Multiple Intelligences in Higher Education: A Study of Undergraduate Students
DOI:
https://doi.org/10.31305/rrijm.2025.v10.n12.041Keywords:
Multiple Intelligence, Undergraduate Students, Gender, Academic Stream, Higher EducationAbstract
The present study examined the multiple intelligence profiles of undergraduate students in West Bengal and explored differences based on gender and academic stream. A descriptive survey method was used, and a sample of 187 undergraduate students from Arts, Science, and Commerce streams was selected through purposive sampling. Data were collected using a Multiple Intelligence Test and analyzed using descriptive statistics, independent sample t-test, and ANOVA. The findings revealed a moderate level of overall multiple intelligence (M = 96.95, SD = 17.41) among students. Intrapersonal and Spatial intelligences showed the highest mean scores, while Musical and Logical intelligences recorded comparatively lower scores. Significant gender differences were found in Logical, Bodily–Kinesthetic, Interpersonal, and overall multiple intelligence, where male students scored higher. Significant differences were also observed among academic streams in Logical, Spatial, and overall multiple intelligence, with Science students obtaining the highest mean scores. The results highlight the importance of adopting diverse and student-centered teaching strategies in higher education to address different intelligence strengths and support holistic student development.
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This is an open access article under the CC BY-NC-ND license Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0).
