Examining Different Mind Frames of Primary School Students in the Light of Gardner’s Multiple Intelligence Theory

Abstract

The present study aimed to investigate the various mindsets of fifth-grade primary school students in the context of Gardner’s Multiple Intelligence Theory. The purpose of this study was to investigate the various mental states of primary school students and analyze the students who exhibit multiple intelligences the most and least. The population of the study comprised of seven hundred nine (709) public primary schools in six tehsils of district Attock, with 362 girls and 347 boys schools. Two tehsils, Attock and Hazara, were selected using cluster sampling. Two thousand eight hundred and twenty-seven (2827) students were enrolled in public primary schools in Attock and Hazara tehsil (1336/F and 1491/M). The sample was randomly selected: 1001 (477/F and 524/M) students for the study. A questionnaire was developed to gather data from Grade 5th students of Tehsil Hazara and Tehsil Attock. Percentage, mean, SD, and chi-square were used to analyze the data. The study revealed that male students had higher naturalistic and logical-mathematical intelligence levels than their female counterparts. While verbal intelligence, spatial-visual, bodily-kinesthetic, intrapersonal, and existentialist intelligence were comparatively higher in female students, musical intelligence and interpersonal intelligence did not significantly differ from one another. It is recommended that eaching and learning activities be incorporated according to the student’s frame of mind for better results. Personal and existentialist intelligence were comparatively higher in female students; musical intelligence and interpersonal intelligence did not significantly differ from one another. It is recommended that teaching and learning activities be incorporated according to the student’s frame of mind for better results.