Review of Related Literature :

Anthony Imbrosciano (2007)- “Teacher Perceptions Of The Relationships Between Student Behavior,
Intelligence And Academic Performance” (Senior Lecturer in Philosophy, The University of Notre Dame
Australia & Associate Professor Richard Berlach Head of School of Teaching, The University of Notre
Dame Australia) In this studyat Ph.D. level studied and concluded that the Student "success" may be
viewed in terms of 3 domains. A "good" student is often referred to as being either "intelligent", or
"well-behaved", or "academically successful". But what, if any, are the connections between these
domains? Is there a strong connection, for instance, between high "IQ and academic performance? This
study investigated the nature of such connections by comparing IQ scores with teacher perceptions of
academic performance and general classroom behavior. this study is conducted in 2001, involved 87
students, across four schools in Perth western Australia of 7 to 8 years of age. The students were given
Smith and Hagues circa cognitive ability test which required no language profiency which contain 40
items to be completed in 20 minutes for general behaviou the teachers were asked to complete a
Likhert type ranking for each child in the class. All correlations were analysed using Pearson product
moment two tailed test, using SPSS.11 software.

Branton Shearer, (2004)-“ Using a Multiple Intelligences Assessment to Promote Teacher

Development and Student Achievement In this article researcher addresses three interrelated
propositions. First, a valid and reliable assessment for the multiple intelligences (MI) can be
created. Second, teachers can use this MI profile to better understand, accept and create MI-
inspired instruction and curriculum. Third, an MI profile can be used by both teachers and
students to promote the use of strength-based learning activities to enhance instructional practice
as well as personal development. Evidence gathered during two phases of research over a period
of 7 years is supportive of these three propositions.
Dee Dickinson (1998)- “A study of Technology That Enhances Visual-Spatial Intelligence” In
this study the researcher cites that today's students have grown up watching television and are
highly oriented to visual learning. Slides, overhead transparencies, filmstrips, and movies are
important adjuncts to their learning. Copy-machines and computer- printers are also essential
support systems for any kind of academic work. When interactive systems are also part of the
learning process, students move from passive observers to active thinkers. In a 1986 study of a
number of IVD classrooms, IBM reported a 30-to-50% increase in learning scores and a 300%
increase in the number of students reaching mastery level. The reasearcher made the list of
tools and technology that enhance the visual spatial intelligence of even physically or mentally
challenged students.

Donald A. Odeleye Faculty of Education, Leads City University, Ibadan, Oyo State, (2009)-Appraisal Of
Howard Gardner’s Multiple Intelligences’ (Mi) Theory: Implications For Pedagogy And Counselling
Practice In Nigeria This study is an overview of one of the most striking challenges to the traditional
scientific view of what constitutes human intelligence and how it can be objectively measured, Howard
Gardner's theory of multiple intelligences.Gardner's MI theory has been gaining global prominence
through its successful application in a number of experimental educational projects. There are about
fifty books on the topic and probably the same number of people who make a living partly from giving
talks on the subject (Davies 1996). It is posited that intelligence is not just a one-sided phenomenon but
it includes a range of seven distinct groups of skills, talents, and ways of dealing with the world around
us (Gardner 1983). Although the intelligences are anatomically separated from each other, Gardner
claims that the seven intelligences very rarely operate independently. Gardner submits that the
intelligences are used complementarily and concurrently as individuals develop skills or solve problems.

F. L. Antony Gracious(2012) studied Multiple Intelligence And Digital Learning Awareness Of

Prospective B.Ed Teachers was probed to find the relationship between Multiple Intelligence and Digital
Learning Awareness of Prospective B.Ed Teachers. Data for the study were collected using self made
Multiple Intelligence Inventory and Digital Learning Awareness Scale. The investigator used stratified
random sampling technique for selecting the sample. The sample consists of 242 Prospective B.Ed
Teachers. For analyzing data; 't' test and Pearson's product moment co-efficient were the statistical
techniques used. Finding shows there was no significant relationship between Multiple Intelligence and
Digital Learning Awareness of prospective B.Ed teachers

Habibollah. Naderi ,Rohani Abdullah ,H. Tengku Aizan Jamaluddin. Sharir Vijay Kumar from
Malaysian University (2004). : “Relationship between intelligence and academic achievement:
A study of gender differences”. -at Ph.D. The objective of this research is to examine if a
relationship exists between intelligence and academic achievement and if the relationship
differs between males and females.

Jie-Qi Chen (2006)- “How MI Theory fits into traditional and modern China.” Studied at
project level in this study the researcher explained that how the , MI theory has had a sweeping
influence on Chinese educational reform in the last five years. This year, the Chinese
Educational Association once again included a MI theory-related project in its five-year-plan. It
would be of great interest for educational researchers to participate, observe, and document this
social, educational, and cultural experiment in China.

Jung and Myung-Hee (2005) determined whether Korean young children exhibited distinct
profiles of intellectual strengths and weaknesses based on Project Spectrum and
Project Spectrum was applied to 16 preschool children of which ten male children and six female
children. Project Spectrum workshops were performed four times over the period of four months to
assess Project Spectrum activities and the working style of children. To obtain data regarding the
children’s working styles in the theme-centered activities including the Project Spectrum activity, the
researchers observed the class 25 times. Project Spectrum consisted of 15 activities within the seven
intelligence domains of movement, language, mathematics, science, visual arts, music and social.
Present study only included seven Project Spectrum activities: Creative Movement Measure (movement
domain), Story-board Activity (language domain), Dinosaur Game (mathematics domain), Treasure Hunt
Game (science domain), Art Portfolio (visual arts domain), Happy Birthday (music domain), Classroom
Model (Social domain).

Each activity was videotaped or audiotaped, and two independent observers scored children. Spearman
rank order correlations between the Project Spectrum activity scores of the two observers ranged from
0.86 (language) to 0.97 (mathematics) and demonstrated the inter-rater reliability of these scores.
Spearman rank order correlations between the scores of the two observers about the working style of
children ranged from 0.91 (language, science) to 0.97 (art). To compare children’s performances across
each of the activities, standard deviations (SD) were calculated for each activity. Children who scored
one or more SD above the mean were judged to have a strength on that activity; those who scored one
or more SD below the mean were considered to have a weakness in that activity. Project Spectrum
helped to find in which domains each child had strength and/or weakness. Most children had some
strength or weakness and showed relative strong and weak domains on a personal level as it was also
found that a child’s strength in one area might facilitate performance in another. Above researches
indicates that multiple intelligences could be identified at an early age among children. Identification of
strength and weakness enables teachers to adopt strategies, which further helps to work with the
existing intellectual skills of children.

Jennifer Borek (2003)-“ Inclusion and the Multiple Intelligences: Creating a Student-Centered
Curriculum.” In this study the researcher after echoing Howard Gardner's work on multiple
intelligences, identifies learning similarities in her students and describes ways she uses
knowledge of those similarities in her classroom. The concept of multiple intelligences (MI) that
Howard Gardner introduced in his 1983 text, Frames of Mind, is a principle well known to most
teachers. Gardner believes that, rather than a single intelligence, we possess many intelligences
in varying doses. These intelligences include, logical, mathematical, linguistic, musical, spatial,
kinesthetic, naturalistic, existential, interpersonal, and intrapersonal. As most of us understand
that we are better at some things than others, it is difficult not to accept, in theory, Gardner's
concept.

Kaur Parvinder (1992)-” A Study of Relationship among Creativity, Intelligence and Academic
Achievement in different Subjects of X Grades” at Ph.D. level in Education, Punjab University, Punjab.
The study reveals for males intelligence was positively correlated with fluency, flexibility, originality and
composite creativity. For female when intelligence was partial out fluency was positively related with
achievement in all subjects, except general science. Flexibility was related with achievement in three
lanuages but not in other three subjects

Kyung Hee Kim, (2008)-” Relation between I.Q(intelligence) and Creativity ” In this research
studies some research has shown that creativity test scores are independent from IQ scores, whereas
other research has shown a relationship between the two. To clarify the cumulative evidence in this
field, a quantitative review of The relationship between creativity test scores and IQ scores was
conducted. Moderating influences of IQtests, IQ score levels, creativity tests, creativity subscales,
creativity test types, gender,age, and below and above the threshold (IQ 120) were examined
Luz Stenberg (2008)- “Mathematics Aptitude, Attitude, intelligence in Secondary Schools and Student
Success in Quantitative Methods for Business Subject in an Australian Catholic University Experience” at
Ph.D. level studied and got concluded that that there is a consensus in the literature that mathematical
ability contributes to student success in tertiary education. More importantly, mathematical skills are
necessary when successfully completing mathematics- and/or science-based degrees. In this paper, a
survey was conducted to establish the level of mathematical ability amongst students since the relevant
data was not released by the admissions office at Notre Dame before this paper is written. Of the total
200 students, only 25 per cent participated in the survey.Students were asked to indicate the level of
mathematics, if any, they have completed in Years 10, 11 and 12. The surveyed data is then added to the
student data available in MAZE (such degree, attendance, postal address, which is used as an indicator
of socio-economic status) and the assessment marks. Students’ attitude is gauged by the lecture and
tutor where 1 is positive and 0 is negative. Each student was given an attitude score of either 1 or 0.
Amongst the respondents in the survey, 68% had a positive attitude towards mathematics.

Ruchi Dubey (2007)– “Relationship between Emotional Intelligence and Academic achievement of
undergraduate students.” at Ph.D. work, The major findings of the study were:- It was found that there
is not relationship between emotional Intelligence and academic achievement of undergraduate
students of Arts and science stream. The only exception is the mathe group where there was significant
positive relationship between Emotional Intelligence score and total aggregate marks.

Richard S. Baskas Walden University (2011)“A Study of Intelligence And Education.” at Ph.D. level the
purpose of this research is to examine how intelligence is used to acquire education to make positives
changes for oneself and for others. For change to occur, intelligence is required to understand which
changes need to be made and how to make them. A literature review was conducted through the
Educational Resources Information Center (ERIC) where eight peer reviewed scholarly articles were
researched. Research was conducted to determine how intelligence results in change and which major
theories of intelligence supported this relationship. Results revealed that intelligence is required to
understand what changes are to be made, to determine how to make decisions on what changes need
to be, and how to apply these decisions to make changes.
Waterhouse, Lynn (2007)- “Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A
Critical Review” (Educational Psychologist, v41 n4 p207-225 2006 Journal Articles; ) This article reviews
evidence for multiple intelligences theory, the Mozart effect theory, and emotional intelligence theory
and argues that despite their wide currency in education these theories lack adequate empirical support
and should not be the basis for educational practice. Each theory is compared to theory counterparts in
cognitive psychology and cognitive neuroscience that have better empirical support. The article
considers possible reasons for the appeal of these 3 theories and concludes with a brief rationale for
examining theories of cognition in the light of cognitive neuroscience research findings.

Olugbenga David(2006) studied ‘Place Of Multiple Intelligence In Achieving The Objectives and Goals Of
Open And Distance Learning Institutions:A Critical Analysis’

This paper examined the nature of open and distance learning institutions as

organizations where synergy of efforts of all personnel is required in other to achieve

the aims and objectives of the institution. It explored the huge infrastructural and

personnel requirements of distance learning institutions, especially at inception, and

the wherewithal needed for the institutions to survive the challenges of the

contemporary knowledge milieu and stand the test of time while ensuring the quality

and standard of all the certificates that will be awarded over time. The paper seeks to

evaluate the role of multiple-intelligence in the administration of open and distance

learning institutions, given that multiple-intelligence allows for improvement in

achievement, performance and skills (Sternberg, Turff & Grigenko, 1998).

The paper concluded that the importance of multiple intelligence in the actualization

of the broad goals and the specific objectives of distance learning institutions can not

be overemphasized in the various aspects of the institutional framework of distance

learning. It was also submitted that the discipline of distance education as it has
often been constructed is an eclectic one requiring an agglomeration of intellectual

skills and abilities –multiple intelligence.

Patrica A Jenning and Mark T . Green (2008) “The pro social classroom teacher social and emotional
competence in relation to students and class room outcome” studied at Ph.D. level and concluded the
research has demonstrated that many teachers deal with highly stressful emotion situation in ways that
compromise their ability to develop and sustain healthy relationship with their students effectively
managed their class room and support students learning .

Stottlemyer (2002) conducted a study entitled “Assessment of Emotional Intelligence and the
Implications for Education” The study examines the role of Emotional Intelligence in Academic
Achievement. The samples of the study were 200 eleventh and twelfth graders from three school
districts in Texas. Students completed the assessment instrument Exploring and Developing Emotional
Intelligence Skills. Academic Achievement was measured by the Texas Assessment of
Academic Skills. Other variables were examined as part of the study which consists of Gender Ethnicity,
and Socioeconomic status. Data analysis determined significant correlations between Emotional
Intelligence skills and Academic achievement. Results also suggested that gender difference may be
influenced by Emotional Intelligence skills .The resilience of students to succeed despite their low
socioeconomic status may also be related to Emotional Intelligence skills.

Petrides et al. (2004) have also assessed the influence of Emotional Intelligence on the academic
achievement of individuals with different levels of cognitive ability (N = 901, Year11 high school
students, with grades ranging from A to G). They reported that scores on the Total Emotional
Intelligence Quotient (TEIQ) moderated the the values at different cognitive level.

Thilagavathi, T; (1990) “Academic Achievement in Relation to Intelligence, Creativity and Anxiety.”

(Annamalai University, Chennai.)In this study at M.Phil level the relationship of intelligence and
creativity and anxiety is and its effect on academic achievement is studied. Of the total 400 subjects of
the sample 19.25% were high achievers, 60.75% were average achievers and 20% were low achievers.
The high, average and low achievers differed significantly among themselves in their intelligence. The
high achievers secured comparatively higher mean score then the average and low achievers in
creativity. The tool used were Abuja’s group test of intelligence(13-17), Mehdi’s Verbal test of creativity
thinking, Mehdi’s Non-Verbal test of creativity thinking and Spiel Berger, Garsuch & Lash en’s state
anxiety test.

Vennema, Shirley, Lois Hetland, and Karen Chalfen .(2006)- A Brief overview of Multiple Intelligences
for the Research Perspective In this study the researcher focus on theory of multiple intelligences
which challenges the traditional view of intelligence as a unitary capacity that can be adequately
measured by IQ tests.1 Instead, Howard Gardner defines intelligence as an ability to solve problems or
create products that are valued in at least one culture. For these Project Spectrum, a nine-year research
and development project based on the theories of Howard Gardner and David Feldman of Tufts
University,which emphasizes identifying children’s areas of strength and then using this information as
the basis for individualized educational programs.
Zhilong Shen, (2006). The Transmission And Reception Of Multiple Intelligences Theory In
Contemporary China In this study the researcher explains the following reasons of how the
MI Theory has been warmly welcome by Chinese from teachers of Kindergartens to vice-
premier they are (1)It is a scientific theory and crosses multiple disciplines.(2)It’s a philosophy
of education and contains the components of both western and eastern Cultures. It has been
received and welcomed by Chinese teachers, principals, parents, educators, scholars, officers and
students. The overwhelming proportion of printed articles are favorable to the theory.(3)The MI
Theory point of view on individual-centered school and art education happens to coincide with
the educational principle of contemporary China, Character Education, So it has been applied
widely in China theoretically and practically.

Above researches indicates that multiple intelligences could be identified at an early age among
children. Identification of strength and weakness enables teachers to adopt strategies, which further
helps to work with the existing intellectual skills of children.