Authors: Shruti Marwaha 1 & A. K. Sinha2 & Ramesh Sahani3
1Department of Anthropology, Panjab University, Chandigarh, India
2Department of Anthropology, Panjab University, Chandigarh, India
3Department of Anthropology, Panjab University, Chandigarh, India
Abstract: Educational process is complete when the objectives are met, and with this purpose, teachers select instructional methods, media and evaluation. The study was conducted on a sample of 493 students who were 14 years of age. The sample was selected from private schools of Punjab and Chandigarh. They were divided into experimental and control groups. During the programme, five assessments were conducted on all the respondents but the worksheets were given only to the subjects in experimental group. The entire programme was taken up in around 12 months. Eventually, it was found that owing to the personalized instructions system to teach students in experimental group, there was witnessed significant soar in their cognitive abilities and academic achievement. In contrast, insignificant changes were witnessed among their control group counterparts after the intervention programme.
Keywords: Intelligence Quotient, Focus Factor, Decision Making Ability, Creative Quotient, Academic Achievement, Intervention Programme, Chandigarh, Punjab
Abdi, A., Laei, S., & Ahmadyan, H. (2013). The Effect of Teaching Strategy Based on Multiple Intelligences on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 1(4), 281-284.
Abidin, M. J. Z., Rezaee, A. A., Abdullah, H. N., & Singh, K. K. B. (2011). Learning styles and overall academic achievement in a specific educational system. International Journal of Humanities and Social Science, 1(10), 143-152.
Akkuzu, N., & Akçay, H. (2011). The design of a learning environment based on the theory of multiple intelligence and the study its effectiveness on the achievements, attitudes and retention of students. Procedia Computer Science, 3, 1003-1008.
Al-Salameh, E. M. (2012). Multiple intelligences of the high primary stage students. International Journal of Psychological Studies, 4(1), 196.
Amitha, V., & Vijayalaxmi, A. H. M. (2017). Multiple intelligence approach in the school curriculum: A review article.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
Ayalew, E., Mikre, F., & Tefera, Y. (2016). The relationship between multiple intelligence and academic achievement: The case of eight preparatory schools in four regional states of Ethiopia. Nawa: Journal of Language & Communication, 10(1).
Balagué, N., Hristovski, R., Aragonés, D., & Tenenbaum, G. (2012). Nonlinear model of attention focus during accumulated effort. Psychology of Sport and Exercise, 13(5), 591-597.
Baş, G. (2010). Cypriot Journal of Educational Sciences, 5, 167-180.
Bayley, N. (1955). On the growth of intelligence. American Psychologist, 10(12), 805.
Bechtel, W., Abrahamsen, A., & Graham, G. (2017). The life of cognitive science. A companion to cognitive science, 1-104.
Benedek, M., Jauk, E., Sommer, M., Arendasy, M., & Neubauer, A. C. (2014). Intelligence, creativity, and cognitive control: The common and differential involvement of executive functions in intelligence and creativity. Intelligence, 46, 73-83.
Binet, A., & Simon, T. (1916). The development of intelligence in children: The Binet-Simon Scale (No. 11). Williams & Wilkins Company.
Binet, A., & Simon, T. (1961). The development of intelligence in children.
Das, P. P. P., & Pattanaik, P. (2013). Self-Esteem, Locus of Control and Academic Achievement among Adolescents. International Journal of Scientific Research in Recent Sciences, 1(01), 1-5.
Dhall, S. (2014). A study of academic achievement among adolescents in relation to achievement motivation and home environment. Journal of All India Association for Educational Research 26(1).
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science (New York, NY), 318(5855), 1387.
Haley, M. H. (2004). Learner-centered instruction and the theory of multiple intelligences with second language learners. Teachers College Record, 106(1), 163-180.
Kardkall, S. V. (2007). A study of scientific creativity of secondary school students in relation to family institutional and learner related variables.
Kornhaber, M. L. (2004). Multiple Intelligences: From the Ivory Tower to the Dusty Classroom-But Why? Teachers College Record, 106(1), 67-76.
Morgan, H. (2010). Improving schooling for cultural minorities: The right teaching styles can make a big difference. Educational Horizons, 88(2), 114-120.
Nawaz, Q., Atta, M. A., & Khan, F. (2015). Effect Of Cooperative Learning On The Self Concept Of High & Low Achiever Students At Elementry Level. Gomal University Journal of Research [Gujr], 31(1).
Olatoye, R. A., Akintunde, S. O., & Yakasi, M. I. (2010). Emotional intelligence, creativity, and academic achievement of Business Administration students.
Owolabi, T., & Okebukola, F. (2009). Improving the reading ability of science students through study groups and multiple intelligences. US-China Education Review, 6(2), 38-44.
Pelley, J. (2014). Learning styles: implications for teaching and learning. In An Introduction to the Study of Education (pp. 112-131). Routledge.
Putwain, D., Sander, P., & Larkin, D. (2013). Academic self‐efficacy in study related skills and behaviours: Relations with learning related emotions and academic success. British Journal of Educational Psychology, 83(4), 633-650.
Rogers, K. M. A. (2009). A preliminary investigation and analysis of student learning style preferences in further and higher education. Journal of Further and Higher Education, 33(1), 13-21.
Tias, P. A., Istamar, S., Atmoko, A., & Corebima, A. D. (2015). The contribution of intelligence quotient (IQ) on biology academic achievement of senior high school students in Medan, Indonesia. International Journal of Education Policy Research and Review, 2(10), 141-147.
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), March 2019, Vol.5, No.3