Computer assisted learning – analysis through Multiple Intelligence Theory

By

Eugenia Kafanabo

Seminar Presentation - UCT

Introduction of computers in TZ

The aim was to change the instructional design that could provide learners with opportunities to train and at the same time use computer technology in learning.

Be abreast with the rest of the world. In 1996, introduced computer studies

syllabus for Tanzanian secondary schools. The objective was that learners have to learn

the basic skills on how to use computers (the general computer literacy).

Why are schools not using computers effectively? Schools had to prepare/build their own computer

rooms/labs. Schools had to make their own initiatives to get

computers. Schools had to train their own teachers and hire

system analysts. Hence, schools ended up getting old computers that

were donated to them from different organizations in the country and from abroad.

Most computers lacked important hardware and software.

Cont’d

Teachers were not skilled/trained to teach and integrate computers in their teaching.

Low or no budget from the government to support the introduction of computers in schools e.g. computers have no internet, printers, or scanners.

Finally, the school administration introduced fees to learners who wanted to do computer course.

Why this study?

There are a lot of challenges in the schools, and especially the integration of computers that are available, with the teaching and learning process in a classroom situation given the current infrastructure and resources (both human and physical).

Theory of Multiple Intelligences (MI) The theory of Multiple Intelligences is by Howard

Gardner of 1983 was used. First, the theory posits that every human being is

pluralistic and has at least 7 basic different ways of interacting with the world – these were called multiple intelligences.

These intelligences include – logic mathematical, verbal linguistic, visual spatial, bodily kinesthetic, musical, interpersonal, and intrapersonal.

In 1995 added naturalistic intelligence, and in 1999, added another intelligence, existential.

Multiple Intelligences – Cont’d

Gardner emphasized that every individual has a unique profile of these intelligences that may be manifested as different kinds of strength and weaknesses, and can be used to solve problems and fashion products.

This theory can be used to identify different ways learning takes place – e.g. identify skills, talents, preferences that learners exhibit in classrooms.

Multiple Intelligences – Cont’d

The theory was selected because, it encouraged the use of structured learning activities that allows learners to demonstrate multiple ways of understanding and doing things (open ended tasks).

Assessment of the learners can be done by using performance assessment- that is allow learners demonstrate competence by constructing and doing rather than providing written tests.

Gardner, on the other hand is on an opinion that written tests only, mostly encourage verbal linguistic and logic mathematical intelligences.

Multiple Intelligences – Cont’d

It was also observed that written tests were a common phenomenon in schools in Tanzania, after learning the computer course learners were subjected to exams, and had to be able to mention the basic parts of the computer, explain how the computer functions, etc.

But Gardner emphasizes that, not all learners might be verbally and mathematically gifted, may have other qualities and expertise in other areas such as music, spatial relations and whole range of interpersonal and intrapersonal skills.

Multiple Intelligences – Cont’d

Hence my study was about understanding the interaction between MI and learners performance in open-ended digital learning tasks.

Methodology

The study adopted a qualitative design. Was conducted in Dar es Salaam and Iringa Regions. Purposeful selection of schools was done- selected

schools which had working computers, so in total 4 schools were selected, 3 from Dar es Salaam and 1 from Iringa.

All these schools did not have internet connection. Form two and three learners were included in the

study. Each school had approximately 10-12 learners, because they had to pay for the computer course.

Methodology cont’d

A total of 40 learners participated in the study, that is 10 learners from each school.

I selected 4 intelligences to be assessed – these were verbal linguistic, logic mathematical, visual spatial and interpersonal.

Three open-ended tasks were prepared, and the learners had to do all the three tasks. Each task had to be completed within a week.

The themes of the tasks were selected from the biology syllabus for secondary schools.

Methodology cont’d

The themes were – health and diseases, environmental destruction and conservation, and Natural disasters.

The tasks were – Don’t drink the water: Is it cholera or typhoid fever, Landfill problems: Air pollution and health hazards, MV Bukoba Tragedy: what numbers can tell us about her vital voyage.

Reading materials and the tasks were uploaded on the computers for the learners to read.

Methodology cont’d

Data collection instruments included – Multiple Intelligence survey questionnaire – was adapted from McKenzie (1999). An inventory questionnaire used to identify learners strong and weak intelligences.

School progress report was also used to check how these learners performed in other studies.

Observations and video recording of learners working on their digital tasks.

After completion of each task, was saved in floppy disks, then copied on CD’s.

Methodology cont’d

A total of 56 open-ended task documents prepared on Microsoft Word and 56 presentations prepared on PowerPoint were collected.

Rubrics were used to assess the tasks and score them according to how the learners performed on their tasks using Gardner’s intelligence profiles.

The observations and scoring were done by the researcher and the teachers who participated in the study from each school.

Results – computer assisted

There was positive impact in the learning process as learners also got more biology knowledge through the open-ended tasks. As they were supposed to read some of the literature provided, to complete their tasks.

Learners skills in the use of computer programs increased for example could use Microsoft PowerPoint, Microsoft Word-by importing clip art, drawing graphs and use of tables, Microsoft Excel etc.

Improved quality of the documents the learners presented at the end of task 3.

Cont’d Motivation to learn – learners worked with enthusiasm to

complete their tasks, as this was their first time to use these computers to do something not related to learning computer literacy.

They had to present the work to their colleagues and therefore prepared themselves with all the data they needed.

Quote from one learner:

“I am happy that I convinced others that my educational strategy can be used in teaching people how to prevent the spread of cholera. That has made me proud”.

Cont’d

Learners made their own preferred choices of what is to be included in their tasks

A quote from the teacher:

“… It seems that leaving the learners to work on their own (in open ended tasks) and select what they want to do has helped them learn much more quickly than when they were to be taught the same skills in class demonstration. They have learnt more than what I expected, I am impressed...”

Results – Intelligence profiles

The assumption was that these learners will perform according to their intelligence profiles as it has been stipulated by Gardner.

The learners did exhibit varied performance profiles (their stregths and weaknesses) according to how they were assessed from the school progress report and MI questionnaire.

Logic Mathematical

The results showed that learners who scored high, medium and low in their MI survey questionnaire also scored high , medium and low in their school progress report.

In this case majority of the learners exhibited medium profile in logic mathematical.

Samples from the learners – LM

They used numerical information, graphs and tables.

Verbal Linguistic

The results showed that learners scored high, medium in their MI survey questionnaire and very low in verbal linguistic. They also scored high, and medium in their school progress report.

In this case majority of the learners exhibited high and medium in verbal linguistic.

The consequence of the skewness could be because school assessment puts emphasis in these intelligences compared to other intelligences.

Samples from learners

Poem about Typhoid feverCause of disease This disease caused, by the typhoid bacillus, And the name of microbe, is called Salmonella typhi, This disease is bad, because it kills many people, What is that disease, the disease is typhoid fever.

Symptoms of the disease, there are so manyVariety of symptoms, it occur to the personThat has contracted with Salmonella typhi,What is that disease, the disease is typhoid feverThe spread of microorganism, they spread through human,You can get the disease, if you drink or eat food or beverages, That has been handled, by the people carrying the bacteria, What is that disease, the disease is typhoid fever.

Treatment of water, is by boiling the water,Treatment of food, is by washing it,It is the most reliable method, to make food and water safe,What is that disease, the disease is typhoid fever.

Visual spatial

The results showed that most learners medium in their MI survey questionnaire. However their performance in the progress reports showed that learners who were high in visual spatial were few compared to medium and low performance.

In this case majority of the learners exhibited medium in visual spatial.

Samples from learners

Interpersonal intelligence

Analysis of the interpersonal intelligence was done using the MI survey questionnaire alone.

The learners scored themselves as having high and medium profile in this intelligence.

Sample from observing learners

Relationship between MI and performance of learners The overall results showed that learners

exhibited distinct pattern of performance abilities in their tasks.

They exhibited strengths and weaknesses in each intelligence profile, rather than a uniform level of ability in all the intelligences.

Conclusion

The use of open-ended tasks provided opportunities for learners to exhibit their learning preferences beyond presenting text only, but they could use different ways of presenting their results through a combination of text, pictures, diagrams, and presentations as they share their experiences.

Worked collaboratively in their tasks. Used more computer programs than just learning the basic

computer literacy skills. It was an opportunity to learn more information from the

readings given, and hence learn more in their biology course. Hence, it can be possible to integrate computers in schools

even if the computers have basic programs by using open ended tasks, and performance assessment.

An eye opener to the teachers who participated in the study.

Way forward..

In 2005, the government of Tanzania and Sweden under SIDA have initiated a project of training teachers in teacher colleges on how to use computers in schools.

32 government teacher training colleges have been supplied with computers (1,250), which are connected to internet, with other supporting facilities including printers, and scanners.

Have trained tutors and technicians.

Thank you for listening

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