A STUDY OF MULTIPLE INTELLIGENCE IN RELATING TO LEARNING STYLE AMONG HIGHER SECONDARY STUDENTS

Students’ reveal different learning styles and multiple intelligences, and only by accommodating these several abilities can teachers appropriately plan and conduct tasks and evaluate what students have learned. The present study describes the types of learning styles and multiple intelligences of students, as well as instructional methods that work best with students’ relevant learning traits. The main motive is to study on multiple intelligence in relating to learning style among higher secondary students in Coimbatore district. This research is under taken with a view to examining the relationship with multiple intelligence and learning style of different high school students with a sample size 300. The investigation is analyzed by the descriptive analysis and differential analysis. The result concluded from the study that there is no substantial change with respect to gender, locality, groups and board of institution in their mean score of multiple intelligence and learning style. The correlation is not significant with the multiple intelligence and learning style.


Introduction
Learning styles and multiple intelligences have been examined in the last periods as important variables that impact the learning procedures among students. The present study hypothesizes that there will be a strong relationship between learning styles and their consistent multiple intelligences among higher secondary school students. This study aims to find counterparts between the two concepts, learning styles and multiple intelligences. While trying to comprehend individual differences during the learning process, it became clear that evidence about general intelligence and personality give only a partial explanation. Learning styles and multiple Http://www.granthaalayah.com ©International Journal of Research -GRANTHAALAYAH [311] intelligences contribute to a better understanding of the difference between individuals among the higher secondary school students in their process of learning.

Objectives of the Study
There are two main types of objectives undertaken by the investigator in this study work.

General Objectives
 To study the multiple intelligence in relating to learning style among higher secondary students in Coimbatore district.  To adopt questionnaire on multiple intelligence and learning style among higher secondary school students.

Specific Objectives
 To find out the multiple intelligence among higher secondary school students.  To find out the learning style among higher secondary school students.  To find out the impact of personal variables like Gender, Locality, Groups and Board of school among higher secondary school students.

Research Design
The investigator adopted survey method to study on multiple intelligence and its impact on their academic achievement in Coimbatore district. For this study a sample of 300 from 5 various schools which are situated in and around Coimbatore district in Tamilnadu were selected by the investigator using simple random sampling technique.

Scoring Procedure
The collected responses were scored with the help of the Yes or No scale scoring key. Scoring for the positive items follows a system of 2 to 1 from left to right. There are no negative items in the scale. Accordinly, 30 is the maximum score and 15 is the minimum score for the multiple intelligence. More score indicates high in multiple intelligence and fewer score indicates low in multiple intelligence. Similarly, 30 is the maximum score and 15 is the minimum score for the learning style. More score indicates high in learning style and fewer score indicates low in learning style.  High 26-30 HYPOTHESIS 1: There will be a significant mean score difference in the level of learning style among higher secondary students with respect to Gender.

HYPOTHESIS 2:
There will be a significant mean score difference in the level of multiple intelligence among higher secondary students to Gender.

HYPOTHESIS 3:
There will be a significant mean score difference in the level of learning style among higher secondary students with respect to locality.

HYPOTHESIS 4:
There will be a significant mean score difference in the level of multiple intelligence among higher secondary students with respect to locality.

HYPOTHESIS 5:
There will be a significant mean score difference in the level of learning style among higher secondary students with respect to groups.

HYPOTHESIS 6:
There will be a significant mean score difference in the level of multiple intelligence among higher secondary students with respect to groups. HYPOTHESIS 7: There will be a significant mean score difference in the level of learning style among higher secondary students with respect to board of institution. HYPOTHESIS 8: There will be a significant mean score difference in the level of multiple intelligence among higher secondary students with respect to board of institution. HYPOTHESIS 9: There will be a significant relationship between multiple intelligence and learning style among higher secondary students with respect to gender

Inference
Since the calculated value (0.88) is less than the table value of 't' (1.98), the null hypothesis is accepted. It is inferred from the above table that there is no significant relationship between multiple intelligence and learning style among higher secondary students with respect to gender.
HYPOTHESIS 10: There will be a significant relationship between multiple intelligence and learning style among higher secondary students with respect to locality

Inference
Since the calculated value (0.52) is less than the table value of 't' (1.98), the null hypothesis is accepted. It is inferred from the above table that there is no significant relationship between multiple intelligence and learning style among higher secondary students with respect to locality.
HYPOTHESIS 11: There will be a significant relationship between multiple intelligence and learning style among higher secondary students with respect to groups

Inference
Since the calculated value (0.14) is less than the table value of 't' (1.98), the null hypothesis is accepted. It is inferred from the above table that there is no significant relationship between multiple intelligence and learning style among higher secondary students with respect to groups.
HYPOTHESIS 12: There will be a significant difference between multiple intelligence among higher secondary students in relation to gender

Inference
Since the calculated value (0.92) is less than the table value of 't' (1.98), the null hypothesis is accepted. It is inferred from the above table that there is no significant relationship between multiple intelligence among higher secondary students in relation to gender.
HYPOTHESIS 13: There will be a significant difference between learning style among higher secondary students in relation to gender

Inference
Since the calculated value (0.918) is less than the table value of 't' (1.98), the null hypothesis is accepted. It is inferred from the above table that there is no significant relationship between learning style among higher secondary students in relation to gender.

HYPOTHESIS 14:
There will be a significant difference between multiple intelligence bases of the locality among higher secondary students.

Inference
Since the calculated value (0.59) is less than the table value of 't' (1.98), the null hypothesis is accepted. It is inferred from the above table that there is no significant difference between multiple intelligence bases of the locality among higher secondary students.
HYPOTHESIS 15: There will be a significant difference between learning style bases of the locality among higher secondary students.

Inference
Since the calculated value (0.58) is less than the table value of 't' (1.98), the null hypothesis is accepted. It is inferred from the above table that there is no significant difference between learning style bases of the locality among higher secondary students.
HYPOTHESIS 16: There will be a significant difference between multiple intelligence bases of the groups among higher secondary students.

Inference
Since the calculated value (0.42) is less than the table value of 't' (1.98), the null hypothesis is accepted. It is inferred from the above table that there is no significant difference between multiple intelligence bases of the groups among higher secondary students.
HYPOTHESIS 17: There will be a significant difference between learning style bases of the groups among higher secondary students.

Inference
Since the calculated value (0.19) is less than the table value of 't' (1.98), the null hypothesis is accepted. It is inferred from the above table that there is no significant difference between learning style bases of the groups among higher secondary students.

HYPOTHESIS 18:
There is no significant relationship between multiple intelligence and learning style of higher secondary school students

Conclusion
The purpose of the present investigation was to study "A STUDY OF MULTIPLE INTELLIGENCE IN RELATING TO LEARNING STYLE AMONG HIGHER SECONDARY STUDENTS" in relation to some selected variables. Based on the findings from the present study it was revealed that the higher mean value of female students indicates that they have higher multiple intelligence compared to their male counter part. Similarly, the higher mean value of male students indicates that they have higher learning style compared to their female counter part. When comes to locality, the higher mean value of urban area students indicates that they have higher multiple intelligence compared to rural area students. Furthermore, the higher mean value of rural area students indicates that they have higher learning style compared to urban area students. When comes to group wise, the higher mean value of Arts group students indicates that they have higher multiple intelligence compared to Science Group students. The higher mean value of Science group students indicates that they have higher learning style compared to Arts Group students. The above findings are an original contribution to the existing knowledge and no such studies have been attempted in these selected dimensions. This study might enable teachers and administrators to look for ways of enhancing multiple intelligence in relating to learning style among higher secondary school students.