Exploring the School Educational Practices that Develops Multiple Intelligences among Students in Keiyo South Sub County Kenya

Abstract

School is one place where students have the opportunity to nurture their abilities through the various academic practices. So as to achieve these potentials academically suitable practices build on innovative, inclusive and flexible approaches are critical for enhancing help students. Therefore, the study explored the school educational practices that develop Multiple Intelligences, to investigate teacher's competence for the development of students` Multiple Intelligences. The study utilized the Multiple Intelligence Theory advanced by Howard Gardner (1999) and the Management Competency Framework advanced by Quinn, Faerman, Thompson and McGrath. The research design adopted a mixed method design. The study target population was drawn from 32 secondary schools in the sub county. The stratified and proportionate sampling was used to select 14 schools of which 3 were provincial schools while 11 were district. The respondents included 14 head teachers, 42 teachers and 280 pupils who were selected using simple random sampling. Questionnaires were administered to teachers and pupils while interview schedules were used to get information from head teachers. Document analysis was used to get information from school routine, school timetables, club and society files. The findings revealed that the school educational programmes were biased towards core subjects and that non-class activities such as drama music and sports were allocated minimal time. The study recommends that, subjects such as Physical Education, Music and Art and Design should be introduced in the school educational programme so as to enhance student's abilities.