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INDIAN STUDIES

INTRAPERSONAL INTELLIGENCE
Study: 1
Ambedkar (2012) conducted a study on Multiple Intelligences in relation to Achievement
Motivation among XI standard students of Pondicherry. The objective of this study was
to study the differences between Multiple Intelligences and Achievement Motivation among
11th standard students in Puducherry with respect to the gender and locality. In the present
study, the researcher adopted normative survey type of Research design. A sample of 1250
11th standard students was taken using cluster sampling technique for the present
investigation. For the purpose of collection of data related to the present study, Multiple
Intelligences tool (constructed and validated by the investigator) and Achievement
Motivation tool a standardized tool by Pratiba Deo & Mohan (1985) were used.
Study: 2
Lalitha (2011) conducted a study on Intrapersonal Intelligence and Affect Intensity of
high school students. The objective of this study was to study the difference between
Intrapersonal Intelligence and Affect Intensity of high school students. In the present study
the researcher adopted survey method. A sample of 400 students in Tirunelveli district was
selected. Intrapersonal intelligence scale developed by investigator and Arockiasamy (2011)
and affective intensity scale developed by Larsen and Deiner (1987) for used data collection.
The findings were there was a significant difference male and female high school students in
their Intrapersonal Intelligence. There was no significant difference between high school
students in their affect intensity and Intrapersonal Intelligence.
Study: 3
Alwin (2010) conducted a study on Relationship between Locus of Control and
Intrapersonal Intelligence of IX standard students. The main objective of this study were
(I) to find out the level of Locus of Control Intrapersonal Intelligence of IX standard students.
(II) To find out the relationship between Locus of Control and Intrapersonal Intelligence of
IX standard students. 200 students comprising equal number of boys, girls and co-education
drawn from government, private, aided and co-education secondary school students situated
in rural and urban areas of Tirunelveli district selected through stratified random sampling
technique severed as a sample for the study. Locus of control scale inventory by Nowicki
and Strickland (1973) and Intrapersonal Intelligence scale is a part of multiple intelligence
developed by Terry Armstrong (2000) were used to collect data. The findings there was

significant difference between boys and girls students in their Intrapersonal Intelligence of IX
standard students. There was no significant difference between relationship between boys and
girls high school students in their Locus of Control and Intrapersonal Intelligence of IX
standard students.
Study: 4
Antony Gracious (2011) conducted a study on Multiple intelligence and Computer
Efficacy of prospective teachers. Multiple Intelligence and Computer Efficacy of
prospective teachers was conducted to find out the relationship between multiple
Intelligence and computer efficacy of prospective teachers. Data for the study were collected
using self made multiple intelligence inventory and computer efficiency scale. Were used
collected data. The investigator used stratified random sampling technique for selecting the

sample. The sample consisted of 242 Prospective Teachers. For analyzing data; t test and
Pearsons product moment co-efficient were the statistical techniques used. Finding
shows that there

was no significant relationship between Multiple Intelligence and

Computer Efficacy of prospective teachers.


Study: 5
Anthony Muthu (2009) conducted a study on Multiple Intelligence of primary school
teachers. Objective of the study was to find out difference between multiple intelligence
of primary school teachers by their (i) gender (ii) locality (iii) marital status and (iv)
type of school. Population for the study was

primary school teachers from

Virudhunagar educational district. Sample for the study was 200 primary school teachers
from Virudhunagar educational district. t, chi-square test and ANOVA were the statistics
used to analyse the data. Findings of the study were

(i) there was a significant

difference between multiple intelligence of primary school teachers by their gender, locality
(ii) There was no significant difference between multiple intelligence of primary school
teachers by their marital status and type of schools.
Study: 6
Shanthi (2009) conducted a study on Relationship between Multiple Intelligence and
Achievement in Physics of College Students
Objective of the study was to find the relationship between multiple intelligence and
Achievement in Physics in total, male and female. Population of the study was college
students in Tirunelveli and Tuticorin districts. Sample for the study were 250 college
students. Tool for the study were multiple intelligence by Gardner (1983) and
Achievement test was prepared by investigator. Statistics for the study were Mean

Standard Deviation, t test, chi-square test and correlation used to analyse the data
Findings of the study were (i) there was no significant difference between gender and
multiple intelligence (ii) there was a significant difference between gender, medium of
instruction, locality and achievement in Physics.
Study: 7
Micheal Leo and Venkatesh (2009) conducted a study on Relationship between
multiple intelligence and academic achievement in Biology of XI standard students
Objective of the study was to find the relationship between multiple intelligence and
Academic Achievement. Tool for the study were multiple

intelligence by Gardner

(1983) and Achievement test was self made. t, chi square test, correlation and
ANOVA were the statistics used to analyse the data. Findings of the study were (i) no
significant difference by their gender, medium of instruction, Locality, Type of school and
Religion and community in their Multiple intelligence. (ii) There was a significant
difference in Academic Achievement with respect to gender, medium, locality, Type of
school and Community. (iii) There was no relationship between in total and Multiple
Intelligence and achievement with respect to but there was a relationship between
Multiple Intelligence and achievement in total.
Study: 8
Jemila (2009) conducted a study on Multiple Intelligence and achievement of higher
secondary students in commerce. Objective of

the study was to find the relationship

between multiple intelligence and achievement in Commerce. Population of the study was
Higher Secondary Commerce students of Tirunelveli district. 250 samples were selected by
stratified random sampling. Tools for the study were multiple intelligence Inventory by H.
Gardner (1983) and Achievement test prepared by the investigator and its reliability
(0.79). Mean, correlation and ANOVA were the statistics used to analyze the data. Findings
of the study were there was a significant relationship between multiple intelligence and
achievement test.
Study: 9
Velmurgan and Annaraja (2008) conducted a study on Multiple intelligence and
achievement in social science of IX standard students. Objective of the study was to find
the relation between multiple intelligence and achievement in social science. Tools for the
study were multiple intelligence inventories by H.Gardner (1983). achievement test prepared
by the investigator. Mean correlation and ANOVA were the statistics used to analysist he
data. The sample, of the study was 285 IX Standard Students from Tirunelveli district.

Findings of the study were no significant relationship between multiple intelligence and
achievement in social science.
Study: 10
Sudheesh Kumar (2007) conducted a study on Developing reflective thinking among
pre-service teachers through Multiple Intelligence Teaching Approach (MITA). The
major objective of the study was to examine the effectiveness of multiple intelligence
teaching approach in the development of reflective

thinking

among pre service

teachers. Two intact groups of pre-service first year teachers were selected from two District
Institute of Education and Training (DIET) as experimental and control groups. The
Integrated Reflective Thinking Indicator (IRTI), lesson transcript for existing method of
teaching, Learning Style Inventory (LSI), Approach to Studying Inventory (ASI), Verbal
Group Test of Intelligence (VGTI), Standard Progressive Matrices Tests (SPM), Classroom
Environment Inventory (CEI) and General data sheet for Socio-economic Status on both
the experimental and control group were used for the

data collection. Analysis of

covariance and Scheffe were used as statistical technique for finding result. The major
findings

were:

i)

the

experimental

group

had higher

scores in relation to

the

development of reflective thinking. ii) Scheffe Test of post-hoe comparison also


revealed the effectiveness of MITA on the development of reflective thinking in case of
experimental group, and iii) pre-service teachers taught through MITA differ significantly
from pre-service teachers taught through the existing method of teaching.

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