Thumbnail Image

Thesis

Browse

20171
Reset filters
Subject: Human Development and family studies × Author: Enny, Wonchano E. × End date: 2017 ×
Reset filters

Search Results

Now showing 1 - 1 of 1
  • Thumbnail Image
    ThesisItemOpen Access
    Inter-Relationship Between Multiple Intelligences, Emotional Intelligence and Academic Achievement of School Children: Intervention
    (University of Agricultural Science, Dharwad, 2017-06) Enny, Wonchano E.; Pujar, Lata
    The study was conducted to know the inter-relationship between multiple intelligences, emotional intelligence and academic achievement of school children: intervention. The sample consisted of 393 school children (class 5 to 10) in the age range of 9 to 16 years drawn from different schools of urban and rural areas in Dharwad taluk during 2014-16. The tools used to assess the school children were McKenzie multiple intelligences inventory, Bar-On emotional Intelligence (youth version), socio-economic scale and Sud’s self-efficacy scale. Modified chi-square, t-test, ANOVA test, correlation coefficient and regression analysis were used to analyse the data. The results revealed that, majority of the school children had high level of existential (57.5 %), kinaesthetic (53.7 %) and visual intelligence (50.9 %) and medium level of musical (59.8 %) and naturalistic (55.5 %) intelligence. Majority had medium level of intrapersonal dimension (50.4 %), stress management dimension (59.8 %) and total emotional intelligence (47.8 %). There was significant difference between school children from different schools in their musical, logical, existential, verbal, intrapersonal and visual intelligence. Age, parent’s education, income and socio-economic status had significant influence on areas of multiple intelligences such as naturalistic intelligence, interpersonal intelligence, and dimension of emotional intelligence such as interpersonal and adaptability. Significant influence of multiple intelligences and emotional intelligence was observed on academic achievement of school children. Multiple intelligences alone accounted for 38.7 per cent of variance in academic achievement and together with emotional intelligence accounted for 39.3 per cent of variance in academic achievement of school children. After the intervention, significant difference was observed between pre-test, post-test 1 and 2 of science and english subject scores of experimental groups and not in control group.