Multiple Intelligences and Graphic Design Ability in Five North Carolina Community Colleges

Abstract

This research study was framed in the theory of Multiple Intelligences developed by Harvard professor Howard Gardner. He theorized that improved assessment practices that facilitate multiple intelligences could lead to improved student learning outcomes in most school settings. This study was undertaken to investigate the relationship between three of Gardner's Multiple Intelligences (visual-spatial, linguistic, and logical-mathematical) and graphic design ability. Linguistic and logical-mathematical intelligences were quantified through placement test scores and visual-spatial intelligence was quantified through scores on the Revised Minnesota Paper Form Board Test. Graphic design ability was quantified through final course portfolio grade.

The Revised Minnesota Paper Form Board Test was given to first-year students enrolled in a graphic design course at five North Carolina Community Colleges. Placement test scores and final course portfolio grades were collected from each college and analyzed to determine if significant relationships existed. A bivariate correlational analysis was completed on each of the independent variables (visual-spatial, linguistic, and logical-mathematical intelligences) and the dependent variable (final course portfolio grade) to determine if a significant relationship could be found. The results of the analyses indicated that there was not a significant relationship between visual-spatial intelligence and graphic design ability. There was also not a significant relationship between logical-mathematical intelligence and graphic design ability. There was, however, a significant relationship between linguistic intelligence and graphic design ability.

A multivariate correlational analysis was done to determine the combined strength of the relationship between all the independent variables and final course portfolio grade. The results indicated that there was not a significant combined relationship between visual-spatial, linguistic, and logical-mathematical intelligences and final course portfolio grade.

The results of this study suggest that there is not a significant relationship between visual-spatial intelligence as measured by the Revised Minnesota Paper Form Board Test and graphic design ability as indicated by final course portfolio grade. Based on this study, it was recommended that further research be undertaken to explore the relationship between graphic design ability and multiple intelligences, specifically visual-spatial and linguistic intelligence.