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This Experimental Research is about discovering the effects of Diagnosis of Dominant Multiple Intelligence and constructivism with Dominant intelligence based activities on 3rd graders' academic performance.

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Why do students not perform well?

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Q1. What is the effect, before and after, of using the conventional style of teaching on students' performance within the control group?

Q2. What is the effect on pre- and post-testing of treatment of diagnostic dominant multiple intelligence activities on students' performance that address the dominant intelligence of the learners?

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In our educational system we still place emphasis on the achievement of high marks and positions in the classroom by any means. We set the criteria of smart and intelligent students for those who achieve good marks and gain good positions especially in certain subjects or due to having a particular intelligence like logic.

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Many intelligent students are ignored just because they possess different intelligences than what the whole system expects from them. In our educational system, we mostly emphasise on achieving high marks in certain subjects.

If the tutor's pedagogical methods are not in harmony with the pupils' educational desires and styles of learning, it can divert the pupils to boredom, disruptions, and displaying unsatisfactory results in assessments. They become dissatisfied about the course or syllabus and their own potentials.

An individual not only has different intellects but everyone has their personal exclusive approach to learning. If every individual’s dominant intelligence and learning styles are different from others, then their teaching and testing ways should be different.

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The purpose of this Experimental Research is to see the effectiveness of Multiple Intelligence theory in the teaching and learning process by identifying students' dominant Multiple intelligences by adopting Laura Candler’s MI (2011) inventory.

Then through Constructivism, to teach and treat them on the weak and hard to understand topics by addressing their dominant intelligences with MI based activities.

The experimental research was conducted on primary school third graders to check this method's impact on the students' performance.

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According to the theory of Multiple Intelligence, all individuals are smart and intelligent and every individual possesses more than one intellect. But the combination and dominant intelligences are different. Gardner defines an intelligence as ‘‘bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.”

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For a potential to be identified as intelligence, it must meet nine criteria: Visual-Spatial, Linguistics, Logical-Mathematical, Musical, Interpersonal, Intrapersonal, Bodily-Kinesthetic, Naturalistic, and Existential.

The Multiple Intelligence Theory, suggests that individuals have different strengths and weaknesses in various areas of intelligence. These differences should be recognised and valued in education and society.

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In this experimental research, three intellects out of nine were used to check the significance of the method.

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In this experimental research, three intellects out of nine were used to check the significance of the method.

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The ability to learn and understand and use languages and other dialects effectively as in they are skilled at using language to express themselves and are good communicators.

These individuals are highly valued as teachers, lawyers, journalists, writers and public speakers.

Through this intelligence, teachers can effectively connect with the students through reading and listening activities, like group discussions or debates.

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The ability to use the physique to solve problems, display emotions, thoughts, and moods, to create new products or convert things.

Individuals with this intelligence are valued as athletes, actors, surgeons and other occupations that require physical skill and coordination.

Through this intelligence, teachers can use physical activities that involve hand-eye coordination or large motor muscle movement to help the students to learn effectively. Games like role playing, dumb charades (act and guess).

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The ability to recognise the visual world accurately from diverse outlooks and viewpoints and orient oneself in space.

Individuals with this skill are highly valued in the visual arts, navigation, mapmaking, and architecture.

Through this intelligence teachers can use arts and crafts, props, infographics, or visual art to effectively convey the subject-matter to the student.

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In this experimental research, cross sectional strategy was used to gather the findings. It was conducted over 3 weeks in a private Cambridge System school of Pakistan.

This research was conducted on primary class students. There were two groups, one was a Control Group; while the second was the Experimental Group.

In the Experimental group, weak and average students were selected for the experimental research, their Multiple Intelligence was assessed and dominant multiple intelligences were figured out.

They were asked to share the topics they found hard to understand. The researcher took the test scores of those topics as a pre-test and then addressed the first three dominant intelligences to teach and treat those students. After giving them treatment, another test was taken.

The result conveyed a significant relationship between multiple intelligence based activities and their academic achievements.

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A teacher’s awareness about Multiple Intelligence Theory is very essential.

School Managements must make Multiple Intelligence Diagnostic procedures through Multiple intelligence inventory a part of their admission process.

Multiple intelligence based learning will give students a chance to understand and process the topics within their own learning domain.

By using this method, teachers can make the learning process interesting and enjoyable for the students.

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The effectiveness of this Experimental Method requires integration, in the educational areas of the school system. It would be very beneficial to integrate this method as a remedial program in existing classrooms. Through this method we can incorporate the maximum intellects of our nation and even can cater to the individuals with learning disabilities.

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The effectiveness of this Experimental Method requires integration, in the educational areas of the school system. It would be very beneficial to integrate this method as a remedial program in existing classrooms. Through this method we can incorporate the maximum intellects of our nation and even can cater to the individuals with learning disabilities.

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