Implementation of teaching based on multiple intelligences in the primary science classroom: Action research

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)


Institute for Educational Development, Karachi


The study is focused on the implementation of multiple intelligences (MI) theory in primary science classroom in one of the private schools in Karachi. The purpose of the study was to explore the possibilities and challenges of implementation of MI theory to cater to the diverse needs of the students and enhance their learning performance. The study was done through qualitative action research. The duration of the study was six weeks. The targeted population consisted of twenty eight students of Class V and the regular classroom teacher as an observer and critical friend in exploration phase. Data were collected through students' surveys (MI inventory for students), teacher's (researcher) observation checklists, informal talks with the regular teacher and students, and document analysis. I have used reflective journal for data collection throughout my study. My analysis started from the first day of my fieldwork in the form of reflections and analytical memos. I played a dual role i.e. as a teacher and a researcher at the same time. The findings from exploration phase were; evidence of lack of active participation (as most students had intrapersonal dominant intelligences), and teacher directed classroom, and teachers' and students' reliance on textbook. The study suggests that there were some possibilities and some challenges to implement the MI theory in Class V. The major findings from the implementation process were; implementation of MI theory depends on the existing context, MI-based teaching decreases teacher-centered approach, and increases studentscentered approach. Data also revealed that positive students' attitudes towards learning science increased. Through MI-based learning choices, students became more confident in decision-making. Students' learning was enhanced and teaching repertoire of the teacher was expanded. Participating students and the regular classroom teacher demonstrated that cooperative learning, choice-based activity catered to students' MI. Using MI theory in teaching science, successfully increased student motivation and achievement. Ethical concerns were taken into consideration for maintaining confidentiality of the institution, the teacher, and the students too. While summarizing, challenges were identified and implications were drawn that provided recommendations for future practices for implementing MI theory.

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