Teachers’ Knowledge, Perception and Practice of Learner-Centered Instruction from the Perspective of the Theory of Multiple Intelligences in Primary Schools of West Wollega and Kellem Wollega Zones
DOI:
https://doi.org/10.20372/star.v12i2.06Keywords:
Perception, Practice, Learner-Centered Instruction, Theory of Multiple IntelligenceAbstract
This study aimed to explore teachers' understanding and implementation of learner-centered instruction in primary schools in two Wollega zones using multiple intelligences theory. A cross-sectional descriptive survey was conducted, selecting 640 teachers from 30 schools and 300 students. The data was analyzed using mean scores, percentages, and Pearson correlations. The study aimed to increase trustworthiness of the data and improve the reliability of the results. The study found that primary school teachers in the study area lack knowledge about learner-centered instruction from multiple intelligences perspectives and have an inaccurate perception of it. Most teachers use instructional strategies related to verbal/linguistic intelligence, infrequently use strategies related to intrapersonal and visual/special intelligences, and occasionally practice strategies related to interpersonal, logical/mathematical, bodily/kinesthetic, and natural intelligences. However, the distribution of the various intelligences among the students was kinesthetic, musical, logical, interpersonal, intrapersonal, visual, verbal, naturalistic, and "mixed". All three variables and scales showed statistically significant relationships, according to Pearson's correlation result. The teachers' opinions of learner-centered instruction and their methods based on the theory of various intelligence strategies had the highest correlation (r =.70).
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