Alternative management models for enhancing multiple intelligences among students in secondary schools in Kenya

Abstract

The development of Multiple Intelligences in schools is a critical component in the promotion of individual development and self-fulfillment amongst students which is one of the national goals of education. Differences in the way schools model themselves to achieve this goal undeniably exist across and within schools, yet to date, relatively little research has investigated the ways students Multiple Intelligences should be enhanced. Accordingly, this study was designed to examine alternative management models that enhance Multiple Intelligences among secondary students in Kenya. The specific objectives were: To examine the instruction management models that enhances Multiple Intelligences; To investigate assessment management models that enhances multiple intelligences; To explore the technological advancement management models that enhances multiple intelligences and to examine the off school business management model that enhances multiple intelligences among students in Kenya. The study was guided by the Multiple Intelligence Theory advanced by Howard Gardner and Management Competency Framework advanced by Quinn, Faerman, Thompson and McGrath. The study adopted the concurrent mixed methods design where both quantitative and qualitative approaches were used during the various stages of research. The study target population was 150 secondary schools in Elgeyo Marakwet compromising of 150 chairpersons of Board of Management, 150 Principals, 1200 Heads of Department and 4450 students. The respondents were stratified into National, Extra County, County and Sub County schools. Proportionate and simple random sampling was used to select respondents who included 108 Principals, 108 Board of Management Chairpersons and 292 Heads of Departments. Eight focus group discussions comprising of 10 students were used. The data of the study was collected using the triangulation approach that involved questionnaires, document analysis, focus group discussion and interviews. The questionnaires were tested for internal reliability by the use of Cronbach alpha single administration. The obtained data was analyzed using descriptive and inferential statistics and qualitative thematic approach. Multiple regression analysis was used to determine the prediction between the alternative management models and the enhancement of multiple intelligences among students. Data was presented in tables arising from the data analysis techniques utilized in the study. The findings indicated that schools management was managing traditional models of enhancing multiple intelligences thus majority of the students’ abilities were not developed. Alternative management models were found to be effective in enhancing multiple intelligences among students though majority of the schools had not adopted them. The outcome of the study advances models for school managers and curriculum developers and universities with a rationale for an enhanced development of students’ intelligences.