To Investigate the Linguistic Intelligence of Secondary School Students in Relation of Their Gender

Abstract This study explores the linguistic intelligence levels of secondary school students, with a specific focus on comparing 8th-grade boys and girls. To carry out this investigation, the researcher used a survey approach, applying a standardized assessment tool known as the Multiple Intelligence Inventory (MIS-ASPS), developed by Surabhi Agarwal and Dr. Suraksha Pal. The sample included 200 students from four schools in Aurangabad, selected randomly — 100 boys and 100 girls. The collected data were analysed using statistical tools such as the mean, standard deviation (SD), and t-test. According to the results, boys had a mean score of 0.89 with a standard deviation of 0.94 in linguistic intelligence, while girls had a slightly higher mean score of 1.01 and a lower SD of 0.47. Although these figures suggest that girls may have a stronger ability in this area, the statistical analysis showed a t-value of 0.98, which is below the critical value of 1.96 at the 0.05 level of significance. This indicates that the observed difference between boys and girls in terms of linguistic intelligence is not statistically significant As a result, the null hypothesis is accepted. Linguistic intelligence refers to the ability to use language effectively for communication, comprehension, and expression. So on the basis of this finding the educational implications of this research studies like teachers might need to tailor their teaching methods to leverage the strengths of female students in linguistic areas while providing additional support to male students to help them improve their linguistic skills also awareness of these differences can help in creating more balanced classroom activities that cater to the needs of both genders, fostering an inclusive learning environment. Curriculum developers might consider integrating more language-based activities that can engage both male and female students, potentially closing the gap by encouraging language development in boys. Educational policymakers might use this information to develop targeted programs aimed at improving linguistic skills among male students, thereby promoting gender equality in educational outcomes.