A Ghanaian Study on Multiple Intelligences of Pre-Service Science Teachers in Selected Colleges of Education

Abstract

The Multiple Intelligence (MI) Theory has been recognised for its significance in education. This study aimed to provide a detailed examination of each intelligence and illustrate how different MIs work. The current study seeks to discover and link pre-service science teachers' numerous intellectual domains and learning style profiles. The survey method was used for the study, which included 150 pre-service science teachers. The "multiple intelligence domains inventory for educators" was utilised to collect data for the study. According to the findings, the use of MIs in science teaching is rarely mentioned, with the features of each intelligence in the context of the various science teaching methodologies. Further, the results indicated that the intelligences mentioned by Gardner could be found in the pre-service teachers in beginning their teaching. Logical-Mathematics was highly advanced among pre-service science teachers with the musical intelligence being the lowest. Gender differences were also found to exist between males and females in only two of the eight MIs, specifically, Logical-Mathematics and Visual-Spatial, which was also significant.

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Education Quarterly
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Budu, G. B., Kemetse, J. K., & Amponsah, K. D. (2022).!A Ghanaian Study on
Multiple Intelligences of Pre-Service Science Teachers in Selected Colleges of
Education. Education Quarterly Reviews, 5(1), 15-27.
ISSN 2621-5799
DOI: 10.31014/aior.1993.05.01.414
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The Asian Institute of Research
Education Quarterly Reviews
Vol.5, No.1, 2022: 15-27
ISSN 2621-5799
Copyright © The Author(s). All Rights Reserved
DOI: 10.31014/aior.1993.05.01.414
A Ghanaian Study on Multiple Intelligences of Pre-Service
Science Teachers in Selected Colleges of Education
George Brains Budu1, Judith Kafui Kemetse2, Kwaku Darko Amponsah3
1 Department of Science, Peki College of Education, P. O. Box 14, Peki, Ghana. Email: brainsbudu@yahoo.com
2 Department of Science, E. P. College of Education, P. O. Box AM 12, Amedzofe, Ghana.
Email: kemjud.g@gmail.com / kemjud@yahoo.com
3 Department of Teacher Education, University of Ghana, Legon, P. O. Box LG 1181, Accra, Ghana /
Department of Science and Technology Education, School of Teacher Education, University of South Africa,
Pretoria, South Africa. Email: kwadaramp@gmail.com
Correspondence: Judith Kafui Kemetse, Department of Science, E. P. College of Education, P. O. Box AM 12,
Amedzofe, Ghana. Email: kemjud.g@gmail.com / kemjud@yahoo.com
Abstract
The Multiple Intelligence (MI) Theory has been recognised for its significance in education. This study aimed to
provide a detailed examination of each intelligence and illustrate how different MIs work. The current study seeks
to discover and link pre-service science teachers' numerous intellectual domains and learning style profiles. The
survey method was used for the study, which included 150 pre-service science teachers. The “multiple intelligence
domains inventory for educators” was utilised to collect data for the study. According to the findings, the use of
MIs in science teaching is rarely mentioned, with the features of each intelligence in the context of the various
science teaching methodologies. Further, the results indicated that the intelligences mentioned by Gardner could
be found in the pre-service teachers in beginning their teaching. Logical-Mathematics was highly advanced among
pre-service science teachers with the musical intelligence being the lowest. Gender differences were also found to
exist between males and females in only two of the eight MIs, specifically, Logical-Mathematics and Visual-
Spatial, which was also significant.
Keywords: Academic Performance, Intelligent Quotient (IQ), Multiple Intelligence (MI), Multiple Intelligence
Strategy, Pre-Service Science Teachers
1. Introduction
The presence of several capabilities of students in the Ghanaian education system has been noticed over time but
due to the inability to exploit these capabilities practically, much harm has been done to the country in terms of
academic achievement of the students that could translate into positive social transformation. According to King
(2011), education is the basis for the growth and development of a nation in that the human mind makes
innovations in every sector when the potential of every mind is unleashed. In light of this, the access to education
in Ghana has been expanded appreciably, yet the country lacks the cutting edge on the global front in terms of
innovation and invention. This failure to make innovations can be accounted for by having a narrow definition of

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intelligence as an Intelligence Quotient (IQ)-based ability. However, Gardner, states that the traditional concept
of intelligence based on IQ tests is very much narrow (Armstrong, 2009). It is against this backdrop that Gardner
(1983) proposed the theory of Multiple Intelligences (MI) by indicating that learning occurs through various
intelligences, with varying levels of each. This theory initially proposed seven types of intelligences: linguistic,
logical-mathematical, spatial intelligence, bodily-kinesthetic, musical, interpersonal, and intrapersonal
intelligences. He later added an eighth intelligence in 1995 called the naturalist intelligence. Though there are nine
identified intelligences currently, for our educational purposes this research limited itself to the first eight
intelligences.
The awareness of various intelligences in our schools must emphasise the importance of the MI theory. Students'
actions in the classroom during lessons, as well as their behaviours outside of the classroom, contribute to this
awareness. Many intelligences are discovered through classroom experiences, where learners gain a variety of
inherent abilities. Teachers are therefore responsible for unearthing these abilities via experiences in the classroom
by applying a number of pedagogical strategies. Their willingness to make use of these skills and abilities
facilitates their career development and placement. These abilities can be harnessed in the classroom by identifying
and nurturing the innate ability each student has rather than letting the ability to die out. These innate abilities
when properly nurtured, may hand the students very important skills needed in our country for development
(Morgan, 2014).
Teachers are extremely crucial in a child's education, and as a result, they must be well-prepared, experienced, and
informed (Morgan, 2014). They play the major role of a learner’s performance academically. All around the world,
science education has been employed as a true instrument for social change with a focus on socio-economic
development and empowerment. As a reflection, various insights require that instructor’s job is integral to the
learning encounters where more realities about learners should be found, explicitly in scholarly execution or in
skilled areas. A pre-service science teacher bears a great deal of responsibility for inspiring students to enjoy and
learn about integrated science. They should think of fresh ways to make integrated science engaging and enjoyable
for their students. Whatever their scientific background, teachers should seek out new methods and resources to
improve the quality of chemistry education for all pupils. To accomplish this, the facilitator or the instructor turns
to an impetus, an aide and hence the main thrust to recognise the child’s capabilities (Ankomah & Kwao, 2019).
One complex and significant subject is science; therefore, science education should be instructed by able educators
especially specialised science educators or teachers utilising the more impressive system that will contact every
one of learner’s possibilities of intensive commitment in a comprehensive assignment. It is against this backdrop
that the researchers proposed Multiple Intelligence teaching strategy which is in sharp differentiation to the
traditional methodology of comprehension and communicating one’s insights. That is to say traditional learning
focuses on training one or two typical intelligences, and a learner's performance is evaluated based on his or her
achievement in these typical intelligences. In the conventional context, learning is accomplished through teacher-
centered instructions that necessitate extensive memorising (Mpho, 2018). If not practiced in a reasonable fashion,
this method of instruction may be helpful for student-teachers who are linguistically proficient, but it will be
ineffective for others. Multiple Intelligence Teaching Strategy (MITS) is another direction against the seemingly
perpetual regular strategies for instructing and making a decision about learners’ insight dependent on capacity to
tackle issues. Multiple intelligence proponents believe that every learner has these insights that can be incorporated
into the science teaching process, where a specific intelligence will not be the sole tool for determining a pre-
service science teacher's aptitude in integrated science and where achievement will be judged from a variety of
perspectives, though they may not be developed well or successfully.
2. Statement of the Problem
Ghana's educational system suffers from a lack of resources at all stages of education, especially in the first and
second cycles (Education, UNICEF Ghana, 2015). In spite of this, teachers continue to use the lecture method to
teach students, concentrating on their cognitive dimension. Studies have shown that the bulky nature of the
curriculum makes teachers employ the lecture method (Amponsah, 2020; Amponsah, Boateng, & Mohammed;
Amponsah & Ochonogor, 2016a & b) to enable them finish the syllabus on time instead of innovative methods

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like collaboration, learning cycle, or multiple intelligences (Amponsah, Kotoka, Beccles, & Dlamini, 2018;
Amponsah & Ochonogor, 2018). As a result, most students fail their terminal examination and this makes them
believe that they are not academically capable (Ponsford & Lapadat, 2001), and they may feel inferior to their
peers. However, they are also responsible for establishing their own learning style, which is very disturbing.
Meanwhile, such students are not necessarily stupid because they may have other intelligences that teachers have
yet to discover and analyse. In some instances, these students may also be completely oblivious of their full
potentials (Morgan, 2014), which presents a problem to science teachers in the science classroom. Thus, if these
pre-service science teachers are able to identify their MIs, it could be translated into their classroom practice that
will go a long way to support their students. As a result, determining their intelligence profile appears to be an
important part of exploring each student's capabilities in order to create an all-round learner, which entails knowing
about the intelligence dimension and emphasising the more developed one while balancing it with the least
developed without ignoring it. For example, if a teacher's performance with verbal and mathematical intelligence
is restricted, he or she may be able to achieve more success by utilising other intelligences. Thus, the aim of this
research is to classify the various forms of multiple intelligences of a group of Ghanaian pre-service science
teachers in order to help them implement same to assist their students to unearth their potentials in the future in
their careers. It will also inform them about the relevance of engaging in the Multiple Intelligence strategy.
3. Objectives of the Study
3.1 General objectives
To identify the Multiple Intelligences profile of some Ghanaian pre-service science teachers. It will also unearth
the general perceptions of pre-service science teachers about the effects of knowing students’ individual
intelligences by using MI based teaching instructions.
3.2 Specific objectives
1. To examine the various types of MIs possessed by pre-service science teachers.
2. To identify the predominant Mis that pre-service science teachers possess.
3. To ascertain whether gender accounts for disparity in the intelligences pre-service science teachers
possess.
4. Research Questions
This research aims to answer the following questions:
1. What are the different sorts of MIs that pre-service science teachers possess?
2. What are the most common types of MIs among pre-service science teachers?
3. What gender-based disparities in MI do pre-service science teachers possess?
5. Literature Review
5.1 Theoretical Framework
Howard Gardner first introduced the theory of multiple intelligences in his 1983 book "Frames of Mind," in which
he expands the understanding of the term and identifies numerous separate sorts of mental prowess. While
examining each "candidate" intelligence, Gardner devised a set of eight inclusion criteria based on a number of
scientific areas. We may all have these intelligences, he says, but our particular profiles of these intelligences may
differ based on genetics or experience. Gardner describes intelligence as a "biopsychological capacity to process
information that can be engaged in a cultural situation to solve problems or create products of cultural worth"
(Gardner, 2000, p.28).
• This theory questioned the conventional wisdom that there is only one sort of intelligence, also referred

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to as "g" for general intelligence, which is solely concerned with cognitive ability.
• Linguistic, Logical/Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and
Naturalist intelligences were introduced by Gardner to widen this concept of intelligence.
• Linguistic and logical-mathematical modalities are the most prized in school and society, according to
Gardner.
• Gardner additionally argues that there may be other "candidate" intelligences, such as spiritual,
existential, and moral intelligence, but that these do not fit his initial inclusion criteria (Gardner, 2011).
5.1.1 Linguistic/verbal intelligence
Linguistic intelligence is concerned with language responsiveness, language learning capacity, and the capacity to
use language to achieve specific objectives (Marnus, 2020). It is the ability to comprehend words, language, and
linguistic meanings. People with this type of intelligence tend to; possess a wide vocabulary in the languages they
know, enjoy reading, love reading and writing, possess the ability to learn languages quickly and the last is, possess
the ability to understand a sentence structure’s complexity. ("Linguistic intelligence and its benefits,"
n.d.) Linguistic intelligence establishes a foundation for the development of other forms of intelligences.
According to a post titled "Importance of linguistic intelligence" (2020), linguistic intelligence may develop our
cognitive capabilities, which may assist us in organizing our ideas alongside sharpening our analytical abilities.
5.1.2 Logical-mathematical intelligence
Mathematical/logical intelligence is the range to recognize designs, work with abstract symbols (e.g., geometric
shapes, numbers), and perceive relation or see the relationship between separate and clear pieces of information.
This intelligence is the ability to assess situations or issues rationally, discover solutions, conduct scientific
research, and solve logical or mathematical operations with simplicity (MentalUP Educational Games, 2019).
Persons with a high level of mathematical intelligence deconstruct their information by applying logic and
examining cause-and-effect links. Over subjective information, they favour explicit facts and realistic figures.
Individuals that are mathematically intelligent can also make inferences and make observations. Logsdon (2021),
suggests that children with high logical-mathematical intelligence love arithmetic, computer science, technology,
drawing, design, chemistry, and other "hard sciences" in school.
5.1.3 Spatial intelligence
Spatial intelligence is the ability to detect and draw understanding from visual input or data. People who have this
spatial aptitude are generally able to generate effective pictures that convey concepts and develop prototypes that
use spatial reasoning (Fitzgibbons, 2019). Learners that are visual-spatial require the ability to see what they learn.
They have remarkable ability to put what they see in their heads into tangible form. They learn best when colour
and variety of audiovisual stimuli are used (Fuini & Gray, 2000). They learn through thinking, envisioning, and
constructing mental images in their heads. Jigsaw puzzles, maps, colors, and decorations all appeal to these
students (Bilgin, 2006).
5.1.4 Bodily-kinesthetic intelligence
Bodily-kinesthetic learning is sometimes known as "hands-on" or "physical" learning. Students' bodies assist them
in understanding and remembering as they engage in amusing acts. Such students can recognize the final aim of a
physical activity, have a keen sense of timing, and alter their responses quickly. According to Bilgin (2006), this
intelligence is found in students that learn best via activities: games, movement, hands-on chores, and building.
5.1.5 Musical/Rhythmic intelligence
This involves the capacities such as identification and usage of the rhythmic and tonal designs and sensitivity to
sounds from human voice, the environment and musical instruments. Students with this intelligence can even make
up amusing tunes to help them recall historical events, geographic locations, or numerical topics. These are the

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ones that are constantly humming or drumming their fingers (Fuini & Gray, 2000). Students with high levels of
this intelligence enjoy music and rhythmic patterns, and they are attentive to sounds in their surroundings. They
have musical ears, which allows them distinguish various musical patterns and instruments with ease. When there
is musical beat to the content of their study, they learn best (Bilgin, 2006).
5.1.6 Interpersonal intelligence
Interpersonal intelligence is defined by sensitivity to the moods, thoughts, temperaments, and motives of others.
Bilgin (2006) suggests that this intelligence is shown in children who are clearly people oriented and gregarious.
Students can enhance their interpersonal intelligence by working in groups.
5.1.7 Intrapersonal intelligence
Intrapersonal intelligence is concerned with the ability to be introspective and self-reflective. It refers to a thorough
knowledge of oneself, including one's strengths and weaknesses. Students will benefit from understanding that
laughing at their mistakes is a non-threatening path to increase self-understanding. In fact, the ability to better
understand ourselves by laughing at our flaws or blunders is a non-threatening path to increase self-understanding
(Bilgin, 2006).
5.1.8 Naturalist intelligence
Chapman (1996) defines naturalist intelligence as the capacity to adapt to and survive in one's environment.
Naturalist students must recognize links between their thinking and the natural world (Fuini & Gray, 2000).
Students with this sort of intellect may have a deep attachment to the outer environment, which can start at a young
age.
5.2 Empirical Review
The literature emphasises the use of multiple intelligences in the classroom and the results produced. Integrated
science (biology, chemistry and physics), as one of the most complex subjects, needs more qualified teachers and
a more effective strategy to reach all students' potentials through holistic task participation. The multiple
intelligences (MI) theory acknowledges that students in the same class have a wide range of abilities (Maphalala,
2017). MI research has been discovered around the world in Europe, Asia and the American continent. In Spain,
Gomes’s (2007) performed an investigation and the results showed that teacher belief plays a significant role in
student performance. Gomes also emphasises the importance of teachers taking into account students’ preferences
in the learning process. Some research also discovered that an action research study found that using the MI theory
could activate each student’s full learning potential (Emendu & Udogu, 2013; Morgan, 2014; Winarti, Yuanita, &
Nur, 2019; Yalmanci, Gozum, 2013), resulting in a positive effect on both teachers and students.
According to Lunenburg (2014), visual, musical, and bodily-kinesthetic stimuli are used by students in science
courses. However, a study about MI found in the U.S from the University of Rochester on organic chemistry
students depicts two other different intelligences. Ruffner (2011), found the dominant type of intelligences among
some 20 chemistry students to be logical-mathematical, bodily-kinesthetic, and interpersonal intelligences. Hence
a teacher teaching such students would have to strategically put up a structure of delivering chemistry to them in
a way that enforces or addresses these intelligences more.
In Taiwan, Cheng (2010) conducts a study and finds that gender differences in MI, motivation, strategy utilisation,
and learning styles do affect students' performance in English learning to some extent. Also, in India, Kaur (2014)
in his quest to understand multiple intelligences in terms gender observed that the majority of the respondents had
average levels of aptitude for all eight components of Gardner's multiple intelligences, according to the findings
of the inquiry. The survey also discovered that eighth-grade boys scored themselves higher on Visual-Spatial
Intelligence than eighth-grade girls. Musical, Logical-Mathematical, Bodily-Kinesthetic, and Naturalist
intelligence showed substantial gender differences in ninth grade. It was discovered that in ninth grade, girls took

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a little lead, whereas in eighth grade, boys were ahead of girls. Female students, compared to previous research,
tended to rank themselves higher in most intelligences, and their means in the areas of naturalistic and existential
intelligences were substantially higher than male learners, according to Zare-ee et al. (2015). According to a study
conducted in a Malaysian school, both instructors and students recognise MI as an important aspect of successful
learning (Zainudin, 2012). According to the statistics, XU (2020) revealed in his study in China that both male
and female learners had a high self-perceived Musical Intelligence. Furthermore, there were differences in their
self-perceived MI, with male learners self-perceiving three intelligences to be higher than female learners:
mathematical-logical intelligence, body-kinesthetic intelligence, and interpersonal intelligence.
6. Method
6.1 Research Design
This research examined multiple intelligences of pre-service science teachers in selected colleges of education
using a cross-sectional descriptive survey research design (Ihudiebube-Splendor & Chikeme, 2020). Descriptive
cross-sectional studies provide information about the current state of phenomena or their relationships at a specific
period. Participants in a cross-sectional study are chosen based on the study's inclusion and exclusion criteria. The
use of a cross-sectional descriptive survey design is justified by the fact that it is more cost-effective and faster to
collect data. Furthermore, the cross-sectional descriptive survey allows for the collection of a wide range of data
while also assuring that a large number of samples are accessed. It also helps to perform a study that will enable
one to measure and compare several variables at a single point in time. Furthermore, a higher level of work quality
is achieved because more accurate data may be collected under the right conditions. Sample surveys have
substantial difficulties when it comes to gathering basic information for every unit of the population. Sampling
errors are more prevalent with smaller sample sizes. The advantages of a descriptive sample survey, however, far
outweigh the downsides, given the uniformity and size of the study's target population.
6.2 Population and Sample
All the pre-service science teachers of selected Colleges of Education formed the target population but due to the
restrictions COVID-19 has imposed on mass gatherings, only levels 200 and 300 pre-service science teachers were
easily accessible for participation in the study. The target population was all pre-service teachers in the selected
colleges of education. The underlying assumption in selecting students in these levels was as a result of the modular
system run by the colleges.
6.3 Sampling
The study was carried out with a total of 150 pre-service science teachers in selected colleges of education. The
respondents were selected from levels 200 and 300 pre-service science teachers. Selection of participants was
based on convenience and purposive sampling. Students were sent links on various social media platforms to
answer the questionnaires created with Google forms.
6.4 Instruments
Multiple intelligence inventory was used to collect data about the multiple intelligence profile and the learning
styles of the pre-service science teachers. This inventory has been used in several studies, and considered as valid
and reliable. The reliability coefficient for this research was .78. Pre-service science teachers were given the survey
questionnaires made up of 24 statements on multiple intelligences to ascertain their opinions about the different
learning techniques they have experienced inside and outside the classroom. The questionnaire consisted of four
sections. The first section answered questions regarding their demographic information, the second on knowledge
on effect of multiple intelligences of pre-service science teachers. Given a scale of 1 to 5, they were asked to rate
the extent they agree or disagree on each item provided in the questionnaire. The third section asked about their
learning style in connection with the eight types of intelligences in that section, with each MI having three (3)
statements. For each statement, students have to write a corresponding number of the scale presented at the

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beginning: from 0 to 4 (0 = Unadvanced, 1=Slightly advanced, 2=Moderately advanced, 3=Advanced, 4= Highly
advanced). Finally, the last section rates the extent they agree or disagree with the benefits which student-teachers
can derive from the multiple intelligences by Howard Gardiner, where participants have to select a corresponding
number on the scale of 1 to 5, where 1=Totally disagree, 2=Disagree, 3=Neutral, 4= Agree, 5=Totally agree.
6.5 Procedure for Data collection.
With the use of Google forms, the questionnaire was sent to the sample on their various WhatsApp platforms to
be filled with the help of their course representatives. The purpose of the study was explained to them through an
introductory letter from the Head of Department of Teacher Education, University of Ghana. The process was
monitored until 150 respondents were obtained.
7. Results
7.1 Demographic information
The study sought to find out the following information such as age, gender, level, religious status and learning
style about the respondents. With regard to the demographic distribution, the outcome of the responses is presented
in Table 1.
Table 1: Descriptive statistical data of socio-demographic details of pre-service science teachers
From Table 1, males were more than females representing 52% and 48% respectively with a mean age of 22 years.
On the level of education, it was found out that the level 200 (66.6%) respondents were more than that of level
300 (33.4%). Most of the respondents were Christians followed by the Islam and a few traditionalists of
percentages of 74.7%, 20.6% and 4.7% in descending order. Interestingly, respondents have a variety of learning
styles, which are defined as the method of learning and the sort of intelligence profile that such a respondent should
have, as shown in Table 1.
The multiple Intelligence domains of a Ghanaian Pre-service science teacher
Research question 1: What are the various types of MIs possessed by pre-service science teachers?
Many are the intelligences inherent in most Ghanaian pre-service science teachers. From the research question 1,
the intelligences mentioned by Gardner can be found in the pre-service teachers in the beginning of their teaching.
In as much as the eight intelligences can be seen in the pre-service science teacher, the intelligence profile is
proportioned in a way such that one of the intelligences is exhibited more or developed more than the other
intelligences. Table 2 shows that Ghanaian pre-service teachers used in this study exhibit all the eight MIs in the
classroom.
Variable
Category
Frequency
Percentage (%)
Gender
Males
Females
78
72
52
48
Level of Education
200
85
66.6
300
65
33.4
Religious status
Christian
112
74.7
Islam
31
20.6
Traditional
7
4.7
Learning style
Memorization
61
40.6
Discussion
53
35.3
Analysis
32
21.3
Prefer not to say
4
2.7

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Table 2: Multiple Intelligence Profile of Pre-service science teachers
Variable
Frequency (N=150)
Mean
SD
Verbal- Linguistic
150
5.1267
2.43105
Logical-Mathematic
150
6.0200
2.03483
Bodily-Kinesthetic
150
5.7800
2.26994
Visual-Spatial
150
5.6467
2.14925
Musical
150
4.7467
2.37489
Interpersonal
150
5.4667
2.37342
Intrapersonal
150
5.6867
2.11145
Naturalistic
150
5.1267
2.43105
Research Question 2: What is the predominant type of MIs pre-service science teachers have?
Table 3 examined the advancement levels of the pre-service science teachers’ multiple intelligence domains. From
table 3, it is observed that logical mathematics with a mean score of 6.02 is the highest intelligence found in pre-
service science teachers followed by bodily-kinesthetic with a mean score of 5.7 approximately 5.8, the third is
Intrapersonal and the least intelligence to be found according to the research is the musical intelligence with a
mean score of 4.7.
Table 3: Advancement levels of the pre-service science teachers’ multiple intelligence domains
Variables
Mean
SD
Minimum
Maximum
Level
Verbal- Linguistic
5.1267
2.43105
.00
9.00
Moderately advanced
Logical-Mathematics
6.0200
2.03483
2.00
9.00
Highly advanced
Bodily-Kinesthetic
5.6467
2.14925
.00
9.00
Advanced
Visual-Spatial
4.7467
2.37489
1.00
9.00
Slightly advanced
Musical
5.7800
2.26994
.00
9.00
Advanced
Interpersonal
5.4667
2.37342
.00
9.00
Moderately advanced
Intrapersonal
5.6467
2.11145
1.00
9.00
Advanced
Naturalistic
5.1267
2.43105
.00
9.00
Moderately advanced
The Table depicts the intelligences of some being dominant and some less dominant, resulting from their way of
learning and how they understand what they have been taught. It was observed that only Logical-Mathematics was
highly advanced among pre-service science teachers. This is not surprising as these students have strong
mathematical background to be able to pursue science. Similarly, it is also not a coincidence that Bodily-
Kinesthetic is advanced in these pre-service science teachers. Science involves practical activities and as such a
science student must exhibit the characteristics required to be able to perform hands-on activities.
Research Question 3: What differences in MI do pre-service science teachers have based on gender?
Results on MI on pre-service science teachers based on gender are presented in Table 4. From the Table it is
observed that apart from bodily kinesthetic where females have a higher mean than males, all the means in the
remaining seven were higher for males.
Table 4: Mean ratings of pre-service science teachers’ multiple intelligence domains according to their gender
MIs
Gender
N
Mean
Std.
Deviation
Std. Error
Mean
Verbal intelligence
males
78
1.7179
.96561
.10933
females
72
1.6111
1.12031
.13203
Logical-mathematical
males
78
2.3974
.74450
.08430
females
72
2.0000
.94943
.11189
Bodily-kinesthetic
males
78
1.7949
.95834
.10851
females
72
1.9167
.96049
.11319

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Visual-spatial
males
78
1.9103
1.02166
.11568
females
72
1.2361
1.05474
.12430
Musical
males
78
1.3590
1.09277
.12373
females
72
1.2361
.98572
.11617
Interpersonal
males
78
1.9487
.93832
.10624
females
72
1.6528
1.07677
.12690
Intrapersonal
males
78
2.1667
.79637
.09017
females
71
2.0986
.95849
.11375
Naturalistic
males
78
2.1026
.81527
.09231
females
72
1.7917
1.12510
.13259
Total
Respondents
150
The variances of the two groups in the population are comparable, which is a key assumption of the independent-
samples t-test. If you don't stick to this assumption (i.e., if the variances aren't equal), you're more likely to make
a Type I error. To formally test if these variances are different across the population, Levene's Test for Equality of
Variances was employed. To put it differently, Levene's test assesses if the two samples were chosen from similar
populations. In the first section of the Independent Samples Test table, Table 5 presents the results of this test. The
premise of homogeneity of variances was breached by linguistic, interpersonal, intrapersonal, and naturalistic
intelligences, as shown in Table 5. The modified t-test, also known as the unequal variance t-test, separate
variances t-test, or Welch t-test, was used to accept unequal variances and provide a valid test result. However, the
assumptions of homogeneity of variances were met for logical-mathematical, bodily-kinesthetic, visual-spatial,
and musical, therefore the 'standard' independent-samples t-test result in SPSS Statistics (equal variances assumed)
was used for interpretation.
A total of 78 males and 72 females took part in the study. To ascertain if there were any differences in logical-
mathematical, bodily-kinesthetic, visual-spatial, and musical abilities between male and female respondents, an
independent-samples t-test was used. According to a boxplot assessment, there were no outliers in the data.
Shapiro-test Wilk's (p >.05) revealed that logical-mathematical, bodily-kinesthetic, visual-spatial, and musical
intelligence scores were normally distributed for both males and females. Additionally, there was homogeneity of
variances, as assessed by Levene's test for equality of variances for logical-mathematical intelligence (p = .059);
bodily-kinesthetic intelligence (p = .971); visual-spatial intelligence (p = .498); and musical intelligence (p =
.089). Males (M = 2.40, SD = 0.74) exhibited more logical-mathematical intelligence than females (M =
2.00, SD = 0.95). Similarly, males (M = 1.91, SD = 1.02) exhibited more visual-spatial intelligence than females
(M = 1.24, SD = 1.06). Additionally, males (M = 1.36, SD = 1.03) exhibited more musical intelligence than
females (M = 1.24, SD = 0.99). It was however surprising in this study that females (M =1.92, SD = 0.96) exhibited
more bodily-kinesthetic intelligence than their male (M = 1.80, SD = 0.96) counterparts.
The study ensured the participation of 78 males and 72 females. For verbal intelligence (p =.028), interpersonal
intelligence (p =.014), intrapersonal intelligence (p =.032), and naturalistic intelligence (p =.000), the assumption
of homogeneity of variances was broken, as revealed by Levene's test for equality of variances. To investigate if
there were gender differences in linguistic, interpersonal, intrapersonal, and naturalistic intelligences, a Welch t-
test was employed. A boxplot revealed no outliers, and Shapiro-Wilk's test (p >.05) revealed that the verbal,
interpersonal, intrapersonal, and naturalistic scores for each level of gender were normally distributed. Males
showed (M = SD = 0.97) verbal intelligence than females (M = 1.61, SD = 1.12). Males (M = 1.95, SD = 0.94) also
showed interpersonal intelligence than females (M = 1.65, SD = 1.08). Additionally, males (M = 2.17, SD = 0.80)
exhibited more intrapersonal intelligence than females (M = 2.10, SD = 0.96), and finally, males (M = 2.10, SD =
0.96) exhibited more naturalistic intelligence than female (M = 1.79, SD = 1.13).
In spite of the gender differences discussed so far, these differences were not significant. There were however,
differences between males and females regarding logical-mathematical (p=.005) and visual-spatial (.000), which
were significant.

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Table 5: Independent samples t-test of pre-service science teachers’ multiple intelligence by gender
Thus, in spite of the foregoing and the differences reported, from the Table 5, it is observed that gender differences
that exist between males and females in only two of the eight MIs, specifically, Logical-Mathematics and Visual-
Spatial, is significant. The other six were not significant, suggesting that males and females exhibit similar
intelligences in them.
4. Discussion
The data analysis determined that the intelligence that pre-service science teachers highly possess is logical-
mathematical intelligence followed by bodily-kinesthetic and intrapersonal intelligence, respectively. The least
possessed intelligence is musical intelligence. In addition, the data analysis proposes that gender affects pre-service
science teachers' intelligence profile since some responses depicted the influence of gender evoked the use of some
intelligences. In this study, gender differences that exist between males and females in only two of the eight MIs,
specifically, Logical-Mathematics and Visual-Spatial, is significant. The other six were not significant, suggesting
that males and females exhibit similar intelligences in them. However, a study conducted by Al-Faoury and Smadi,
(2015) indicated that there are gender differences in the test scores of multiple intelligences. The findings
Levene's Test
for Equality
of Variances
t-test for Equality of Means
F
Sig.
t
df
Sig.
(2-
tailed
)
Mean
Differen
ce
Std.
Error
Differen
ce
95%
Confidence
Interval of the
Difference
Lower
Upper
Verbal/linguis
tic
Equal variances
assumed
4.898
.028
.627
148
.532
.10684
.17041
-
.22991
.44358
Equal variances not
assumed
.623
140.73
9
.534
.10684
.17142
-
.23206
.44573
Logical-
mathematical
Equal variances
assumed
3.626
.059
2.86
4
148
.005
.39744
.13875
.12324
.67163
Equal variances not
assumed
2.83
7
134.51
4
.005
.39744
.14009
.12037
.67450
Bodily-
kinesthetic
Equal variances
assumed
.001
.971
-.777
148
.439
-.12179
.15679
-
.43163
.18804
Equal variances not
assumed
-.777
146.99
1
.439
-.12179
.15680
-
.43168
.18809
Visual-spatial
Equal variances
assumed
.461
.498
3.97
5
148
.000
.67415
.16959
.33902
1.0092
7
Equal variances not
assumed
3.97
0
146.15
4
.000
.67415
.16980
.33856
1.0097
3
Musical
Equal variances
assumed
2.938
.089
.721
148
.472
.12286
.17042
-
.21391
.45964
Equal variances not
assumed
.724
147.92
5
.470
.12286
.16972
-
.21252
.45825
Interpersonal
Equal variances
assumed
6.128
.014
1.79
8
148
.074
.29594
.16459
-
.02932
.62120
Equal variances not
assumed
1.78
8
141.37
2
.076
.29594
.16550
-
.03124
.62312
Intrapersonal
Equal variances
assumed
4.697
.032
.473
147
.637
.06808
.14390
-
.21631
.35246
Equal variances not
assumed
.469
136.58
4
.640
.06808
.14516
-
.21897
.35512
Naturalistic
Equal variances
assumed
15.331
.000
1.94
9
148
.053
.31090
.15955
-
.00439
.62619
Equal variances not
assumed
1.92
4
128.64
0
.057
.31090
.16156
-
.00877
.63056

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demonstrated that there was a statistically significant difference in adjusted mean scores of students' intelligences
owing to gender, with females scoring higher in the linguistic and interpersonal intelligences and men scoring
higher in the logical and intrapersonal intelligences. Similarly, Loori (2005) investigated and reported on the
variations in multiple intelligences preferences of male and female students learning English as a second language
at American higher education institutions. According to the findings, there were substantial disparities in IQ
preferences between males and girls. Learning activities requiring logical and mathematical intelligences were
chosen by males, whereas learning activities involving intrapersonal intellect were preferred by females. Also,
research conducted by Agarwal (2017) revealed that male and female students do not differ with reference to
multiple intelligence, although male students had much higher naturalistic intelligence and bodily-kinesthetic
intelligence than female students. Male pupils have higher levels of logical, bodily-kinesthetic, and naturalistic
intelligence. Female students are smarter than male students in terms of linguistic, spatial, musical, interpersonal,
intrapersonal, and existential intelligence.
Individuals should be encouraged to learn using their natural intelligence. Different types of intelligence should
appeal to instructional practices. Multiple intelligences make a significant addition to education. Pre-service
science teachers will be asked to create lesson plans that incorporate some of the eight intelligences (Campbell,
1997). Many people will still tell you that someone is intelligent if they are skilled at math or science or articulate
or speak multiple languages if you ask them. Even though educational methods and theories are constantly
evolving, our culture and many school systems continue to place a premium on linguistic and logical-mathematical
ability. A significant portion of the learning is devoted to improving those skills, or is presented in a style that
appeals to and relies on the talents of a linguistic/logical-mathematical mind. Pre-service science teachers should
consider the different types of learners in their classrooms, support all forms of intelligences in each student, and
allow for an individual learning process. Allowing our students to discover and develop their various talents can
have a variety of advantages for them. The MI theory can be a beneficial tool for pre-service and in-service science
teachers to improve the quality of science teaching and learning, which will ultimately improve academic
achievement (Amponsah, Bukari, Asano, Boateng, & Darkwa, 2021). Science teachers can use numerous
approaches to help students improve their cognitive, social, and emotional abilities by incorporating multiple
intelligences into their teaching methodologies.
Quality teaching, according to Normore (2017) and Hattie (2003), is a key component in predicting student
learning achievement. According to Vermunt (2014), teachers' teaching approaches can enhance student learning
processes, resulting in an increase or change in learning achievement in areas such as subject matter knowledge
and understanding, skills, motivation, emotions, and so on. According to Yilmaz (2012), pupils with dominant
intellect in mathematical-logical and linguistic activities have a strong correlation with math learning achievement.
Furthermore, based on multiple intelligence theory, there is a substantial association between group divisions in
cooperative learning and student accomplishment (Abdulkarim & Jadiry, 2012), including collaborative learning.
According to Tiantong and Siksen (2013), knowing MI can help students make better use of their unique
knowledge and talents. Each intelligence has its own set of qualities, tools, and processes that explain various
approaches to problem-solving, learning, and thinking.
Conclusion
This paper sought to find the dominant intelligence among pre-service science teachers and the benefits MI-based
instruction has on the work of the pre-service science teachers. Despite the fact that some research has been done,
further research in other countries is needed to compare the results of this study. It was found that Ghanaian pre-
service teachers used in this study exhibit all the eight MIs in the classroom. This study has shown that only
Logical-Mathematics was highly advanced among pre-service science teachers. This is not surprising as these
students have strong mathematical background to be able to pursue science. Similarly, it is also not a coincidence
that Bodily-Kinesthetic is advanced in these pre-service science teachers. Science involves practical activities and
as such a science student must exhibit the characteristics required to be able to perform hands-on activities. Gender
differences exist between males and females in only two of the eight MIs, specifically, Logical-Mathematics and
Visual-Spatial. The other six were not significant, suggesting that males and females exhibit similar intelligences
in them.

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Implication
Extra tuition might help one to build and maintain their emotional intelligence. In Ghana, the importance of
multiple intelligence is not well emphasized in the colleges of education curriculum, but its inclusion is long
overdue. It is thought that this will go a long way toward assisting pre-service science teachers in acquiring these
important skills and imparting their students in the world of work. According to this method, learning and teaching
should be oriented on each individual's unique intelligences. Gardner stressed that the multiple intelligences reflect
different learning techniques as well as diverse topical fields.
Acknowledgments
This research was not funded or otherwise supported by anyone or any entity. However, we'd want to thank all of
the pre-service teachers included in the research, as well as their Tutors, who helped us in a variety of ways.
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