Intervention Package to Enhance the Multiple Intelligence of Slow Learner (Age group 12-14 years)
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Date
2006
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Journal ISSN
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Publisher
CCSHAU
Abstract
A slow learning child is one whose general intelligence of academic
aptitude is limited compared with children of chronological age. Educational
administrators, teachers, parents and social worker face the problem of such
children. Slow learner should be assessed in their age otherwise; it may lead to
various behaviour adjustment difficulties.
The present study was undertaken to assess the impact of intervention
package on multiple intelligence of slow learners. The study was carried out
purposively in Hisar city of Haryana state. A sample of 100 slow learners were
also selected purposively. Out of 100 slow learners 72 slow learners were selected
who had high level of multiple intelligence and these 72 slow learners were
divided into two groups i.e. experimental group (36) and control group (36).
Multiple intelligence of slow learners served as he dependent variable and micro
system, meso system and exo system served as the independent variables in he
present study. Stanford-Binet Intelligence Scale (1972) was used to assess the IQ
level of the children and Multiple Intelligence Tool (Intervention Package to
Enhance the Multiple Intelligence Among Young Adolescents By Gurpreet) was
used to assess the multiple intelligence of slow learner children.
Majority of the slow learners were female, belonged to nuclear family.
During pre-testing most of the slow learner falls in the below average category of
multiple intelligence according to raw scores. Interpersonal intelligence was
significantly associated with micro system variables. Interpersonal, linguistic and
spatial intelligence were significantly associated with meso system variables.
Linguistic intelligence was significantly associated with exo system variables.
Intervention package was planned and given to the experimental group for one
month duration. During post-testing more number of children of experimental
group was equal to norms mean scores of all multiple intelligence aspects.
The improvement in multiple intelligence of experimental group was found
to be statistically significant after intervention. Impact of intervention package
revealed that experimental group performed better in all he activities of the
multiple intelligence. Net gain in multiple intelligence of slow learners was
maximum in musical intelligence.