J. C. Xie, R. L. Lin / Asian Journal of Management and Humanity Sciences, Vol. 4, No. 2-3, pp.

106-124, 2009

Research on Multiple Intelligences Teaching and Assessment

JINGCHEN XIE AND RUILIN LIN*
Department of Commercial Design, Chienkuo Technology University, Taiwan

ABSTRACT
This research aimed at fusing the multiple intelligences theories with the teaching of one chosen course: color theory. Two groups of students from a polytechnic university in central Taiwan were chosen as research subjects, and an experiment was designed and performed to explore the effects of multiple intelligences teaching on the experimental group, versus that of traditional teaching on the control group. Students from the experimental group performed significantly better than students in the control group on an actual hands-on design project assignment. Key words: multiple intelligences theories, color theory, learning effectiveness, multiple intelligences tendency, multiple intelligences teaching.

1. INTRODUCTION
The multiple intelligences theory was originally proposed by psychologist Howard Gardner at Harvard University in 1983. He defined eight measures of multiple intelligence: linguistics, logical- mathematics, visual-spatial, interpersonal, intrapersonal, musical, bodily-kinesthetic and naturalist. (Armstrong, 2007; Gardner, 1983). Human abilities and potentials are direct evidence that multiple intelligences exist, and these intelligences can be fully utilized either individually or combined. The theory can be applied to any part of school and family, providing teaching methods more room for creativity, emphasizing comprehension and applying new knowledge, techniques and concepts to the teaching process. (Abdulaziz, 2008; Ulinwa, 2008). Therefore, the first research motivation was to increase teaching effectiveness through the incorporation of multiple intelligences teaching into a commercial design course. In addition, multiple intelligences could not only provide teachers with more choices in teaching and assessment methods, but also allow students to demonstrate what they have learned in many different ways. Another research motivation, then, is to use multiple intelligences teaching as a means for college students to explore their intelligence strengths. Since the diverse style of learning proposed by multiple intelligences theory can expose the strengths and weaknesses of students, it helps the instructors understand each student better and provide specific support where necessary. The third research motivation is to assist students in excelling in their areas of strength and to study the learning difference. (Yang, 2008). According to multiple intelligences theory, schools should employ various approaches to observe students problem-solving skills and accomplishments long-term. They should also assess the students current level from different angles. Therefore, this research
*

Corresponding author. E-mail: linrl@ctu.edu.tw

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seeks to use the multiple intelligences theory on a color theory course, centering the study on the students learning interest in the hope of increasing learning effectiveness. This was research motivation four (Armstrong, 2000; Bailey, 2008). The research purposes include: (1) Studying the distribution of multiple intelligences of instructors. (2) Studying the distribution of multiple intelligences of students in the experimental group. (3) Studying the growth of multiple intelligences of students in the experimental group, and (4) studying the learning effectiveness difference between the experimental group and control group.

2. LITERATURE REVIEW
2.1 Views and Principles The multiple intelligences theory proposed by Gardner has criticized the traditional intelligence evaluation as well as the materials and teaching techniques used in schools. It suggests that schools should take the difference between individuals into consideration and allow students more room to express themselves, placing equal attention and reassurance on those who show gifts in any one of the eight intelligences. Moreover, the students should be respected as individuals and their fortes valued; instructors should provide appropriate learning experiences and stimulate the growth of multiple intelligences. (Bowell, 2004; Chen, 2007). Multiple intelligences theory asserts that: (1) Every person has all eight intelligences; (2) The majority of the population can develop intelligences to fully competent levels; (3) People with more intelligence usually operate in more complicated ways; (4) Each intelligence can be expressed through a variety of ways (Mindy, 2005; Osmon & Jackson, 2002). Gardner believes that true intelligence has to do with problem solving and is capable of creating in a natural setting. Moreover, he discovered that the intelligences could be taught. Anyone at any age or skill level can become more intelligent through learning. Linguistic intelligence refers to sensitivity to words and languages; logical-mathematical intelligence has to do with adeptness with numbers and logic; visual-spatial intelligence is related to vision and spatial perception; intrapersonal intelligence symbolizes that one can distinctively recognize ones own strength, weakness and emotions; musical intelligence involves creativity, music and rhythm; interpersonal intelligence enables a person to recognize the personalities and motivations of others; naturalist intelligence refers to the sensitivity to nature and others; bodily-kinesthetic intelligence has to do with the nimbleness of a persons body (Drawbaugh, 2002; Yan, 2006). 2.2 Principles and Importance in Education The principles of multiple intelligences offered by Gardner are: (1) Emphasis on the development of certain intelligences; (2) Utilizing of all intelligences in developing different teaching methods; (3) Based on the concept of multiple intelligences, instructors should review lesson plans and ensure they have variety,

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fairness and richness; (4) Provide students with the opportunity to choose learning activities and assessment methods; (5) Provide students with the opportunity to use the dominant intelligences to develop the weaker intelligences; (6) Use the intelligences to fully comprehend broad subjects (Gardner, 1983). The importance of the multiple intelligences in education is: (1) Highlighting uniqueness of each student; (2) Bring out the students dominant intelligences; (3) Dominant intelligence helps learning; (4) Variety of learning experiences; (5) Multiple intelligences teaching; (6) Variety of assessment methods; (7) Variety of means of expression (Hoerr, 2000). 2.3 Multiple intelligences teaching Multiple intelligences teaching involves: (1) Comprehension: The teachers can recognize dominant intelligences in both himself/herself and the students (2) Application: The teacher should utilize his/her own intelligence to guide students in their learning and encourage their strengths. (3) Stimulation: The teacher should constantly stimulate students dominant intelligences and multiple intelligences. Some components of multiple intelligence teaching are: (1) Critical thinking; (2) Passion and enthusiasm for the surrounding; (3) Courage to try new things; (4) Creativity and skills; (5) Generosity and tolerance; (6) Keen observations (Rockwood, 2003). Additionally, teachers should first evaluate their own intelligence before carrying out multiple intelligences teaching, and use their dominant intelligence in planning materials and lesson plans. They should also keep track of student performances with observations and written records. This can help to assess each students intelligence and provide support accordingly. Gardner thought physics, biology, humans, products, self-understanding and understanding of the world are very important educational objectives. Therefore teachers should make clear the lessons key points and contents and teach with practical and interesting material to enrich the lessons and reinforce learning. Lastly, there is neither right nor wrong with the multiple intelligences theory itself; the key is to understand and adopt the most beneficial method for students. (Seefchak, 2008). 2.4 Multiple intelligence assessments Multiple intelligences assessment emphasizes learn by doing, assess in learning. In order to stay unbiased, as stated by the theory, the assessments should be done according to the students knowledge and performance. Multiple intelligences assessments are usually done by the instructor, the collaborative teachers, and students. This makes the assessments more interactive and unbiased than traditional assessments, which are done by the instructors alone. The assessment of multiple intelligences should be (1) Forming: Designed to unfold, entice, or rouse strengths in students. (2) Variety: Offering students all kinds of opportunities to demonstrate what they know. (3) Substantially beneficial: Through evaluations, help students improve intrinsic quality or enhance understanding in both themselves and the academic subjects. (4) Mutually corresponding: Allow

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students to choose means of expression based on their learning experience and preferences and fully demonstrate their academic strengths. There are eight forms of assessing and evaluating multiple intelligences: (1) Linguistic intelligence: Oral reports, writing presentations are used. (2) Logical-mathematical intelligence: Problem-solving task, cause-effect inference. (3) Visual-spatial intelligence: Can use charts, photographs and slideshows. (4) Intrapersonal intelligence: Some type of record of introspecting ones own learning experiences. (5) Musical intelligence: Music appreciation, musical performances. (6) Interpersonal intelligence: Collaborative learning, peer reviews. (7) Naturalist intelligence: Can ask students to make observations or classification reports. (8) Bodily-kinesthetic intelligence: Acting or dancing. (Furnham & Mkhize, 2003; Strecker, 2008).

Control Variable

Experimental variable

Dependent variable

Teacher characteristics Teaching experience Specialized background

Characteristic of teaching material Curriculum contents 1. Recognizing colors 2. Color system 3. Color perception 4. Color harmony 5. Color design The topics of the hands-on design 1. Cover design for beverage package 2. Design for transferring hue into black and white 3. Design for table mat 4. Cover design for a diary 5. Propagandistic playbill design 6. Cover design for food package 7. Cover design for a notebook 8. Design a wrapping paper Evaluation tool 1. Score chart Evaluation methods 1. Marks given by two teachers 2. Self-evaluation by the students in two groups

The experimental group The multiple intelligences teaching 1. The projective film for teaching material 2. Supplementary teaching material 3. Multiple intelligences pre-test result 4. Multiple intelligences post test result 5. Teaching sheet The control group Traditional teaching 1. The projective film for teaching material

The learning effectiveness Learning achievement on hands-on design project 1. Marks given by two teachers 2. Peer reviews

Figure 1. Research framework.

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3. RESEARCH PLAN AND IMPLEMENTATION

3.1 Research Subjects and Framework This research chose students from class A and class B (two classes) at a polytechnic university in central Taiwan as study subjects. An experimental plan was performed to incorporate multiple intelligences teaching and assessment into their color theory course to observe any influence on learning effectiveness. The research believes that learning effectiveness between students could be different, depending on the teaching method, teacher characteristics, or nature of the course materials. This research framework (shown in Figure 1) was divided into three variables: (1) Control variables: This is the variable that needed to be controlled in order to minimize the effect on experimental results. The students in the experimental group and control group were all from the same major, same grade level, had the same textbooks, same course content, same hands-on design project theme, same assessment tools, and same instructors. The students would reach receive peer reviews and instructor evaluations anonymously. All of these items were kept as anonymous as possible. (2) Experimental variable: The experimental group was given multiple intelligences supplementary material in class, whereas the control group used traditional teaching methods and had no supplementary materials. (3) The dependent variables: The difference in learning effectiveness between students from the experimental group and students from the control group. The growth of multiple intelligences of students in the experimental group. 3.2 Experiment Design This research adopted the semi-experimental design of unequal groups. The experimental group (36 persons) received the multiple intelligences teaching, regular textbooks and multiple intelligences supplementary materials. The control group (35 persons) was taught with traditional teaching method and only the textbook. In the color theory course, the experimental group had a total of 36 hours of experimental teaching within 18 weeks, i.e. two hours per week. The experiment design pattern is shown in Figure 2.
Group Experimental group Control group Pre-test O1 O3 Experiment treatment X Post test O2 O4

Figure 2. The experiment design pattern.

3.3 Development of Teaching Design for Multiple Intelligences Teaching This research investigated whether the fusion of multiple intelligences teaching with the color theory course had any influence on learning effectiveness

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for students at a polytechnic university in central Taiwan. The research believed that the eight intelligences named by multiple intelligences theory, whether individually or together, could give students in the experimental group more inspirations, creativity and flexibility. The key developing items were: (1) Developing sensitivity to colors. This item relies on the fact that linguistic intelligence values words, language, verbal sounds and definitions. An attempt was made to have students choose and design with their favorite color, then do a written/oral presentation on why he/she chose that color. This is so that the students could develop linguistic expression of their sensitivity to colors. (2) Developing the calculation skills on colors surface coverage ratio. Logical-mathematical intelligence focuses on numerical calculations. The students were asked to choose a favorite color photo and calculate the surface area coverage for each color. Then the ratios were used to convert the photo into black-and-white. This exercise aimed to develop the students calculation skills and color conversion abilities. (3) Developing spatial perception of color. Visual-spatial intelligence emphasizes space and dimension perception. The students were asked to observe and describe their perceptions of colors that were presented at different distances and in directions. This exercise helped students express their perceptions of color in space and dimension. (4) Developing the expression of emotions through color. Intrapersonal intelligence helps one to introspect ones self. The students were asked to close their eyes, examine their emotions, then express them through both colors and words. This not only develops the students ability to examine themselves, but also enhances their perceptions of colors. (5) Developing the expression of rhythm and music through color. Musical intelligence is all about music and rhythm. The students were asked to listen to music and express it through graphic design. This was an attempt to develop the students sensitivity to music and ability to express rhythm through colors. (6) Developing team spirit. Interpersonal intelligence involves the perception of motivation and personality of others. The students were asked to group design projects so they could learn to cooperate with a team of colleagues. (7) Developing awareness toward color in daily lives. A naturalist always pays attention to his/her surroundings. The students were asked to photograph or find photos of nature, observe the colors and use them to design something. The goal is for students to become more aware of natural scenery. (8) Developing the expression of physical movement through color. Bodily-kinesthetic puts emphasis physical movements. The students were asked to study themselves or animals, take notes on the way they move or swim

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and design something based on the observations. This could stimulate the students imagination on physical movements and color.

Table 1. Editing table for teaching material

Lesson Units Recognizing colors Content Ways to learn colors Light and colors Colors and pigments Color psychology Three attributes of colors The fundamental construction of color 3D All kinds of color system Ways of color expression Color combinations Color ratio Psychological perception Color coordination and harmony principle Color coordination: color phase, brightness, tint, tune Artistic conception and color coordination Dimensions and color coordination Color coordination principles and practicality Significance, attributes, and methods Content Significance, viewpoint, and connotation Way of soliciting knowledge Influence on education Developing strengths and self-understanding How to think and incorporate multiple intelligences into actual designs Time 45 min

Color system

65 min

Color perception

90 min

Color Coordination and Harmony Color planning Supplementary teaching material

110 min 45 min Time

The eight multiple intelligences

360 min

Table 2. Topics of the hands-on design project

Intelligence Linguistic Logisticalmathematical Visual-spatial Intrapersonal Musical Interpersonal Naturalist Bodily-kinesthetic Topic Cover design for beverage package Surface area ratio and black-and-white conversion Design for table mat Cover design for a diary Description Using students favorite color to design a beverages packing, and describe the design concept with written/oral presentation. Student selects a favorite photo and calculates surface area ratio of each color, then use the ratio to convert photo to black-and-white. Utilize color attributes to design a table-mat with 3-dimensional visual effects With closed eyes examine inner emotions, express them in a diary, then use appropriate colors to design the diary cover. Listen to a small piece of music, then design a poster expressing the music and rhythms Design a series of food package with a group

Propagandistic playbill design Cover design for food package Cover design for a notebook Student should select a nature photo that is most touching, study the color combination, then use the colors to design the cover of a notebook. Design for wrapping paper Observe and imitate the movements of an animal, then design a wrapping paper with the kinesthetic and color.

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Table 3. Score Chart for Projects

Combined Scores Design expression Item Smoothness of lines Morphological integration Morphological conciseness Morphological peculiarity Function of color Variation of color, and use of color as a whole Color coordination skills Brightness and catchiness of color Balance of composition Depth and dimensional presentation Sticks to the theme Creativity Rich but not busy Delineating integrity Attention to detail Overall harmony Cleanness Item Design direction Written description Oral presentation Analysis with colors Analysis with black and white The current picture tallying with the original one 3D presentation with colors Totem presentation with colors Ratio accuracy between 3-D and space Written presentation of theme Uniqueness Content is heartfelt and touching Balance of composition Uniqueness of composition Rhythm tallying with color expressions Uniqueness of design concept Connectedness between design elements of the series Color usage functionality Uniqueness of design concept Analysis of photo observation Tallying of colors chosen Uniqueness of design concept Expression of theme Theme tallying with color Score 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 Score 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321 54321

Color expression Composition Topic expression

Integrity Individual Scores Linguistic Logical-mathematical Visual-spatial Intrapersonal Musical Interpersonal Naturalist Bodily-kinesthetic

3.4 The Research Instruments The research instruments include: (1) Teaching materials: The teaching materials were compiled from the color theory materials edited by Jeng and Lin (2002). The supplementary teaching materials were based on multiple intelligences theory. The unit subjects and lesson durations are show in Table 1. (2) The students background questionnaire: Students from both the experimental group and the control group were asked about their gender, major in any schools they previously attended, parents occupations and parents educational levels. (3) The multiple intelligences test: The research used tests developed by Armstrong and Gardener as 113

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a basis, but modified to suit the education system in Taiwan. Experts and scholars were asked to review this test, which was then used as a pre-test and a post-test on the students from the experimental group to monitor their growth and development in multiple intelligences. (4) Topics for the hands-on design project: The students in both the experimental and the control group were asked to work on a design project. The project titles are shown in Table 2. (5) Project score chart: A score chart for the design project included items either for combined or individually given marks, in the form of five grades with form layout possessing marks ranging from 1-5, 5 being the highest (Table 3).

4. RESULTS AND DISCUSSION

The background information of students in the experimental group and control group: The experimental group had 36 persons (50.7%); the control group had 35 persons (49.3%) (Table 4). 4.1 Growth and Development of Multiple Intelligences (1) Teachers multiple intelligences The teacher has shown musical intelligence as the dominant intelligence, and logical-mathematical as the weak one. In this case, the teacher should integrate his/her strength in rhythm into lessons and evaluations, guide students into rhythm expression and creativity through discussions and teacher-student interactions. (2) Pre-test on multiple intelligences of students This research conducted a multiple intelligences pre-test on the students in the experimental group during the first week of the semester (Table 5). (3) Post-test on multiple intelligences of students. This research conducted a multiple intelligences post-test on the students in the experimental group on the eighteenth week to see if students were affected by the multiple intelligences material after a whole semester. As a whole, post-test results showed that multiple intelligences of male students were lower than those of female students, except for musical intelligence. Using the independent sample t test, the research found that naturalist intelligence between male and females showed a significant difference (p<.05); the female count was higher than male count (Table 6). (4) Growth of multiple intelligences. A study on the difference between multiple intelligences pre-test and post-test taken by students in the experimental group shows that the students performed better on the post-test. The independent sample t test also confirmed that post-test results were significantly better than pre-test results. This means that the students in the experimental group did benefit in multiple intelligences after a whole semester of learning with multiple intelligence materials. (Shown in table 7).

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Table 4. The background distribution (n=71)

Item Group Gender Selected Item Experimental group Control group Male Female 19 20 21 22 24 Art design Advertising design Advertising technique Interior design Multi-media ( comprehensive senior high) Comprehensive senior high ( comprehensive senior high) Architectural cartographic Nursery Data processing Computer drafting Air-Conditioning Civil service Agriculture Industrial Commerce Service Free trade Unemployed Deceased Agriculture Industrial Commerce Service Free trade Housekeeper Deceased Elementary school Middle school Senior high school (senior high occupation school) College University Illiterate Elementary school Middle school Senior high school (senior high occupation school) College Persons 36 35 24 47 17 31 17 3 3 20 34 3 6 2 1 1 1 1 1 1 7 3 37 11 4 4 3 2 2 15 8 10 1 34 1 14 19 27 7 4 3 20 22 23 3 % 50.7 49.3 33.8 66.2 23.9 43.7 23.9 4.2 4.2 28.2 47.9 4.2 8.5 2.8 1.4 1.4 1.4 1.4 1.4 1.4 9.9 4.2 52.1 15.5 5.6 5.6 4.2 2.8 2.8 21.1 11.3 14.1 1.4 47.9 1.4 19.7 26.8 38.0 9.9 5.6 4.2 28.2 31.0 32.4 4.2

Age

Previous major

Fathers occupation

Mothers occupation

Fathers education level

Mothers education level

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Table 5. Independent sample of multiple intelligences for both male and female students in the experimental group t test
Sex Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Persons 12 24 12 24 12 24 12 24 12 24 12 24 12 24 12 24 Intelligence Type Linguistic Logical-mathematical Visual-spatial Intrapersonal Musical Interpersonal Naturalist Bodily-kinesthetic Average 33.2 35.7 33.1 33.3 38.4 38.5 38.3 40.2 39.0 38.3 36.0 37.9 37.3 40.7 38.6 39.8 Standard Deviation 6.0 4.3 5.4 5.5 3.1 5.2 3.7 3.2 5.8 8.3 4.8 4.4 5.6 5.5 3.8 3.8 t 1.4 .1 .1 1.6 .3 1.2 1.7 .9 Arranged order 7 7 8 8 3 4 4 2 1 5 6 6 5 1 2 3

Table 6. Independent sample t test of multiple intelligences post-test for both male and female students in the experimental group
Sex Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female
Note. * p < .05.

Persons 12 24 12 24 12 24 12 24 12 24 12 24 12 24 12 24

Intelligence Type Linguistic Logical-mathematical Visual-spatial Intrapersonal Musical Interpersonal Naturalist Bodily-kinesthetic

Average 40.9 39.8 40.3 40.5 43.6 45.5 44.6 44.4 45.1 47.7 41.1 43.4 42.8 48.9 43.6 46.5

Standard Deviation 3.4 3.8 6.5 5.2 5.1 4.7 6.0 4.3 7.0 6.2 4.3 5.5 5.6 7.1 6.1 6.4

t .8 .1 1.1 .1 1.2 1.3 2.6 * 1.3

Arranged order 7 8 8 7 3 4 2 5 1 2 6 6 5 1 3 3

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Table 7. Independent sample t test of multiple intelligence post-test for students in experimental group
Intelligent species Linguistic Logical-mathematical Visual-spatial Intrapersonal Musical Interpersonal Naturalist Bodily-kinesthetic
Note. *** p < .001.

Persons 36 36 36 36 36 36 36 36 36 36 36 36 36 36 36 36

Average 34.9 40.2 33.2 40.4 38.5 44.8 39.6 44.5 38.5 46.8 37.3 42.6 39.6 46.9 39.4 45.6

Standard Deviation 5.0 3.7 5.4 5.6 4.6 4.9 3.5 4.8 7.5 6.5 4.5 5.2 5.7 7.2 3.8 6.4

t 6.9 *** 8.6 *** 8.7 *** 7.9 *** 6.0 *** 6.7 *** 6.9 *** 8.4 ***

Pre-test Post test Pre-test Post test Pre-test Post test Pre-test Post test Pre-test Post test Pre-test Post test Pre-test Post test Pre-test Post test

Table 8. Independent sample t test of learning effectiveness both experimental and controlled groups
Unit Total Score Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Group Experimental group Control group Experimental group Control group Experimental group Control group Experimental group Control group Experimental group Control group Experimental group Control group Experimental group Control group Experimental group Control group Experimental group Control group Persons 36 35 36 35 36 35 36 35 36 35 36 35 36 35 36 35 36 35 Average 79.3 71.5 74.3 71.2 78.6 69.7 82.0 71.3 80.5 73.7 79.5 71.3 80.6 72.6 81.7 74.3 81.7 69.7 Standard Deviation 3.9 2.8 4.0 4.9 4.6 3.9 5.6 5.3 5.9 5.4 6.7 5.4 4.0 4.4 5.2 6.0 5.4 3.5 t 9.5 *** 3.0 *** 8.8 *** 8.3 *** 5.1 *** 5.6 *** 8.1 *** 5.5 *** 11.0 ***

Note. *** p < .001.

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4.2 Analysis of Difference in Learning Effectiveness This research used both peer review and teacher (two teachers) evaluation to grade each design project according to items on the score sheet. Each method of evaluation weigh 50% of final score. Secondly, in order to learn the credibility of score givers, a test was conducted. The teachers had a credibility value of 0.89, while credibility from students was 0.88; both values were high enough on the credibility scale. Finally, the independent sample t test was used to evaluate the difference on learning effectiveness between students from the experimental group and the control group. The results showed that the learning effectiveness of students from the experimental group was notably better than that of the control group (p < .001). Final conclusion: learning effectiveness of students in the experimental group was more efficient than those of the control group. This implies that after a whole semester of teaching and learning of multiple intelligences, students in the experimental group were heavily influenced. (Table 8). 4.3 Hands-on Design Project (1) Small-group discussions A hands-on design project requires each persons professional knowledge as well as the brainstorming of ideas between group members. Such an experience can stimulate creativity that can be used in the process of design. This research provided students, through the teaching and learning of multiple intelligences, not only the stimulus for creativity, but also a chance to interact with each other. The students were able to develop teamwork and learning spirit from the coordination and discussions. (2) Individual presentations. The multiple intelligence assessment aimed at offering the students versatile expression opportunities. Also, design education believe that the ability to put design concepts into written or oral presentations is a must. Therefore, this research asked students to write and report orally the concepts behind their own designs. (3) Peer reviews. Using assessment of multiple intelligences, this research allowed students to review and evaluate each others projects so they could feel more involved with these projects and at the same time develop their appraisal abilities. 4.4 Comprehensive discussion This research believes that teaching and assessment of multiple intelligences had evident influence on learning effectiveness. This conclusion has been supported by thesis submitted by three students mentioned below: Heyns (2007) mentioned that teaching of multiple intelligences is beneficial to the students; Cifuentes and Hughey (2003) thought that group projects allow students to discuss, collaborate, communicate and develop team spirit; Shie (2003) performed the same experiment on computer teaching activities and found that the results coincided with results of this research. On the other hand, the results on linguistic intelligence 118

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during unit one of the design projects showed that students from the experimental group performed better than those of the control group. The following six students also have similar findings: De (2002) alleged that students influenced by teaching of multiple intelligences were more willing to speak up in the classroom; Wang (2003) thought that the multiple intelligences assessments can increase students hands-on abilities; Dara-Abrams (2002) considered teaching of multiple intelligences an assistance to the students understanding of technical knowledge; Boyd-Struthers (2008) asserted that the use of multiple intelligence can help students achieve better effectiveness in creative thinking; Bellflower (2008) believed that infusion of teaching strategy of multiple intelligences into teaching activities inside the classroom could make the students achieve higher learning effectiveness. This research thought influence of multiple intelligences teaching on the students growth of multiple intelligences seemed manifestly evident, which coincided with the materials submitted by three students mentioned below: Bailey (2008) considered teaching of multiple intelligences a stimulus for the students learning ability; Cooper (2008) deemed that implementation of multiple intelligences teaching can improve students scores on the tests; Lee (2006) concluded that teaching of multiple intelligences gives students more tolerance toward learning and more adaptability toward rules and instructions in school.

5. CONCLUSIONS AND PROPOSALS

5.1 Conclusions (1) Teachers and students should first understand their own multiple-intelligences and utilize their dominant intelligence in teaching and learning. In terms of teachers awareness and professional skills, the integration of multiple intelligences theory with color theory course and a self-examination are in fact beneficial. The teacher would be able to understand the importance of multiple intelligences and enrich course content. (2) It is necessary to first understand thoroughly the multiple intelligence theory and teaching objectives before incorporating them into lesson plans and teaching methods. Teaching of multiple intelligences, in comparison with traditional teaching, needs a lot more time and effort to prepare. The teacher should plan in detail the integration of the eight intelligences into course material and activities, never losing sight of the course objectives. This is something future research should explore: ways to save time and efforts. (3) Teachers involved in multiple intelligences teaching should pay equal attention to students displaying gifts in different intelligences and allow them a variety of ways to express themselves. The students in the experimental group were aware that naturalist intelligence was their dominate intelligence, while linguistic intelligence was a feeble one. This

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is notably different from relative research. Possible reasons include research subjects age, infusion of theories of multiple intelligence on a different type of class, and assessments strategy were different. (4) The learning effectiveness between students from the experimental group and control group were significantly different. Students from the experimental group performed significantly better on design projects than those of the control group. This means that multiple intelligence teaching and assessment gave them more design inspirations and more ways to express themselves, thus improving learning effectiveness. (5) Students from the experimental group performed significantly better on oral presentation than those of the control group. Students from the experimental group performed significantly better on oral presentation than those of the control group. However, this difference requires further study into teachers attitude, whether lesson plans or course material interest the students, how teachers instruct the use of multiple intelligence, etc. (6) Development and application of assessment of multiple intelligences can help students develop aesthetics sense and appraisal abilities. The research used anonymous evaluation methods, such as instructor evaluation and peer review, to maintain a more objective appraisal rather than subjective grading. This also polishes the students aesthetics appraisal ability. (7) Students from the experimental group were weaker on linguistics and logical-mathematical intelligences. Further studies should explore more effective integration of these intelligences into teaching. One of main reasons was that most of the students background belonged to vocational education. Furthermore, the teachers were also weak in linguistic and logical-mathematic intelligence. This might have given students less pressure in those areas. 5.2 Proposals 5.2.1 Proposals to schools (1) Refer to educational objectives established by the multiple intelligences theory If schools could fully comprehend the viewpoints and principles of the multiple intelligences theory, they would be able to see the countless benefits for students learning and growth. For this reason, we suggest schools study the theory in depth before encouraging the integration of it into teaching and assessments. (2) Schools should provide full support to the teachers who utilize multiple intelligences theory in teaching and assessments. The teachers application of multiple intelligences to teaching and assessment needs support and accommodation from the school in all aspects. In case the teacher encounters suspicion from parents, the school must do its utmost to resolve and respond without hesitation.

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5.2.2 Proposals to teachers (1) Apply the theory of multiple intelligences to teaching strategies to improve teaching and learning effectiveness. This research incorporated multiple intelligences theory into the teaching of a color theory course, and the benefits were undeniable. Therefore, we suggest that teachers utilize the theory on other courses to provide students more ways of learning and stimulate more creativity. (2) Apply multiple intelligence assessment to teaching strategy and offer students more chances to express themselves Teachers should utilize a variety of assessment methods such as hands-on design projects, exhibits, and presentations on practical courses. Evaluations could be done either through the traditional method, where only the instructor reviews, or other methods such as self-review or peer review for more objective results. (3) Teachers should first understand their own multiple-intelligences and utilize the dominant intelligence in teaching. We suggest the teacher recognizes his/her own multiple intelligences trend in advance, and utilize the dominant intelligence to carry out lesson plans for maximum results and minimal efforts. (4) Guide students in recognizing their own dominant intelligence and encourage the use of it on learning. Teachers should guide the students in recognizing their own multiple intelligences trend, and utilize the dominant intelligence in learning for better results and greater sense of achievement. 5.2.3 Proposals for future research. (1) Research topic The multiple intelligences can be applied to people of any age, and the person can become more intelligent through studies. For this reason, it is recommended that future research looks into the application of multiple intelligences in other age groups. In addition, fusion of the theory into remedial teaching can help students recognize and utilize their dominant intelligence for learning. Lastly, we suggest the infusion of teaching and assessment of multiple intelligences into other design-related subjects to develop more creative lesson plans that can appeal to students and motivate them more. (2) Research methods We suggest that future research can include the observations of a class in session, video-taping, or in-depth interviews with students, etc. These approaches will help researchers understand some of the difficulties the subjects may encounter during the application of multiple intelligences teaching. In addition, the teaching and assessments could be done on different combinations of students with different dominate intelligences.

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REFERENCES
Abdulaziz, A. (2008). Identifying faculty members' multiple intelligences in the institute of public administration Saudi Arabia. Unpublished doctoral dissertation, State University of Arkansas. Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, USA: Va. Assoc. Armstrong, T. (2007). Children, how intelligent you are: Edifying children to own eight kinds of multiple intelligences. Taipei, Taiwan: Yuan-Liou. Bailey, S. M. (2008). Content assessment in intelligent computer-aided language learning: Meaning error diagnosis for English as a second language. Unpublished doctoral dissertation, The Ohio State University, USA. Bellflower, J. B. (2008). A case study on the perceived benefits of Multiple Intelligence instruction: Examining its impact on student learning. Unpublished doctoral dissertation, Fielding Graduate University, USA. Bowell, R. A. (2004). The seven steps of spiritual intelligence: The practical pursuit of purpose, success, and happiness. London, UK: Boston Nicholas Brealey Publishing. Boyd-Struthers, S. M. A. (2008). A descriptive study of learning styles and multiple intelligences on student creativity within the art classroom. Unpublished master dissertation, University of Arkansas at Little Rock, USA. Chen, P. S. (2007). The multiple intelligences and common leadership. Taipei, Taiwan: Sanmin. Cifuentes, L., & Hughey, J. (2003). The interactive effects of computer conferencing and multiple intelligences on expository writing. Quarterly Review of Distance Education, 4(1), 15-30. Cooper, F. (2008). An examination of the impact of multiple intelligences and metacognition on the achievement of mathematics students. Unpublished doctoral dissertation, Capella University, USA. Dara-Abrams, B. P. (2002). Applying multi-intelligent adaptive hypermedia to online learning. Unpublished doctoral dissertation, The Union Institute, USA. De, V. K. M. (2002). Teaching to their strengths: Multiple intelligence theory in the college writing class. Unpublished doctoral dissertation, University of Massachusetts Amherst. USA. Drawbaugh, D. W. (2002). An investigation of the impact of focused leadership professional development on the professional lives of selected North Carolina elementary and secondary school personnel. Unpublished doctoral dissertation, The University of North Carolina at Greensboro, USA. Furnham, A., & Mkhize, N. (2003). Zulu Mothers' beliefs about their own and their children's intelligence. Journal of Social Psychology, 143(1), 83-85. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books, A Division of HarperCollins. Heyns, M. (2007). An analysis of transfer, facilitating learning and practice in a postgraduate certificate in higher education. Unpublished doctoral dissertation, State University of Pretoria, South Africa. Hoerr, T. R. (2000). Becoming a multiple intelligences school. Alexandria, USA: Va. Assoc. 122

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Jeng, G. Y., & Lin, P. S. (2002). Hued scheme. Taipei, Taiwan: Art Wind. Lee, J. (2006). Design collaboration as a framework for building intelligent environments. Unpublished doctoral dissertation, University of California Berkeley, USA. Mindy, K. (2005). Living usage ingeniously on the multiple intelligences. Taipei, Taiwan: Yuan-Liou. Osmon, D. C., & Jackson, R. (2002). Inspection time and IQ: Fluid or perceptual aspects of intelligence? Intelligence, 30(2), 119-127. Rockwood, A. C. (2003). Bodily-kinesthetic intelligence as praxis: A test of its instructional effectiveness. Unpublished doctoral dissertation, State University of New York at Buffalo, USA. Seefchak, C. (2008). Factors that influence achievement and self-efficacy in developmental university students. Unpublished doctoral dissertation, Northcentral University. Shie, T. R. (2003). The teaching activity of multiple intelligences has influence on the students at the middle school-taking computer teaching for example. Unpublished master dissertation, Department of Industrial Technology Education, National Kaohsiung Normal University, Taiwan Strecker, C. H. (2008). Assessing multiple intelligences in elementary-school students. Unpublished doctoral dissertation, Capella University, USA. Ulinwa, I. V. C. (2008). Machine intelligence quotient: A multiple perspective analysis of intelligent artificial systems including educational technology. Unpublished doctoral dissertation, Walden University, USA. Wang, S. P. (2003). Utilization of multiple assessment measurement probing into scientific learning effectiveness for lower-grade pupils at the primary school. Unpublished master dissertation, Graduate Institute of Science Education, Taipei Municipal University of Education, Taipei. Yan, J. (2006). It is in daily life that the multiple intelligences for children was cultivated. China: China Textile. Yang, M. (2008). Context-aware and attentional visual object tracking. Unpublished doctoral dissertation, Northwestern University, USA.

Jingchen Xie, Master for Industrial Design Department at National Cheng Kung University. Lecturer for Commercial Design Department of Chienkuo Technology University. Tutoring specialty in designing generalization, basic design and computer graphics etc.

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Ruilin Lin, Doctor of Philosophy, Department of Industrial Education and Technology at National Changhua Normal University; served as assistant professor at the Department of Commercial Design of Chienkuo Technology University; specialized in the related spheres and relative domains of designing education, hued scheme, products layout and designing market etc.

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