Multiple Intelligence and Academic Performance among BSc. Nursing Undergraduates in Kotelawala Defence University, Sri Lanka; A Correlational Study

Abstract

Multiple Intelligence (MI) is a major determinant of academic performance among undergraduates. A descriptive correlational study was conducted to assess the types of MIs and to determine the correlation between MI and Academic performance among BSc. Nursing Undergraduates of four academic years in Kotelawala Defence University. The McKenzie’s MI Inventory was used to assess the types of MI while the Semester Grade Point Average (SGPA) was used as the measure of academic performance. The Pearson Correlation was used to evaluate the correlation between MI and Academic Performance, and one-way ANOVA was used to assess the mean differences of MI among batches. The response rate of the participants was 69.6% (n=126), and the mean (±SD) age of the participants was 23.65 (±3.82) years. When considering the mean (±SD) values of MI, Interpersonal Intelligence scored the highest (7.94±2.24), and Verbal Intelligence scored the lowest (6.51±2.23). Naturalistic (p= 0.000), Musical (p=0.041), Existential (p=0.026) and Visual (p=0.022) intelligences had significant mean differences among the four batches. There was no significant correlation between SGPA and types of MIs among first- and second-year undergraduates. However, SGPA of third-year undergraduates had a significant positive correlation with Interpersonal intelligence (p= 0.045, r=0.422) and significant negative correlation with Intrapersonal Intelligence (p=0.018, r=-0.488). Further, SGPA of fourth-year undergraduates had a significant positive correlation with Naturalistic (p=0.041, r=0.404) and Existential (p=0.008, r=0.512) intelligences. It was recommended to make nursing undergraduates aware regarding their MIs and do necessary changes in the nursing curricula and to evaluate its effectiveness in future research.