Learning Styles and Multiple Intelligence of Chepang Students of Nepal
Because humans are mentally, psychologically, and physically diverse, each individual’s learning processes differ. Learning is an internal process that differs from person to person, and learning style refers to how people acquire new information. Intelligence, on the other hand, is the ability to solve difficulties. Students’ IQ is strongly linked to their learning style. As a result, the study’s goal is to determine the impact of learning approaches on multidimensional intelligence in Nepalese high school Chepang pupils. The study used Fleming’s learning style theory and Howard Gardner’s Multiple Intelligence Theory to determine the status of learning style and multiple intelligence among Chepang pupils. The study involved 368 Chepang pupils in grades 9 and 10 from Nepal’s Makwanpur, Chitwan, Gorkha, and Dhading districts. Because the value of R square is.087, learning styles can only explain 8.7% of the variation in the level of intelligence, the results show that there is a very weak association between learning styles and student intellect. The corrected R2 value is.079, indicating that learning methods had a 7.9% impact on Chepang pupils’ IQ level. Students and teachers were unfamiliar with the concepts of Fleming’s learning styles and Gardner’s varieties of multiple intelligence. In addition, students were unaware of their own intelligence. A specific course is required to educate teachers and students on learning styles and the ability to assess their own intelligence.
Author (S) Details
Amrit Rai S. J.
Satmarg 65, Sanepa, Lalitpur 2, G. P. O Box 50, Kathmandu, Nepal.
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