Relationship Between Multiple Intelligence-Based Instructional Strategies, Learner Engagement and Competency Attainment in Social Studies Among Grade 7 Learners in Narok Central, Kenya

Author

Rebecca Chebwogen Rutto, Dr. Mukholwe Newton, Prof. Sammy Mutisya


Abstract

 Multiple Intelligence (MI)-based teaching is promoted as a way of meeting the learner-centred aims of Kenya’s Competency-Based Education (CBE), yet little is known about how it relates to engagement and attainment in junior secondary Social Studies. This study examined the relationship between MI-based instructional strategies, learner engagement and competency attainment in Social Studies among Grade 7 learners in Narok Central Sub-County, Kenya. A descriptive, correlational and cross-sectional design within a convergent parallel mixed-methods approach was used. Participants were drawn from four education zones by stratified random sampling, and 319 learners (99.7% of 320 targeted) and 15 Grade 7 Social Studies teachers took part. Data were collected using an adapted Multiple Intelligence Developmental Assessment Scales (MIDAS), the Social Studies Instructional Strategies Questionnaire, the Classroom Engagement Observation Scale and the Document Analysis Rubric for Social Studies Achievement, together with teacher interviews. Quantitative data were analysed using descriptive statistics and Pearson’s correlation at the 0.05 level, and qualitative data thematically. Learners showed diverse, balanced profiles, with musical, spatial, naturalistic, interpersonal and intrapersonal strengths and a weaker linguistic profile (M = 9.69). Teachers used a wide range of MI-based strategies, most often intrapersonal, interpersonal and logical-mathematical ones and least often musical and linguistic ones, and reported constraints of resources, time, training and class size. MI-based strategies had a moderate, positive and significant relationship with learner engagement (r = .312, p < .001, N = 319) but no significant relationship with competency attainment (r = −.042, p = .454). The study recommends targeted teacher training in MI-based planning, adequate resources and time for activity-based teaching, structured group work to strengthen social engagement, and pairing MI-based strategies with aligned assessment and support for learners below expectation.


Keywords

Multiple intelligences, instructional strategies, learner engagement, competency attainment, Social Studies, Competency-Based Education.



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References


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