Do Age And Sex Of School Students Make Significant Difference In Their Multiple Intelligences

R. Ravi*, S. Gethsi Vedapriya**
* Assistant Professor, Department of Education, Karunya University, Coimbatore.
** Science Teacher, Govt. Hr. Sec. School, Coimbatore.
Periodicity:November - January'2009


Multiple Intelligences are a new educational theory proposed by Howard Gardner in 1983. Multiple intelligences describe an array of different kinds of intelligences exhibited by human beings. This theory consists of verbal-linguistic, logical and mathematics, visual and spatial, bodily kinesthetic, musical-rhythmic, intrapersonal, interpersonal, natural and existentialist intelligences. According to Gardner, each individual manifests varying levels of these different intelligences, and thus each person has a unique cognitive profile. Recently, there are numerous researches are being conducted in the area of multiple intelligences.  The present study was carried out to find out the difference in multiple intelligences between male and female and between different age groups among school students by employing survey method. The data were collected using Multiple Intelligences Inventory from 463 school students from seven different schools in and around of Coimbatore, out of which 224 are girls and 239 are boys. The collected data were scrutinized and analyzed with the help of SPSS and statistical techniques like central tendency and independent sample t-test were worked out for meaningful findings and conclusion. Finally the study concludes that the variables age and sex of the selected school students does make significant difference but except some core intelligences.


Age and Multiple Intelligences, Sex and Multiple intelligences, Multiple Intelligences and School students, Demographic factors and Multiple Intelligences.

How to Cite this Article?

R. Ravi and S. Gethsi Vedapriya (2009). Do Age And Sex Of School Students Make Significant Difference In Their Multiple Intelligences. i-manager’s Journal on Educational Psychology, 2(3), 66-72.


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