can more successfully organize activities for our students according their orientation to learning, thus improving their education by concentrating on their multiple intelligences. (M Di Maio 2003:2)

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EDU 3103 2012 1.5 Conclusion In conclusion, we must accept the facts that every individual is differ from one another. The study of IDs helps us to understand not only what makes humans similar to one another, but also what makes them different. We can only best understand the full range of human behaviour by considering the variations that occur from one person to another. Not two persons from this world are exactly the same as another person. MI and learning styles are two significant individual differences among students. Differences in the dominant intelligences possess by the students lead to the different learning styles among them. As educators, we must understand that students have their own learning preferences and they have eight distinct intelligences that can be developed throughout their lifetime. We should know our own intelligence and use our dominant intelligence in planning materials and lesson plans. We must assess each students intelligence and provide support accordingly to students. Supports given should be in accordance with students learning styles. Applying MI in teaching can create various activities that suit the learning preferences of students. Hence, students will be motivated to learn. As we all know, the purpose of students going to school is to learn. It is a terrible sin for teachers if they did not manage to teach the students to learn new things.

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EDU 3103 2012 2.0 From the literature read, identify an instrument to collect data related to one of the individual differences (e.g. motivation). Describe the source of your instrument; explain the procedures that you follow in preparing and administering your instrument. 2.1 Introduction After having a close reading on the research articles above, one of the individual differences that attracted me the most is Multiple Intelligences (MI) by Howard Gardner. Recent advances in cognitive science, developmental psychology and neuroscience suggest that each person's level of intelligence, as it has been traditionally considered, is actually made up of autonomous faculties that can work individually or in concert with other faculties (edwebproject.org, n.d.). Howard Gardner labelled such faculties as intelligences. He defines intelligence as an ability to solve problems or create products that are valued in at least one culture (Veenema S. and her associates, n.d.). MI theory is a theory of cognitive functioning. This theory challenges the traditional view of intelligence as a unitary capacity that can be adequately measured by IQ tests. He suggests that each individual possesses at least eight intelligences. He uses core operations to evaluate ones intelligences. He defines core operation as a basic information processing mechanism in the brain that takes a particular kind if input or information and processes it. He further clarifies that each intelligence has one or more core operations. However, each person has different proclivities in the eight intelligences. Hence, there is no one set of teaching strategies will work best for all students at all times. One strategy is likely to be successful with several students but not for others. Gardner says, It is very important that a teacher take individual differences among kids very seriously. The bottom line is a deep interest in children and how their minds are different from one another, and in helping them use their m inds well. (educationworld.com, 2011). William G. Spady (n.d.) comments that all students can learn and succeed, but not all on the same day in the same way . (http://www.spannj.org/BasicRights/appendix_b.htm, n.d.)

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EDU 3103 2012 2.2 Pilot Study Marjorie Hall Haley, a tenured Associate Professor of Education in the Center for Language and Culture in the Graduate School of Education at George Mason University in Fairfax, Virginia, is very interested in the Theory of Multiple Intelligences. He conducted a research study to identify, document, and promote effective applications of the MI Theory in educational settings. His research aims to monitor the impact of the application of the MI theory on instructional practices, classroom assessment, and student achievement. Results indicated that teachers were profoundly affected by MI approaches. Another researcher, Neil Hammond, conduct a research study entitled how can Multiple Intelligence Theory be used to foster teacher development, support, and informed curriculum supplementation? 2.3 My study 2.3.1 Background of my study In order to prove that each person has different proclivities in the eight intelligences verbal-linguistic, logical-mathematical, rhythmic-musical, visualspatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalist, I decided to do a project regarding MI among primary school students. To complete this project, I need to carry out data collection in my SBE school- SK Sacred Heart English, Sibu. Before I decide on how to collect data in school, I search for the suitable methods and instruments to collect data online. Through my findings, there are several types of data collection methods such as interview, survey, group discussion and observation. Each method has its own instruments to collect data. Instrument needed for interview is interview guide, instrument needed for survey is questionnaire, instrument needed for group discussion is discussion guide and finally instrument needed for observation is checklist. Interview is a method which requires at least two persons engage in a conversation whereby one of them will be asking questions and others will be answering questions. Survey is a method which examines opinions, behaviours of people. Group discussion is a method whereby groups of people gather together talk about something and tell each other their ideas and opinions. Observation is a method whereby people notice or see something closely.
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EDU 3103 2012 2.3.2 Selecting a data collection method- survey Among several types of data collection methods, I have identified one method which is survey to collect data related to MI. In my opinion, conduct a survey is the most suitable instrument for me to use in collecting data in my SBE school within one week as it is the least time-consuming method compared to other instruments. Questionnaire can be distributed to all the students in a classroom at the same time and get all the students to answer them within the period of time. Students are allowed to ask questions regarding the questionnaire. It can be done in an hour. It is totally different with interview, group discussion and observation. Interview require lots of time as I can only interview one or two persons at the same time. If I am going to interview whole class students, it might disturb teaching-learning process in the classroom. Group discussion is a good method in collecting data, however some students may not be interested in the topics and they refused to engage in the discussion. Lastly, observation is the most time-consuming method as it requires close notice on the students. Since I only have one week in the school, it is quite impossible for me to observe all the students in a classroom. Due to the considerations above, I decide to conduct a survey in one of the class. 2.3.3 Selecting a Multiple Intelligences Instrument After I have decided on the instrument used in collecting data, I read further on the MI. Howard Gardner first identified and introduced seven kinds of intelligences in Frames of Mind. Then, Gardner identified an eighth intelligence, the naturalist intelligence. Gardner said, Some people from an early age are extremely good at recognizing and classifying artifacts. For example, we all know kids who, at 3 or 4, are better at recognizing dinosaurs that most adults. Hence, there are at least eight different types of intelligence among human and each one has a corresponding area in the brain. Then, I search for the MI test online. Fortunately, I manage to find several MI test online. There are many versions of MI test provided on the website. Some are specially designed for kids, some are specially designed for young people, some are designed for adults and some are suitable for people of all ages.

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EDU 3103 2012 After I read on the test online, I found out that the survey questions provided Laura Candler is very suitable and reliable. Laura Candler is a 5 th grade teacher in Fayetteville, North Carolina. She gets Master Degree in Elementary Education, National Board Certification (Middle Childhood Generalist since 1998) and Milken Family Foundation Education Award 2000. She has presented educational workshops to teachers around the country for over 12 years. She is the author of 10 books for teachers as well as a classroom teacher with 28 years of teaching experience (grades 4-6). She found out that MI theory and practice to be very empowering in the classroom. She clarified that when students realize that there are many ways to be smart, it helps build their self-esteem and confidence. Hence, she developed techniques for teaching students about MI theory and helping them to discover their own MI profiles. She managed to develop so many teaching resources for MI theory that wrote Teaching Multiple Intelligence Theory: Step-by-Step Lessons for Intermediate Grades. Thus, I strongly believe his authority in MI aspects. 2.3.4 Justification for choosing that instrument I think that Laura Candlers survey questions are suitable because based on three reasons. Firstly, the statements posted in survey form are simple and easy. It is very suitable for Primary schools kids. They understand all the statements in the survey form. Thus, they can answer those statements by their own without asking their friends. By this, I can determine the intelligence of the students accurately. Secondly, it is neither too long nor too complex. Too long or too complex might take away students interests. Students might get bored and show less interest in answering the survey form if they saw pages of statements to be answered. In such case, students might just simply answer the statements provided. In addition, statements in the survey form are closely related to students whereby it uses I most of the statements. Hence, students can imagine themselves whether they really like to involve in the activities spoken. 2.3.5 Modification of the instrument However, I dont like the part whereby it requires students to write scale according to how well the description fits them. In my opinion, students in lower primary school are unable to rate the statements from 0 to 5. Hence, in my survey
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EDU 3103 2012 form, I replaced rating part with true and false. Besides, I edited a few statements in the survey form. For example, I replaced written assignments are usually easy for me with I enjoy public speaking and participate in debate. This is because written assignments are too tough for primary school kids. They have never been exposed to written assignments. Another statement is I love the challenge of solving a difficult math problem. I replaced this statement with I can complete calculation quickly in my head. It is easily to let students determine whether they can complete calculation quickly in their head rather than asking them whether they like to challenge themselves with difficult math problem. 2.3.6 Administering of the instrument This study is going to be conducted in my SBE school, SK Sacred Heart English, Sibu. Before I went to school, I prepared thirty copies of the survey form to be distributed to the students in one of the class. My target group is the Level Two students whereby they can master their thoughts and understand themselves better.

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EDU 3103 2012 3.0 Carry out data collection during School Based Experience (SBE) and analyse data collected using Excel or SPSS software. Report the outcome of the data analysis and suggest what are the actions the teacher should take as follow-up to your findings. 3.1 Introduction My survey paper consists of twenty four statements. Students only need to fill up true or false towards the statements. Those twenty four statements belong to eight intelligences whereby each intelligence consists of three statements. In my analysis, students show dominant intelligence of that intelligence when they agree with all the three statements of that aspect. In other words, they fully possess that intelligence. They can be considered as possess the intelligence if they agree with one or two statements for that intelligence. Survey on MI was carried out during my School Based Experience II in SK Sacred Heart English, Sibu on 27 August 2012 until 30 August 2012. On 29 August 2012, I entered a class, 4M, whereby the teacher was absent for that day. Only twenty students from the class attend the lesson that day. Since this is a single sex school, all the respondents are male. Among the twenty students, seven of them are Chinese, seven are Malay and six of them are Bumiputera.

3.2 Analysis of the Data 3.2.1 Number of dominant intelligence(s) by the students

Number of dominant intelligence(s) possessed by the students

Number of student(s) 10 8 6 4 2 0 0 1 2 3 4 5 6 Number of dominant intelligence(s) 7 8

Graph 1 18

EDU 3103 2012 Graph 1 shows the number of dominant intelligences possessed by the students of 4M. From the graph, we can see that number of dominant intelligences possessed by students of 4M. One student does not possess any dominant intelligence, one student possesses one dominant intelligence, four students possess two dominant intelligences, eight students possess three dominant intelligences, three students possess four dominant intelligences, two students possess five dominant intelligences and one student possesses six dominant intelligences. None of the students possess seven dominant intelligences or eight dominant intelligences. From the data collected, it shows that one of the students did not possess any dominant intelligence. In my opinion, it is not that this student does not possess any dominant intelligence, but he does not show confidence in answering the survey. He may not be confident with the statement appear on the paper. He does not give the statement true when he only has slightly disagree with the statement. He wants to be honest in answering the survey. One student possesses only one dominant intelligence. Besides, graph 1 shows that most number of students possess three dominant intelligences. These students fully agree with all the statements of three intelligences. They show more interest towards those three intelligences. Furthermore, there is one student who possesses most number of dominant intelligences. He possesses six dominant intelligences which are Mathematical intelligence, musical intelligence, visual intelligence, kinesthetics intelligence, interpersonal intelligence and intrapersonal intelligence. This student not only show interest in Math, music, visual, kinesthetics, but also knows how to manage himself and others well. This is most probably the efforts of his parents who manage to develop his intelligences almost in all aspects. Lastly, none of the students possess either seven or eight dominant intelligences. This shows that none of the students agree with all the statements in the survey. They show disagree or not interest towards certain statement too.

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EDU 3103 2012 3.2.2 Types of intelligence against percentage of student(s)

Types of intelligence against percentage of student(s)

80 Percentage of student(s) (%) 80 70 60 50 40 30 20 10 0 5 20 25 15 10 0 5 35 20 10 0 0 0 55 70

Types of intelligence

Fully possess Not possess at all

Graph 2

Graph 2 displays the type of intelligence that fully possesses and do not possess at all by the students against percentage of students. From the graph, 80% of the students fully possess intrapersonal intelligence, 70% of the students fully possess interpersonal intelligence, 55% of the students fully possess musical intelligence, 35% of the students fully possess visual intelligence, 20% of the students fully possess naturalist intelligence and kinesthetics intelligence, 15% of the students fully possess Mathematical intelligence and 10% of the students fully possess verbal intelligence. On the other hand, 25% of the students do not possess any Mathematical intelligence, 10% of the students do not possess any kinesthetics intelligence, 5% of the students do not possess naturalist intelligence and musical intelligence at all. From here, we can see that most of the students fully possess intrapersonal intelligence. They are able to manage themselves well. They like spending time with themselves. They rather to play solitary sport compare to team sports. They declared that it is important to have quiet time to think over
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EDU 3103 2012 ideas. They are easily disturbed when there are people around them. In addition, they are very ambitious. They often think about their goals and dreams for the future. After intrapersonal intelligence, 70% of the students fully possess interpersonal intelligence. This group of students have a good relationship with the people around them. They get along well with different types of people. At the same time, they get along easily with other people. They feel that they learn best when they can talk over a new idea. They share their ideas with friends. Besides, they often help others without being asked. 55% of 4M students fully possess both intrapersonal and interpersonal intelligence. This proves that these students are able to manage themselves well at the same time manage their relationship with the people around them. Intrapersonal intelligence and interpersonal intelligence are two intelligences fully possess by most of the students of 4M because they know themselves well. Sometimes, they like to spent time with themselves and sometimes, they like to spent time with friends. The least intelligence which is fully possessed by students of 4M is verbal intelligence. Only 10% of the students fully possess verbal intelligence. It is proven that not many students of 4M like linguistic subjects such as Malay language and English. Most of them think that linguistic subjects are tough subjects. On the other hand, 25% of the students do not possess any Mathematical intelligence. They claimed that they cant learn math ideas easily. They take time to digest those math ideas taught by their teachers. They cannot complete calculation quickly in head. They need to write the mathematical problems on the paper, they can solve those problems. They do not like to play games involving numbers and logic. Most probably, they do not possess any Mathematical intelligence because they get confused when they come with numbers. In addition, 10% of the students do not possess any kinesthetics intelligence. This group of students do not like to involve themselves in any physical activities such as sport, dancing and the list goes on. This is because they do not like the feeling of sweating after those physical activities. Hence, they prefer to stay indoors and doing other tasks rather than heavy physical activities. Lastly, 5% of the students do not possess naturalist intelligence and musical intelligence at all.

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EDU 3103 2012 3.2.3 Types of intelligence against number of student(s)

Types of intelligence against number of student(s)

6 6 5 5 Number of student(s) 5 4 4 4 3 3 2 2 1 1 1 0 0 0 0 0 0 1 1 2 2 3 3 4 4 4 6

Bumiputera Chinese Types of intelligence Malay

Graph 3 Graph 3 shows the types of dominant intelligence possess by students of 4M according to their races. Among 20 respondents, 6 of them are Bumiputera, 7 of them are Chinese and 7 of them are Malay. From the graph, we can see that all the Bumiputera respondents possess intrapersonal intelligence. Four of them possess interpersonal intelligence at the same time. However, all of them did not possess Mathematical intelligence and kinesthetics intelligence at all. This shows that all of them do not like to attend Mathematics and Physical Education classes. Only one Bumiputera respondent possesses naturalist intelligence and verbal intelligence respectively. There are three respondents who possess musical and visual intelligence respectively. For Chinese, six among seven respondents and five among seven respondents fully possess interpersonal intelligence and intrapersonal intelligence respectively. Furthermore, four of the Chinese respondents show dominant intelligence in musical and visual aspects. One, two and three Chinese
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EDU 3103 2012 respondents shows dominant intelligence in naturalist, kinesthetics and Mathematical intelligence respectively. However, none of the Chinese

respondents shows dominant intelligence in verbal intelligence. This shows that all the Chinese respondents do not like to attend linguistic classes. Most of the Malay respondents fully possess intrapersonal intelligence. Then, follow by interpersonal intelligence and musical intelligence whereby four of the Malay respondents fully possess these intelligences. None of the Malay respondents fully possess Mathematical intelligence and visual intelligence. One of the Malay respondents shows that he possesses dominant intelligence in verbal intelligence. For the naturalist and kinesthetics aspects, there are two respondents who fully possess these two intelligences respectively. In overall, we can see the dominant intelligence possess by students of 4M according to their races. For example, the dominant intelligences which possess by most of the respondents from all races are musical intelligence, interpersonal intelligence and intrapersonal intelligence. This proves that the most of the students nowadays love music and make new friends. At the same time, they are able to manage themselves well. They know what is good and what is bad for them. One Bumiputera respondent, one Chinese respondent and two Malay respondents show naturalist intelligence. This group of people are caring and they take good care of animals. Besides, they love environments. There are only quite a number of Bumiputera and Chinese respondents fully possess visual intelligence. None of the Malay respondents show dominant intelligence in this aspect. Two Chinese and Malay respondents respectively show dominant intelligence in kinesthetics aspect. But, none of Bumiputera respondents shows dominant intelligence in this aspect. This shows that more Chinese and Malay students in 4M like to involve themselves in physical activities such as sports. In addition, only three Chinese in 4M class fully possess Mathematical intelligence. Bumiputera and Malay students did not really like Mathematical subjects. This is the reason why Bumiputera and Malay students cannot get good results for this subject because they are not really interested in it. Apart from that, verbal intelligence is the intelligence which is not possess at all by most of the students in 4M. Only two among twenty students fully possess
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EDU 3103 2012 verbal intelligence. This shows that linguistic subjects such as Malay language and English are the subjects which are not like by most of the students of 4M.

3.3 Follow-up Follow-up activities ought to be done to enable students to learn more effectively. School administrators play an important role in doing the follow-up activities. (i) Headmaster should carry out survey among himself and all the teachers in the school. In this way, headmaster and teachers will know their own dominant intelligences and utilize their dominant intelligence in teaching. This can improve teaching effectiveness. (ii) Teachers must understand thoroughly the multiple intelligence theory and teaching objectives before incorporating them into lesson plans and teaching methods. Teaching of multiple intelligences, in comparison with traditional teaching, needs a lot more time and efforts to prepare. Teachers should plan in detail the integration of the eight intelligences into teaching material and activities. (iii) Teachers should conduct survey among students to guide them to recognize their own dominant intelligence and encourage the use of it on learning. Utilization of dominant intelligence in learning enables students to achieve better results and greater sense of achievement. (iv) Teachers should pay equal attention to students displaying gifts in different intelligences and allow them a variety of ways to express themselves. Teachers apply multiple intelligences assessment to teaching strategy such as hands-on design projects, exhibits. (v) Headmaster should provide full support to teachers who utilize multiple intelligences theory in teaching. Teachers application of multiple intelligences to teaching and assessment requires support and accommodation from the school in all aspects. School must do its utmost to resolve and respond if teacher encounter suspicion from parents.

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EDU 3103 2012 3.4 Proposals for future study Study topic Multiple intelligences can be applied to people of any age, and the person become more intelligent through studies. For this reason, it is recommended that future study looks into application of multiple intelligences in other age groups. Study method Further study can include more methods such as observations in class, in-depth interviews with students, engage students into group discussion. Through survey, close observation, interview with students and group discussion, we are able to identify students dominant intelligence.

3.5 Conclusion This survey proves that multiple intelligences among the students of 4M. Teachers and students should first understand their own multiple intelligences and utilize their dominant intelligence in teaching and learning. J.C.Xie and R.L.Lin (2009) stated in their research that teaching and assessment of multiple intelligences had evident influence on learning effectiveness. Henys (2007) mentioned that teaching of multiple intelligences is beneficial to the students. (J.C.Xie and R.L.Lin, 2009). Hence, it is necessary for teachers to understand thoroughly the multiple intelligence theory and incorporating them into lesson plans as it provides students more ways of learning and stimulate more creativity.

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EDU 3103 2012 4.0 In not less than two pages, write a reflection related to your experience in carrying out this project. Firstly, I would like to thank the almighty God for the blessings and providing me spiritual strength all the time. Next, I would also thank my EDU 3103 lecturer, Mr. Manogaran A/L Subramanian for guiding me throughout the whole coursework. Besides that, I want to express my gratitude towards my classmates for their willingness in sharing information and collaborating with one another while doing this coursework. In addition, I also want to thank 4M students from SK Sacred Heart English, Sibu for their cooperation in helping me to fill up the survey form seriously. Without the sincere help from any party above, I cannot finish this coursework smoothly. Honestly, I feel hopeless when I first get this coursework because I think that this coursework is the toughest coursework that I had ever received. This coursework require me to critical review on at least five research articles. After that, I need to identify an instrument to collect data related to one of the individual differences. Data collection needs to be carried out during School Based Experience from 27 August 2012 until 30 August 2012. Data collected in school need to be analysed using Excel or SPSS software. Outcome of the data analysis need to be reported. Follow-up actions that can be done by the teachers in school need to be included inside the report too. Finally, write an individual reflection related to all the experiences in carrying out this coursework. SBE II was carried out after Raya holiday. Before Raya holiday started, I search in the library for the research article related to individual differences. Searching research article in the library is not an easy task. There are several racks of journal books on research article. However, all those journal books are not arranged according to the topic or related subject. I needed to take out every book and fleet into it to search for the related article. It took me more than two hours to search for it. Luckily, I managed to find two articles related to individual differences. One of them was related to learning styles and another one was related to motivation. At the same time, I search for the research article online. All the articles needed to be collected before Raya holiday because I needed to decide on one of the individual differences for my study to be taken out. After doing lots of reading about articles related to individual differences, finally I
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EDU 3103 2012 decided to do my study regarding multiple intelligences. During Raya holiday, I search online for more suitable research articles on multiple intelligences. After I had finalized on my research article, I decided on the instrument to be used to collect data. I search online for the instruments that I can use to collect data. I managed to find article which taught me about the related instruments that can be used in collecting data. Examples of the instruments are survey, observation, group discussion and interview. I collaborate with friends regarding the most suitable instrument used in school. I analyse the suitability of the instruments to be taken out in my SBE school later. After thinking depth into the time spent when using those instruments in collecting data, I finally decided on choosing survey as my instruments for collecting data of the students. In my opinion, survey is the most suitable instrument as it saves up lots of time. Since I was using survey in collecting data, I need to prepare questionnaire form for students to answer. Many sample questionnaire form related to multiple intelligences can be found online. However, I considered much on the reliability of the questionnaire form. Finally, I decided to use Laura Candlers survey form. This decision was done based on three reasons. Firstly, the statements posted in survey form are simple and easy. Secondly, the survey form is neither too long nor too complex. Thirdly, statements in the survey form are closely related to students whereby it uses I most of the statements. Due to these three reasons, I finally decided on my survey form. However, I edited some of the statements in Laura Candlers survey form which is not suitable for primary school kids. I also replaced the rating scale with true and false. In my SBE school, I get a class, 4M to answer my survey form. I did not choose to enter this class. I entered this class because one of the teachers who teach 4M class did not attend to school. I get the permission from PK 1 to enter the class. Frankly speaking, I was not able to control the class well. Hence, I get another teacher trainee to enter the class together with me. She was a former primary school teacher before she entered IPG. She was able to control the class well. All the students sit down quietly listening to the instruction. I translate and explain every statement in the survey form to ensure that they understand all the statements clearly. Within half an hour, all the students finished answering the survey form. I collected back the survey form to be analysed. I was amazed by

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EDU 3103 2012 my friends class management technique. After students answering the survey form, they do their work at their own place. None of them dare to loitering and disturbing others in the class. I was really thankful because she was willing to help me. If not, I think the data collection method cannot be carried out smoothly. For the analysis part, I decided to use Microsoft Excel. SPSS is new to me. I get the SPSS software from my friend. I search for the tutorial of SPSS online. I managed to capture how to use SPSS software. However, I think that my analysis did not require the use of SPSS. Microsoft Excel is enough for us to analyse the data collected from school. I discussed and collaborated with friends on how to analyse the data. After brainstorming in the discussion and look back into my data, some of the suggestions are not suitable to analyse the data. Hence, I decided on analyse based on the number of dominant intelligences possess by the students, types of intelligences against percentage of students and types of intelligences possess by students according to races. Through this coursework, I learned that every individual is different from one another. Hence, the intelligence possess by each individual is not the same too. As future teacher, I should first understand my own multiple intelligences and utilize my dominant intelligence in teaching. In addition, I also conduct survey among students to guide them to recognize their own dominant intelligence and encourage the use of it on learning. Henys (2007) mentioned that teaching of multiple intelligences is beneficial to the students. (J.C.Xie and R.L.Lin, 2009). Hence, I must understand thoroughly multiple intelligence theory as it is a must for teachers to understand multiple intelligence theory and incorporating them into lesson plans as it provides students more ways of learning and stimulate more creativity. Besides, I learned that although it is an individual coursework, we still can work together to complete the coursework. Information and research articles gather from websites and books can be shared together with classmates who are doing the same topics. We can sit together and discuss about the relevant topics instead of doing alone. Working together is easier than working alone as everyone has different ideas and thoughts. Brainstorming of ideas and thoughts can improve the quality of the coursework. Besides that, I learn about the

importance of time management. Time management is extremely important for

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EDU 3103 2012 students. A student must be good in managing his or her time so that he or she can finish the assigned work within time given. Procrastinating work until last minute will only produce poor and lousy work. Last but not least, I am really glad and ecstatic because I manage to finish this coursework on time. Thank you.

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EDU 3103 2012

References:
Bates E. (n.d.). Individual Differences and Their Implications for Theories of Language Development. Retrieved on September 1, 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=12&cad =rja&ved=0CCYQFjABOAo&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2F viewdoc%2Fdownload%3Fdoi%3D10.1.1.139.3528%26rep%3Drep1%26typ e%3Dpdf&ei=5FhZULbMJIWLswaIjYGgBw&usg=AFQjCNH5Dtap7tKYkzp2 SnuiUvMk_EL98A&sig2=nmOP97rcYzMKJRYUpC5_Og Diaz D.P. and Cartnal R.B. (1999). Comparing Student Learning Styles in an Online Distance Learning Class and an Equivalent On-Campus Class. Retrieved on September 2, 2012, from http://home.earthlink.net/~davidpdiaz/LTS/html_docs/grslss.htm Fraser-Thill R. (n.d.). Individual Differences. Retrieved on September 1, 2012, from http://tweenparenting.about.com/od/physicalemotionalgrowth/a/IndividualDifferences.htm Haley M.H. (2001). Learner-Centered Instruction and the Theory of Multiple Intelligences with Second Language Learners. Retrieved on September 2, 2012, from http://gse.gmu.edu/assets/docs/forms/mirs/teachers_college_record-learnercentered_instruction_and_the_theory_of_multiple_intelligences_with_secon d_language_learners.pdf Haley M.H. (2004). Understanding Learner-Centered Instruction from the Perspective of Multiple Intelligences. Retrieved on September 2, 2012, from http://gse.gmu.edu/research/mirs/forms/foreign_language_annalsunderstanding_learnercentered_instruction_from_the_perspective_of_multiple/ Hammond N. (2007). How can Multiple Intelligence Theory be used to foster teacher development, support, and informed curriculum supplementation? Retrieved on September 2, 2012, from

http://neilhammond.blogspot.com/2012/01/how-can-multiple-intelligencetheory-be.html J.C. Xie, R.L.Lin (2009). Research on Multiple Intelligences Teaching and Assessment. Retrieved on September 2, 2012, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad= rja&ved=0CC0QFjAB&url=http%3A%2F%2Fwww.asia.edu.tw%2Fajmhs%2
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EDU 3103 2012 Fvol_4_2and3%2F3.pdf&ei=HkI7UI0dgasB6mlgbgG&usg=AFQjCNGrOFWjReUSuffIDuyKbia7Kz34iw&sig2=bNiqK _cwgwqw4DAS8kiVFg Lee Tung W. (2004). Jurnal Mapera Maktab Perguruan Rajang96009 Bintagor, Sarawak. Jilid 15. ISSN 1511-6042 Veenema S. and her associates. (n.d.). Multiple Intelligences: The Research Perspective. Retrieved on September 2, 2012, from

http://www.learner.org/workshops/socialstudies/pdf/session3/3.MultipleIntelli gences.pdf _____. (2011). Howard Garders Multiple Intelligences: A Theory for Everyone. Retrieved on September 2, 2012, from

http://www.educationworld.com/a_curr/curr054.shtml _____. (n.d.). Individual Differences. Retrieved on September 2, 2012, from http://www.education.com/definition/individual-differences/ _____. (n.d.). MI- The Theory. Retrieved on September 2, 2012, from http://www.edwebproject.org/edref.mi.th.html _____. (n.d.). Module 6: Collecting Data. Retrieved on September 2, 2012, from http://www.stepstoolkit.org/index.php?option=com_content&view=article&id= 121&Itemid=158&lang=en#dcmti _____. (n.d.). Multiple Intelligences Worksheets. Retrieved on September 2, 2012, from http://www.spannj.org/BasicRights/appendix_b.htm

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