Multiple Intelligences as a Framework for Students’ Holistic Development: Analysis and Way Forward

Abstract

Multiple Intelligences (MI) Theory of Howard Gardner’s Theory has been widely acknowledged for its potential to support diverse learning styles of learner’s needs and preferences. Existing researches has either primarily focused on theoretical discussions or any specific intelligence in isolation. The available studies emphasize cognitive outcomes, often overlooking how intrapersonal, interpersonal, and bodily-kinesthetic intelligences contribute to emotional regulation, teamwork, and physical engagement. Therefore, it was needed to undertake and explore the relationship between Howard Gardner’s Theory of Multiple Intelligences (MI) and holistic development among SSC and HSSC students and teachers within the Federal Government Educational Institutions (FGEIs). A quantitative, correlational research design was employed to investigate only four out of nine intelligence types including logical-mathematical, intrapersonal, interpersonal, and bodily-kinesthetic relate to key aspects of student development comprising cognitive, emotional, social, and physical dimensions. A sample of 200 students and 30 teachers was selected through convenience sampling techniques. Data was gathered using a structured questionnaire consisting of Multiple Intelligences Inventory devised Howard Gardner and a Holistic Development Measurement Scale. The findings of the study revealed statistically significant positive correlations between each intelligence type and its respective development domain: logical/mathematical intelligence with cognitive development (r = 0.72), intrapersonal intelligence with emotional development (r = 0.69), interpersonal intelligence with social development (r = 0.75), and bodily/kinesthetic intelligence with physical development (r = 0.58).  Student and teacher responses further validated these associations, with over 65% affirming the presence and impact of intelligence-related traits in classroom behavior and performance. Based on these results, the null hypothesis that there is no relationship between multiple intelligences and holistic development was rejected, while the alternative hypothesis was accepted. The study concludes that MI theory provides a valuable framework for fostering student-centered learning environments that cater to diverse intelligence profiles. It emphasizes the importance of integrating MI-based instructional strategies to enhance academic achievement, emotional regulation, collaborative skills, and physical engagement. It was recommended that MI may be incorporated into curriculum design and in teacher training programs. Further studies may also be conducted to other five types of intelligences to explore further areas of the study.