Alternative Instruction Management Models that Enhance Multiple Intelligences among Secondary Students in Kenya

Abstract

Enhancement of Multiple Intelligences (MI) in schools is critical in the promotion of individual development and self-fulfillment amongst students. This is outlined in the Kenya's national goals of education. Conversely variations in the way schools carry out this function exists in schools, yet to date, relatively little research has investigated the ways students MI should be enhanced in Kenya. Therefore, this study was designed to examine alternative instruction management models that enhance MI among secondary 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. Proportionate and simple random sampling was used to select respondents who included 108 Principals, 108 Board of Management (BoM) Chairpersons and 80 students. The data was collected using triangulation approach involving questionnaires, document analysis, focus group discussion and interviews. Data was analyzed using qualitative thematic approach, descriptive and inferential statistics and presented in tables and graphs. The findings indicated that schools management was managing traditional instruction management models of enhancing multiple intelligences thus majority of the students' abilities were not developed. Alternative instruction management models were found to be effective in enhancing multiple intelligences among students though majority of the schools had not adopted them.