Multiple Intelligences in Gen Z: Unlocking the Multifaceted Minds

Several studies and case studies have been done on how Generation Z learns and how well they do in school, and many experts around the world find this topic interesting. Most scholars have talked about Multiple Intelligence (MI) when doing different kinds of studies about how to improve academic performance. Their study was mostly about how quickly technology is changing and how that changes how people learn now. Some people have compared how people learn and how well they do in school.

Who is Generation Z?

When the Internet started to be used for business, people born after 1995 were called Generation Z. Generation Z is the generation that comes after the Millennials. They are very different from the generation before them because they have grown up with a lot of digital technology. In this modern study (Persada, Miraja, and Nadlifatin, 2019), Generation Z is the age group that is in school. Because group Z has grown up over the past few decades, it has become an important and important group. Also, Nandhakumar (2019) says that kids from Generation Z prefer collaborative learning to traditional ways of learning.

Why Multiple Intelligence of Generation Z is important?

According to Barnes and Noble College, Generation Z prefers entertaining, interactive learning over traditional methods. Gen Z learns by doing (51%), seeing (38%), and listening (12%), according to Barnes and Noble College. Passive learners are declining because Generation Z prefers new learning methods. Their process involvement and learning differences. Nandakumar added that they are driving innovative learning tools, instructional approaches, and a learner-centered learning environment. Tech-savvy Gen Zers are more open-minded. They prefer exploration over theory-based lessons. Thus, understanding how the existing student body learns is crucial to improving education delivery, infrastructure, and outcomes.

Learning Patterns of Generation Z

As Nandhakumar (2019) pointed out, Generation Z is the age group after the Millennials that is most likely to be working. People also call Age Z the digital age. Every generation’s way of learning is different in important ways, and that’s a fact. Dominance in technology came into play after the Millennials had been the main users for a while. There are technologies like Web 2.0, course management, and Telepresence that make digital learning possible. Generation Z is different, and the tools that make it possible are already fully grown.

Gardner’s Theory of Multiple Intelligence

Gardner, who is known as one of the best writers on the subject, talks a lot about how smart people are. In Gardner and Hatch’s (1989) theory of multiple intelligence, there are seven different types of “intelligence” that reflect talents, personality traits, and skills. Akkuzu and Akcay (2011) say that when schools use MIT as a model for learning and teaching, they get good results in many different fields. Gardner (1983) found that people have seven types of intelligence:

linguistic,

logical-mathematical,

spatial,

bodily-kinesthetic,

musical,

interpersonal,

and intrapersonal.

Gardner’s work at MIT has helped a lot, especially in school settings. During its early years of growth, the idea was tested as a way to help college students who had trouble learning. In particular, classes, teaching programmes, and colleges were remade with this idea in mind (Gardner, 2005).

Empirical Framework of Multiple Intelligence

Standard IQ testing can demonstrate this impairment and college achievement (Mussen, 2007). However, IQ is not a reliable indicator of life achievement (Babelan&Moenikia, 2010). IQ points are calculated values used to evaluate individuals’ aptitudes with a society’s representative sample (Gomez, 2009). Thus, MIT had a huge impact in 1983 and is still extensively used (Pack, 2011). Gardner also believed that each person had many intelligences, akin to a personality (Gardner, 1998). Thus, children learn an issue through several intelligence regions, senses, and MIT (Kuo, Maker, Su, & Hu, 2010; Maddox, 2002). These investigations and results are examined. MIT offers many models to assist teachers reach more pupils. Rich teaching resources may not be helpful in revealing students’ personal interests, needs, and abilities and providing the basis for the class’s learning-teaching process.

Linguistic Intelligence and Academic Performance

A Harvard University professor, Gardner (1983; 2011), hypothesized multiple intelligences, including language intelligence. It is the ability to communicate effectively in writing and speaking (Armstrong, 2009; Gardner, 2011). Gardner defined “linguistic intelligence as sensitivity to spoken and written language and the ability to use language to accomplish goals, as well as the ability to learn a new language” (Parsa et al., p. 115). Linguistic intelligence involves creative writing, oral persuasion, and language acquisition. Gardner cites rhetoric, mnemonic, explanation, and metalinguistic.

a. Rhetoric. According to Gardner’s definition, rhetoric is the ability to persuade others through the use of language (p. 82). It is the ability to use language orally in front of many people to persuade others, as in debate and public speaking.

b. Mnemonic. Mnemonic is the ability to use language to retain information. It is assumed that the capacity to retain information.

c. Explanation. This is essential for teaching and learning because it is the capacity to convey information through language.

d. Metalanguage.The aptitude to acquire the language itself. Gardner (2011) defines metalinguistic as “the capacity of language to explain its own activities” (p. 83).

Spatial Intelligence and Academic Performance

As Fatimah (2015) said, the most important thing to do to meet the challenges of globalisation is to make sure that students are artistic and innovative. She went on to say that student-centered learning needs to be planned in order to promote the spirit of wisdom, motivation, creativity, initiative, innovation, and independence. Thorndike and Lohman (1990) say that spatial intelligence is the ability to create, store, retrieve, and change organised visual images. Also, spatial skills include making images, storing them, retrieving them, and changing them. Spatial skills are an important part of any picture of what a person can do. Ramadas (2009) said that being able to think visually and spatially is an important part of learning science.

Mathematical Intelligence vs Academic Performances

People who are good at logical/mathematical intelligence are good at logical thinking, solving problems, and doing scientific research (afranj, 2016). Also, it has been proven by scientific studies that have been done all over the world. Higher logical and mathematical intelligence, according to Safranj, leads to deductive reasoning, noticing patterns, and analytical thought. They are both good at scientific research, figuring out how things relate to each other, and understanding complicated and vague ideas. Also, Vanderlaan (2011) listed as skills the ability to analyse data logically, to do the math, and to understand complicated data.

Interpersonal Intelligence vs Academic Performances

Behjat (2012) says that Interpersonal Intelligence is about how you react to information, how you understand information, and how you build social connections with other people. Interpersonal intelligence is the ability to understand and tell the difference between other people’s moods, personalities, goals, and plans. Interpersonal Intelligence relies on social intelligence and personal skills to create, build, and keep social relationships that are good for both parties.

Bodily-Kinesthetic Intelligence vs Academic Performances

Bodily-kinesthetic Intelligence assesses people’s hand-body coordination skills, according to Tirri and Petri (2008). Handyman and Body coordination comprised this scale. The “Handyman” component comprised “I am handy,” “I was good at handicrafts at school,” and “I can easily do something concrete with my hands,” according to Tirri and Petri. “I am very good at tasks that require good coordination” and “I have good coordination” are part of “Body coordination”. Good scale reliability. (Tirri, 2008). Vanderlaan (2011) also preferred outside and vigorous hobbies.

Musical Intelligence vs Academic Performances

According to Jerzi and Sabina (2009), music is a universal language and innate to humans; therefore, both phenomena are universal. Music is present in our everyday activities; it facilitates learning and reduces fatigue. Musical Intelligence was the most consistent and reliable Gardnerian scale (Alpha = 0.93). Ten items on the plate measured musical ability to perceive and produce music. The items with the highest loading variables were “When listening to music, I can distinguish instruments and recognise melodies” and “I immediately detect an out-of-tune melody.”(2009). “Musical Intelligence and Foreign Language.” As identified by Vanderlaan (2011), sensitivity to the commotion, enjoyment of various sounds, and auditory are a few characteristics.

Conclusion

Generation Z, born between the mid-1990s and the early 2010s, has several talents. Generation Z’s cognitive talents span many disciplines, following Howard Gardner’s many bits of intelligence theory. Multiple intelligences emphasise a wider range of skills and aptitudes than standard intelligence tests, which emphasize logical-mathematical and language ability. Generation Z excels in visual-spatial thinking, music, interpersonal and intrapersonal skills, bodily-kinesthetic abilities, naturalistic comprehension, and more.