Profiling students’ multiple intelligences approach in the learning of economics in a Ghanaian University
Abstract The evolving landscape of higher education requires a better understanding of students’ cognitive strengths, especially in complex disciplines such as Economics where multiple approaches to problem solving are essential. This study explored students’ multiple intelligences (MI) approach to...
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| Format: | Article |
| Language: | English |
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Springer
2025-07-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-025-00571-x |
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| author | Ernest Opoku Dominic Owusu Francis Arthur Iddrisu Salifu Emmanuel Quayson Eric Boateng Francis Obeng Gyedu Stanley Asare-Bediako Emmanuel Rungson Attom Solomon Adjatey Tetteh Sharon Abam Nortey Ayishatu Ameen |
| author_facet | Ernest Opoku Dominic Owusu Francis Arthur Iddrisu Salifu Emmanuel Quayson Eric Boateng Francis Obeng Gyedu Stanley Asare-Bediako Emmanuel Rungson Attom Solomon Adjatey Tetteh Sharon Abam Nortey Ayishatu Ameen |
| author_sort | Ernest Opoku |
| collection | DOAJ |
| description | Abstract The evolving landscape of higher education requires a better understanding of students’ cognitive strengths, especially in complex disciplines such as Economics where multiple approaches to problem solving are essential. This study explored students’ multiple intelligences (MI) approach to learning Economics and examined gender differences in the MI profiles of Economics students in Ghana. A descriptive cross-sectional survey design was employed, collecting data from 327 Economics students at the University of Cape Coast through a simple random sampling technique. An adapted multiple intelligence scale was used as the data collection instrument. Descriptive statistics (mean and standard deviation) and one-way MANOVA were used to analyse the data. Results indicated that students frequently used Bodily-Kinesthetic intelligence (BKI), Naturalistic Intelligence (NI), Intrapersonal Intelligence (IRI), Interpersonal Intelligence (ITI), Musical Intelligence (MSI), and Logical-Mathematical Intelligence (LMI) in their learning processes, while spatial intelligence (SI) was used less frequently. Significant gender differences were observed in several MI dimensions, with female students demonstrating higher Linguistic Intelligence (LI), Logical-Mathematical Intelligence (LMI), Musical Intelligence (MSI), Interpersonal Intelligence (ITI) and Intrapersonal Intelligence (IRI) than males. No significant gender differences were found for SI, NI and BKI. These findings contribute to the understanding of MI profiles in Economics education and highlight the need for gender-sensitive, personalised teaching approaches that recognise students' diverse intelligence profiles. It is recommended that Economics educators and curriculum developers in higher education should incorporate insights from students' multiple intelligences to design more inclusive and effective teaching strategies that improve learning outcomes. |
| format | Article |
| id | doaj-art-520ae5f7bf954ac481e6114c7e2e25c3 |
| institution | Kabale University |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-520ae5f7bf954ac481e6114c7e2e25c32025-08-20T03:46:11ZengSpringerDiscover Education2731-55252025-07-014111510.1007/s44217-025-00571-xProfiling students’ multiple intelligences approach in the learning of economics in a Ghanaian UniversityErnest Opoku0Dominic Owusu1Francis Arthur2Iddrisu Salifu3Emmanuel Quayson4Eric Boateng5Francis Obeng Gyedu6Stanley Asare-Bediako7Emmanuel Rungson Attom8Solomon Adjatey Tetteh9Sharon Abam Nortey10Ayishatu Ameen11Institute of Education, School of Educational Development and Outreach, College of Education Studies, University of Cape CoastDepartment of Guidance and Counselling, Faculty of Educational Foundations, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastCentre for Coastal Management- Africa Centre of Excellence in Coastal Resilience, Department of Fisheries and Aquatic Sciences, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Agricultural Economics and Extension, School of Agriculture, University of Cape CoastAbstract The evolving landscape of higher education requires a better understanding of students’ cognitive strengths, especially in complex disciplines such as Economics where multiple approaches to problem solving are essential. This study explored students’ multiple intelligences (MI) approach to learning Economics and examined gender differences in the MI profiles of Economics students in Ghana. A descriptive cross-sectional survey design was employed, collecting data from 327 Economics students at the University of Cape Coast through a simple random sampling technique. An adapted multiple intelligence scale was used as the data collection instrument. Descriptive statistics (mean and standard deviation) and one-way MANOVA were used to analyse the data. Results indicated that students frequently used Bodily-Kinesthetic intelligence (BKI), Naturalistic Intelligence (NI), Intrapersonal Intelligence (IRI), Interpersonal Intelligence (ITI), Musical Intelligence (MSI), and Logical-Mathematical Intelligence (LMI) in their learning processes, while spatial intelligence (SI) was used less frequently. Significant gender differences were observed in several MI dimensions, with female students demonstrating higher Linguistic Intelligence (LI), Logical-Mathematical Intelligence (LMI), Musical Intelligence (MSI), Interpersonal Intelligence (ITI) and Intrapersonal Intelligence (IRI) than males. No significant gender differences were found for SI, NI and BKI. These findings contribute to the understanding of MI profiles in Economics education and highlight the need for gender-sensitive, personalised teaching approaches that recognise students' diverse intelligence profiles. It is recommended that Economics educators and curriculum developers in higher education should incorporate insights from students' multiple intelligences to design more inclusive and effective teaching strategies that improve learning outcomes.https://doi.org/10.1007/s44217-025-00571-xHigher educationEconomics studentsMultiple intelligencesGender differencesGhana |
| spellingShingle | Ernest Opoku Dominic Owusu Francis Arthur Iddrisu Salifu Emmanuel Quayson Eric Boateng Francis Obeng Gyedu Stanley Asare-Bediako Emmanuel Rungson Attom Solomon Adjatey Tetteh Sharon Abam Nortey Ayishatu Ameen Profiling students’ multiple intelligences approach in the learning of economics in a Ghanaian University Discover Education Higher education Economics students Multiple intelligences Gender differences Ghana |
| title | Profiling students’ multiple intelligences approach in the learning of economics in a Ghanaian University |
| title_full | Profiling students’ multiple intelligences approach in the learning of economics in a Ghanaian University |
| title_fullStr | Profiling students’ multiple intelligences approach in the learning of economics in a Ghanaian University |
| title_full_unstemmed | Profiling students’ multiple intelligences approach in the learning of economics in a Ghanaian University |
| title_short | Profiling students’ multiple intelligences approach in the learning of economics in a Ghanaian University |
| title_sort | profiling students multiple intelligences approach in the learning of economics in a ghanaian university |
| topic | Higher education Economics students Multiple intelligences Gender differences Ghana |
| url | https://doi.org/10.1007/s44217-025-00571-x |
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