BCVS PROJECT

Title: Multiple intelligences and learning styles

INTRODUCTION

This study investigates the relationship between multiple intelligences

and learning styles among university students. Data were collected
from students using a google form where they expressed their
answers.
Preliminary analysis suggests that students exhibit varying degrees of
multiple intelligences, with interpersonal and intrapersonal
intelligences being prominent. In terms of learning styles, a majority
of students identify as visual learners, while a significant minority
prefer kinaesthetic learning.
Furthermore, initial findings indicate a potential correlation between
certain intelligences and learning styles. For example, students with
high linguistic intelligence may prefer verbal instruction and written
materials.
These early insights highlight the need for educators to adopt diverse
teaching methods to accommodate the varied learning preferences and
strengths of students. Further analysis will explore these relationships
in more depth, providing valuable insights for educators and
policymakers in higher education.
The study also aims to investigate the impact of these intelligences
and learning styles on academic performance and student
engagement. Understanding these relationships can help universities
tailor their teaching methods to better meet the needs of their students,
potentially improving overall academic outcomes.
AIM OF THIS SURVEY

The primary objective of this survey is to conduct an in-depth analysis

of individuals' learning styles and multiple intelligences to illuminate
their impact on academic and professional experiences. By closely
examining prevalent learning styles such as visual, auditory,
reading/writing, and kinesthetic preferences, we aim to elucidate the
nuanced ways in which these styles influence study habits,
information assimilation, and skill acquisition. Additionally, we seek
to unravel the dynamic nature of learning styles—whether they
undergo transformative changes over time and the key catalysts
behind such transformations. Concurrently, our survey endeavors to
gauge participants' comprehension of multiple intelligences, spanning
linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial,
interpersonal, intrapersonal, and naturalistic realms, and how they
perceive these intelligences manifesting in their personal and
professional lives.

By synthesizing these insights, we aspire to enrich educational

methodologies and environments to better accommodate diverse
learning styles and intelligences, thereby fostering more effective and
engaging learning experiences with lasting positive impacts.
Understanding these different learning styles and intelligences can
lead to tailored educational approaches that cater to individual needs,
ultimately enhancing learning outcomes and satisfaction.

Moreover, this survey aims to explore the adaptive strategies

individuals employ to align their learning approaches with their
preferred styles and intelligences, particularly when facing challenges
or encountering new information. By elucidating these strategies, we
aim to provide practical insights that educators and learners can apply
to optimize learning experiences.

Furthermore, this survey seeks to investigate whether individuals

believe that understanding their learning styles and intelligences can
lead to improved learning outcomes. By understanding these
perceptions, we can gain valuable insights into how individuals
perceive the role of self-awareness in their learning journeys.

RESEARCH QUESTIONS

What are the most prevalent learning styles among participants, and
how do these styles influence their study habits and information
processing?
Do individuals' learning styles evolve over time, and if so, what
factors contribute to these changes?
How do participants perceive their own multiple intelligences, and in
what ways do they believe these intelligences impact their academic
or professional achievements?
To what extent do participants believe that understanding their
learning styles and intelligences can lead to improved learning
outcomes?
How do individuals adapt their learning approaches to align with their
preferred styles and intelligences, especially when faced with
challenges or new information?
LITERATURE REVIEW

Learning Styles: Begin by defining and discussing different learning

styles, such as visual, auditory, reading/writing, and kinesthetic.
Explore how these styles are typically assessed and how they are
believed to influence learning preferences and strategies.

Multiple Intelligences: Introduce the theory of multiple intelligences

by Howard Gardner, highlighting the various types of intelligences,
such as linguistic, logical-mathematical, musical, bodily-kinesthetic,
spatial, interpersonal, intrapersonal, and naturalistic. Discuss how
these intelligences are thought to manifest in individuals and how
they can impact learning and problem-solving.

Relationship Between Learning Styles and Multiple Intelligences:

Examine studies that have explored the relationship between learning
styles and multiple intelligences. Some researchers suggest that
learning styles may be related to specific intelligences, while others
argue that they are distinct concepts that should be considered
separately.

Impact on Learning Outcomes: Review research that has

investigated the impact of learning styles and multiple intelligences
on academic performance, learning satisfaction, and overall learning
outcomes. Consider both theoretical perspectives and empirical
studies that support or challenge these ideas.
Practical Implications for Education: Discuss how knowledge of
learning styles and multiple intelligences can be applied in
educational settings to enhance teaching and learning. This could
include strategies for differentiated instruction, personalized learning,
and creating inclusive learning environments.

Critiques and Controversies: Acknowledge any critiques or

controversies surrounding the concepts of learning styles and multiple
intelligences. Some researchers argue that the evidence supporting
these concepts is limited or inconclusive, while others emphasize the
importance of considering individual differences in learning.

Future Directions: Conclude the literature review by highlighting

gaps in the existing research and suggesting areas for future
investigation. This could include exploring new assessment methods,
examining the impact of technology on learning styles, or
investigating cultural influences on multiple intelligences.
RESEARCH DESIGN

Research methodology

The research is conducted through a survey to collect information

from a varied sample of GITAM students. The survey focuses on
identifying multiple learning styles and intelligences among students.
The qualitative analysis of the survey aims to reveal a range of
learning preferences and strengths among students, such as visual,
auditory, kinesthetic, interpersonal, intrapersonal, etc.

By examining the relationship between these learning styles and

intelligences, the study seeks to provide insights into how educators
can better tailor their teaching methods to accommodate the diverse
needs of students. Additionally, the research aims to explore any
potential correlations between specific intelligences and learning
styles, shedding light on how these factors influence academic
performance and student engagement.

The survey will also include questions about students' preferences for
teaching methods and classroom activities. This information will help
in understanding which teaching approaches are most effective for
different learning styles and intelligences.

Overall, this research design allows for a comprehensive exploration

of multiple learning styles and intelligences among GITAM students,
providing valuable insights for enhancing teaching and learning
strategies in higher education.
Survey questions

1. Which gender do you identify with?

The students who participated in this survey were 46.7% female,
46.7% and 1% who preferred not to say.

2. Do you find it easy to express yourself through art or music?

71.4% of the students have said agreed with finding it easy to

express themselves through art and music.

3. Do you prefer learning through hands-on activities rather

than lectures?
85.7 % of the students prefer hands on activities rather than
lecturers which is a large majority while the other 14.3% don’t.

4. When learning new information, which method do you find

most effective?
Here the students chose more than one option.
61.9% prefer learning through diagrams and charts which is visual
learning
52.4% prefer Read/write through notes and textbooks and hands-on-
learning which is Kineasthetic learning.
23.8% prefer listening to lectures which is auditory learning.
We also got a response saying they love every method.
 5. In group settings, which role do you naturally gravitate
towards?
42.9 said Visualiser, 47.6 said Listener, 38.1 said Note Taker and
33.3% said participant

6. Which of the following environments do you prefer for

studying?
47.6% prefer Quiet room with the option tolisten to recordings or
lectures
19 % prefer Well-lit room with visual aids and diagrams
14.3% said they like well lit rooms with visual aids
9.5% said they like studying in libraries

7. When faced with a complex problem, which approach do

you find most effective?
Majority of the students said they like analysing the problem and
reading similar solutions about it.

8. Do you often rely on your intuition or gut feeling when

making decisions?

71.4 said yes and 28.6% said no.

9. Do you enjoy learning new languages or experimenting with

different communication styles?
Majority of the students said yes,
10.Do you often notice small details that others may overlook?
Majority of them said yes.
11. In a problem-solving scenario, which approach resonates with
you the most?
The students selected different approaches like creating mental map
to analyse the problem, solving it, consulting written resources and
watching videos based on and experimenting it with different
solutions.

12. When faced with a decision, which factor weighs most heavily
in your mind?

The majority of them selected visualising potential outcomes of the

scenarios.
DATA ANALYSIS

Response rate and demographics of participants

90% of the targeted people has responded to the survey.
Demographic Information:
1. Age
2. Gender: Male, Female, Non-binary, prefer not to say.
3. Educational background.
FINDING AND CONCLUSION

Summary of the survey’s responses

The survey was conducted among GITAM students to assess their

learning styles and intelligences. The majority of respondents
identified as visual learners, indicating a preference for learning
through visual aids such as diagrams, charts, and graphs.
Additionally, a significant number of respondents identified as
kinesthetic learners, preferring hands-on activities and experiential
learning.

These findings suggest that a large portion of GITAM students have a

preference for learning styles that involve seeing and doing. This has
implications for teaching methods and curriculum design, as
educators should consider incorporating visual aids and hands-on
activities to cater to these preferences and enhance student
engagement and learning outcomes.

Overall, the survey results highlight the importance of understanding

and accommodating diverse learning styles among students to create
inclusive and effective learning environments.

Overall review

The survey among GITAM students shows that most prefer visual and
kinesthetic learning styles. This suggests a need for teaching methods
that include visual aids and hands-on activities to enhance student
engagement and learning outcomes. Further research could explore
students' preferences for specific teaching methods and perceptions of
academic performance.