The relationship between the English language teachers' Multiple Intelligences (MI) knowledge level and profile, and their teaching strategies in English as second language classrooms

The purpose of this research is to identify the level of Multiple Intelligences Knowledge among the English language teachers in the secondary schools of Keningau Division in the interior area of Sabah namely namely Tambunan, Keningau and Tenom. 91 respondents who are the English language teachers f...

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Main Author:	Nancy Liging
Format:	Thesis
Language:	English
Published:	2006
Subjects:	LB Theory and practice of education
Online Access:	https://eprints.ums.edu.my/id/eprint/9091/1/mt0000000348.pdf
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id	my-ums-ep.9091
record_format	uketd_dc
spelling	my-ums-ep.90912017-10-27T09:01:16Z The relationship between the English language teachers' Multiple Intelligences (MI) knowledge level and profile, and their teaching strategies in English as second language classrooms 2006 Nancy Liging LB Theory and practice of education The purpose of this research is to identify the level of Multiple Intelligences Knowledge among the English language teachers in the secondary schools of Keningau Division in the interior area of Sabah namely namely Tambunan, Keningau and Tenom. 91 respondents who are the English language teachers from 12 selected schools in the three districts participated in this study. The data collection was done by using a set of questionnaire which was modified and adapted from McGrath (Multiple Intelligences Checklist for Adults) used earlier by Curriculum Development Centre, Malaysia Ministry of Education in identifying the MI profiles of teachers in Malaysia. The modification and adaptation of this research instrument was done in order to meet the objectives and the situation of this research. This questionnaire comprises four parts. Part A is on the demographics characteristics of the English language teachers, part B is on their MI knowledge, Part C is MI profile and Part D is on teaching strategies. The method of descriptive and Pearson Correlation (r) were used to meet the objectives and to answer the research questions. The correlation significant was fixed at p>0.01 and p>0.05. The finding of this research indicated that there is no significant correlation between the English language teachers' MI knowledge and their teaching strategies (0.057) but there is a significant relationship between the English language teachers MI profile and their teaching strategies (0.583). 2006 Thesis https://eprints.ums.edu.my/id/eprint/9091/ https://eprints.ums.edu.my/id/eprint/9091/1/mt0000000348.pdf text en public masters University Malaysia Sabah School of Education and Social Development
institution	Universiti Malaysia Sabah
collection	UMS Institutional Repository
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Nancy Liging The relationship between the English language teachers' Multiple Intelligences (MI) knowledge level and profile, and their teaching strategies in English as second language classrooms
description	The purpose of this research is to identify the level of Multiple Intelligences Knowledge among the English language teachers in the secondary schools of Keningau Division in the interior area of Sabah namely namely Tambunan, Keningau and Tenom. 91 respondents who are the English language teachers from 12 selected schools in the three districts participated in this study. The data collection was done by using a set of questionnaire which was modified and adapted from McGrath (Multiple Intelligences Checklist for Adults) used earlier by Curriculum Development Centre, Malaysia Ministry of Education in identifying the MI profiles of teachers in Malaysia. The modification and adaptation of this research instrument was done in order to meet the objectives and the situation of this research. This questionnaire comprises four parts. Part A is on the demographics characteristics of the English language teachers, part B is on their MI knowledge, Part C is MI profile and Part D is on teaching strategies. The method of descriptive and Pearson Correlation (r) were used to meet the objectives and to answer the research questions. The correlation significant was fixed at p>0.01 and p>0.05. The finding of this research indicated that there is no significant correlation between the English language teachers' MI knowledge and their teaching strategies (0.057) but there is a significant relationship between the English language teachers MI profile and their teaching strategies (0.583).
format	Thesis
qualification_level	Master's degree
author	Nancy Liging
author_facet	Nancy Liging
author_sort	Nancy Liging
title	The relationship between the English language teachers' Multiple Intelligences (MI) knowledge level and profile, and their teaching strategies in English as second language classrooms
title_short	The relationship between the English language teachers' Multiple Intelligences (MI) knowledge level and profile, and their teaching strategies in English as second language classrooms
title_full	The relationship between the English language teachers' Multiple Intelligences (MI) knowledge level and profile, and their teaching strategies in English as second language classrooms
title_fullStr	The relationship between the English language teachers' Multiple Intelligences (MI) knowledge level and profile, and their teaching strategies in English as second language classrooms
title_full_unstemmed	The relationship between the English language teachers' Multiple Intelligences (MI) knowledge level and profile, and their teaching strategies in English as second language classrooms
title_sort	relationship between the english language teachers' multiple intelligences (mi) knowledge level and profile, and their teaching strategies in english as second language classrooms
granting_institution	University Malaysia Sabah
granting_department	School of Education and Social Development
publishDate	2006
url	https://eprints.ums.edu.my/id/eprint/9091/1/mt0000000348.pdf
_version_	1747836332808339456

The relationship between the English language teachers' Multiple Intelligences (MI) knowledge level and profile, and their teaching strategies in English as second language classrooms

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