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
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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 fever
Cause 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 many
Variety of symptoms, it occur to the person
That has contracted with Salmonella typhi,
What is that disease, the disease is typhoid fever
The 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
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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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