Vol. 1(2) SEP 2011 - SAVAP International

More documents

Recommendations

Info

Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 REFERENCES Gardner, B. 2005. Causes of rural economic development." Proceedings of the 25th Int. Conference of Agric. Econ. 21-41. Government of Pakistan, (2006-07). Statistical supplement, economic survey, finance division, economic advisor’s wing, Islamabad. Government of Pakistan, (1998). Fifty years of Pakistan federal bureau of statistics, statistics division, Islamabad. Johnston, B.F. 1970. Agriculture and structural transformation in developing countries: a survey of research. J. Econ. Literature 8:369-404. Tiffin, R., and X. Irz. 2006. "Is agriculture the engine of growth" Agric. Econ. 35:79-89. Timmer, C.P. 2005. "Agriculture and pro-poor growth: lessons from Asia and the literature." Washington DC: Cent.Global Dev. Processed. Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 326
Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 REGIONAL DIFFERENTIALS IN STUDENTS’ PREFERENCES REGARDING THEORY OF MULTIPLE INTELLIGENCES AT ELEMENTARY LEVEL Maqsood Ahmed Institute of Education & Research, Kohat University of Science & Technology, PAKISTAN maqsood517@yahoo.com Dr Ishtiaq Hussain Institute of Education & Research, Kohat University of Science & Technology, PAKISTAN dr.ishtiaqhussain@yahoo.com Prof. Dr R A Farooq Faculty of Social Sciences, Northern University, Nowshehra, PAKISTAN Sarfraz Ahmed Institute of Education & Research, Kohat University of Science & Technology, PAKISTAN sarfraz206@yahoo.com ABSTRACT The purpose of the study was to investigate the students’ multiple intelligences according to their preferences and how students’ multiple intelligences differ in terms of their region in which they live, at Elementary level. All the students studying in 7 th class of age group 12+ in Government Middle and Secondary Schools of Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. Total Eighty Government Middle and Secondary schools (20 from each district) from urban and rural regions were selected randomly to choose the students as the sample for the study. A total sample of 2000 respondents, in the age group of 12+ years studying in 7 th class, was drawn out of the population using stratified random sampling technique. A tool "Multiple Intelligences Scale for Elementary Level", having eight sub scales, was used to examine students’ preferences in different components of Multiple Intelligences. The results of the investigation revealed that majority of the respondents had average levels of intelligence for all the eight components of multiple intelligence, however the students’ multiple intelligences showed variety according to their interests. When results were examined in terms of their locality i.e. urban and rural, significant differences were observed in the mean scores of Urban and Rural students for Bodily-kinaesthetic (-4.8) and Naturalistic (-8) intelligences. It was found that in case of Bodily-kinaesthetic and Naturalistic intelligences rural students took slight lead due to environmental factors. Key Words: Multiple intelligences, preferences, urban, rural, linguistic, interpersonal, intrapersonal INTRODUCTION Education is the principal instrument in awakening the child’s professional training and helping him to adjust normally in the society. It is the investment made by the nation in its children for harvesting future crop in the form of a responsible and productive adult of the society. In teaching learning process perception of the thing, to be learnt, plays a vital role. So the educational institutions must divert attention towards concept building and recognizing the dominant Multiple Intelligence of the students before planning the learning or educational activities. We know that perception is the process by which organisms interpret and organize sensation to produce a meaningful experience of the world. It is agreed upon that every individual has specific and varied abilities and it is essential to guide individuals in the right direction at right time in a right way. Generally, people in Pakistani follow their father’s footsteps or they abide by what parents or friends expect from them or simply fell victim Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 327
Page 3 and 4:
‘Research for Peace and Developme
Page 5:
Academic Research International ISS
Page 8 and 9:
Page 10 and 11:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Academic Research International Mu
Page 29 and 30:
Page 31 and 32:
Academic Research International 1-
Page 33 and 34:
Page 35 and 36:
Academic Research International * 2
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Academic Research International 1.
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Academic Research International { l
Page 109 and 110:
Academic Research International 2 b
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Academic Research International 2.5
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Page 274 and 275:
Page 276 and 277:
Page 278 and 279:
Page 280 and 281:
Page 282 and 283:
Page 284 and 285:
Page 286 and 287:
Page 288 and 289:
Page 290 and 291: Academic Research International ISS
Page 390 and 391:
Page 392 and 393:
Page 394 and 395:
Page 396 and 397:
Page 398 and 399:
Page 400 and 401:
Page 402:
Page 405 and 406:
Page 407 and 408:
show all

Vol. 1(2) SEP 2011 - SAVAP International

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?