Integrating The Theory of Multiple Intelligences in The Teaching of Cell Division

Integrating the theory of Multiple
Intelligences in the teaching of Cell

Division

Presented By
ABLIN DAVADASON PETER
SMK RAJA CHULAN, IPOH
ablin3_16@yahoo.com

Integrating the theory of Multiple Intelligences in the teaching of Cell Division
24 & 25 June 2014 NARC - Malacca Ablin Davadason Peter
SMK Raja Chulan, Ipoh
Introduction
Research Questions
Literature Review
Methods & Data Collection
Data Presentation/Findings

Introduction
Howard Gardner is best known for his Theory of Multiple Intelligences. He
identified the eight intelligences as linguistics, logical-mathematics, musical,
visual-spatial, bodily kinaesthetic, interpersonal, intrapersonal and naturalistic.
Gardners theory opened up the minds of educators to view students learning
differently according to their various intelligences. According to Gardner (1993)
each child possesses all eight intelligences and the child has a natural proclivity at a
young age towards one or two of the intelligences, which lasts a lifetime.

The research questions

1) What is the status of the Multiple Intelligences among the students of different achievement
levels before and after the teaching of cell division using the Chromosomes Alive
module?

2) How is the understanding of cell division among the selected students of different
achievement levels before and after the teaching of cell division using the Chromosomes
Alive module?

3) How are the scientific explanations of the students of different achievement levels about
cell division before and after the incorporation of the Multiple Intelligences?

Literature Review
According to ztap, zay and ztap (2003) cell division is perceived by most teachers to
be one of the most problematic concepts in Biology and students also have misconceptions
about the process of mitosis and also meiosis (Nik, 2006)
Many educators are trying methods and strategies to overcome this problem. For example
Kiboss, Ndirangu, and Wekesan, (2004), tried computer mediated stimulations to overcome
students problems on cell theory.

According Hamzah, (2004), a remedial has to be done to overcome the problems faced by
students in the topic of cell division. She carried out a research using webbed based learning
to overcome the problem of misconceptions among students on cell division. Therefore this
study is relevant in order to overcome the problem faced by students in understanding the
topic of cell division.

Methods & Data Collection

The subjects of the research
52 form 4 students we classified into 3 groups based on the first term examination
9- high achieving students -65 to 100 marks
17- medium achieving students - 50 to 64 marks
26- lower achieving students - 49 and below

Multiple Intelligence questionnaire and the pre-test was administered to all the 52 students
before the teaching of cell division using the module

teaching of the cell division was carried out using the Chromosomes Alive module

The post test and the Multiple Intelligence questionnaire was administered after the cell
division lesson using the Chromosomes Alive module.

the pre-test and post test scores between the achievers were compared
and the written responses were analysed

Chromosomes Alive module

Introduction activity -Try this- Visual and spatial, Intrapersonal
Activity 1-Preparing and observing an onion root tip slide
Visual and spatial, Interpersonal, Kinaesthetic, Naturalistic
Activity 2-Browsing websites
Visual and spatial, Interpersonal, Musical, Mathematical and Logical,
Linguistics
Activity 3-Making a meiosis model
Visual and spatial, Interpersonal, Mathematical and Logical, Linguistics,
Kinaesthetic

Findings
Comparison of the Pre Test and Post Test Scores among the High Achieving Students

Comparison of the Pre Test and Post Test Scores among the High Achieving Students

Tests

N

Mean

Standard Deviation

Pre Test

9

3.11

0.928

Post Test

9

8.44

1.130

Pre Test
3 scored 20%, 2 high achievers scored 30% and 4 high achievers scored 40%
Post Test
2 scored 70%, 3 of the scored 80%, 2 of them scored 90% and two of them obtained 100%.
Comparison of Pre Test and Post Test Scores among the Medium Achieving Students
Tests

N

Mean

Standard Deviation

Pre Test

17

0.588

0.712

Post Test

17

8.23

1.348

Pre Test
9 of them had all the questions wrong, 6 obtained 10%, 2 obtained 20%
Post Test
3 students scored 60%, 1student scored 70%, 5 students scored 80%, 5 students scored 90% and 3 of them
even scored 100%.
Comparison of Pre Test and Post Test Scores among the Medium Achieving Students

Comparison of the Pre Test and Post Test Scores among the Low Achieving Students

Tests

N

Mean

Standard Deviation

Pre Test

26

0.42

0.809

Post Test

26

8.00

1.414

Pre Test
19 of them obtained 0%, 4 of them obtained 10%, 2 obtained 20% and only one student obtained 30%.
Post Test
one person scored the lowest that is 50%. 5 scored 60%, 2 students obtained 70%, 5 of them obtained 80%,
11 scored 90% and two students even scored 100%.
Comparison of the Pre Test and Post Test Scores among the Low Achieving Students
Status of the Multiple Intelligences

For example, in high achieving student 3 (HA3) linguistic and intrapersonal intelligence
remain dominant before and after the teaching of cell division using the Chromosomes
Alive module. However kinesthetic and musical intelligence appears to be a little more
dominant after the teaching of cell division while mathematical and logical and visual and
spatial intelligence appears to have become less dominant after the teaching of cell division
using the Chromosomes Alive module.

For medium achieving student 7 (MA 7), the naturalistic, linguistic, visual and spatial and
intrapersonal intelligence remains almost equally dominant before and after the teaching of cell
division using the Chromosomes Alive module. The mathematical and logical, musical and
kinesthetic intelligence became more dominant while the interpersonal intelligence appears less
dominant after the teaching of cell division using the Chromosomes Alive module
Before MA7
1
2
3
4
5
6
7
8
After MA7
1
2
3
4
5
6
7
8
For example, low achieving student 1 (LA1) displayed intrapersonal and linguistic
intelligence with almost the same dominance before and after the teaching of cell division
using the Chromosomes Alive module. The mathematical and logical, visual and spatial
and interpersonal intelligence appear to be more dominant after the teaching of cell division
using the Chromosomes Alive module while the musical, kinesthetic and the naturalistic
intelligence became less dominant after the teaching of cell division using the
Before LA1 After LA1
Percentages of the responses of each item of the second
tier in the posttest

Item Description
1A- Students should be able to identify that chromatid is the basic unit of
chromosomes.
2A, 6A- Students should be able to describe the importance of mitosis and meiosis
3A, 7A, 9A- Students should be able to explain about the final results of mitosis and
meiosis
4A,5A,- Students should be able to state and describe the phases in mitosis and
meiosis
8A, 10A- Students should be able to explain the scientific events of mitosis and
meiosis. This also shows that they have grasped the idea of mitosis and meiosis.

Percentages of the responses of each item of the second tier in the post test
Thank You

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