The Relationship Between Multiple Intelligences and Student Learning: An Application to Public Speaking Classes

Abstract

This study examined Multiple Intelligences (MI) theory (Gardner, 1983; 1993; 1999) and student learning as well as preferences for MI-related activities in a college-level public speaking class. Correlations indicated positive associations between students with predominant musical, verbal, and interpersonal intelligences with various aspects of affective learning. Students with predominant bodily intelligence indicated negative perception of lecturer and positive association with prediction of grade. Study results also revealed positive associations for students with their intelligence-specific activities as well as other MI-related activities. Statistical t tests indicated that students with spatial, bodily, musical, intrapersonal or discriminatist intelligences had negative affect toward the lecturer while students with verbal, logical or interpersonal intelligences would continue to use behaviors learned in public speaking even after they had completed the class. Research findings yielded statistical support for distribution of MI in a college sample and indicated support for including more activities in the public speaking curriculum.