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Application of Gardner's Theory of Multiple Intelligence in Malaysia.

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Application of Gardner's Theory of Multiple Intelligence in Malaysia.
This study attempts to explain the application of Gardner's Theory of Multiple Intelligence to the Malaysian school system, how its application can influence some students to perform better than others, and to also identify what recommendations can be made to change or improve the current system. Gardner's theory proposed that intelligence shouldn't be measured and restricted to just one's ability to pass conventional Intelligence Quotient (I.Q.) tests, but rather that intelligence comprises of at-least eight independent forms: musical, bodily kinesthetic, linguistic, spatial, intrapersonal, interpersonal, logical-mathematical and naturalist. The current Malaysian school system consists of multiple levels of schooling which includes preschool, primary, secondary and tertiary education institutions (myGovernment, 2013). According to the case study, “Most schools in Malaysia measure and rank students based on their performances in the school exams. As a result of this emphasis on exams, most teachers and parents … dumped in "slow" classes or "bottom ranked" classes. However, Gardner's theory of multiple intelligences has already been widely implemented in all levels of education such as in the areas of Instructional Systems Design (ISD), building and assessment of learning models as the doctrines and basis of the multiple intelligence ideas. It encourages educators to design and implement educational programs that will help students to improve and achieve their desired goals in life based on their natural potentials. Educators will be able to present the materials of the topics in a negotiable manner, whilst providing opportunities for students in the schoolroom to use their natural strengths and intelligences at the same time. In addition, this approach in education ensures that students not only learn, but retain information of the topics much longer than other available educational methods (Aminuddin H., Tajularipin S.R.B., 2011, as cited in Rettig, 2005). A
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