A Comparative analysis between the level of literary interest area of vocation and linguistic intelligence of undergraduate students

Batul, Mirza Humaira

Assistant Professor, Department of psychology, Maulana Azad college of Arts, Science & Commerce, Aurangabad

Abstract

This paper focuses on the requirement of a comparative analysis between the level of literary interest area of vocation and linguistic intelligence of undergraduate (UG) students in order to demonstrate the student’s connection between literary area of vocation and linguistic intelligence can have practical implications for education, career development, and curriculum design while also adding to our understanding of how language and literature shape cognitive development and career choice. For this purpose, the researcher used a survey method along with two standardized tools: the Multiple Intelligence Inventory (MIS-ASPS) provided by Surabhi Agarwal and Dr. Suraksha Pal for testing linguistic intelligence, and the Vocational Interest Record (VIR-K) provided by Dr. S. P. Kulshrestha for assessing literary interest levels. 200 undergraduate students, 100 of whom were male and 100 of whom were female, made up the sample for the current study. They were selected using the random sampling method from five different colleges in the city of Aurangabad. The analysis of statistical data uses the statistical metrics mean, S.D., and t-test. In the same field, male students’ mean values are 8 and SD is 4.4, compared to female UG students’ mean values of 7.82 and 4.4 for the literary vocational interest area. As a result, using these numbers as a benchmark, it is evident that male undergraduate students have greater interest in the literary profession than female students. At the 0.05 level of significance, the resulting t value for the male and female groups is 0.29, which is lower than the table value of 1.96. As a result, there is little variation in literary careers between men and women. As a result, the null hypothesis is accepted. 

The obtain result in terms of linguistic intelligence, female UG students scored an average of 21.41 and a standard deviation of 22.74, whereas male students scored an average of 4.52 and a standard deviation of 5.97. At a significance level of 0.05, the obtained t value for both the male and female groups is 1.77, which is lower than the table value of 1.97. Therefore, there is no discernible difference in verbal intelligence between males and females. The null hypothesis is therefore accepted.  

The calculated average for the career interest area in literature is 7.91, with a standard deviation of 4.42. The average language intelligence score is 22.07, while the standard deviation is 5.52. When compared to the table value of 1.96 at the 0.05 level of significance, the derived t value of both the literary interest area of occupation and the level of linguistic intelligence of UG students is 29.5. As a result, the study found a clear disparity between UG students’ levels of linguistic ability and literary interest. This rules out the null hypothesis.   

Keywords: Literary interest area of vocational, linguistic intelligence, Undergraduate students.

Impact Statement

Comparative analysis between the level of literary area of vocation and linguistic intelligence of undergraduate students has a strong impact on India’s educational system. 

• The curriculum can be made culturally relevant for India’s diverse students by customizing instructional methods according to linguistic intelligence and literary interests. 

• Insights from the research can inform language education strategies, potentially enhancing language learning methodologies to better align with students’ vocational and literary inclinations.

• Findings may influence educational policies, prompting adjustments in curriculum design and teaching methodologies at a national or regional level for betterment of students’ linguistic and vocational needs.

• The research may shed light on how linguistic intelligence and literary interests contribute to social and economic development by influencing career choices and professional success.

 Providing students with education that aligns with their interests and linguistic strengths can empower them, potentially leading to improved Considering India’s diverse linguistic and cultural landscape.

About Author

Mirza Humaira Batul, is employed at Marathwada College of Education as an assistant professor. Associated with Dr. Babasaheb Ambedkar Marathwada University, Aurangabad. The author is currently pursuing a degree of PhD at Dr. Babasaheb Ambedkar Marathwada University in Aurangabad. Qualification of the author includes PG. in psychology and political science, M.Ed., and a UGC NET in education. From the last six years the author is working on the position of an assistant professor in the psychology department at Maulana Azad College of Arts, Science, and Commerce in Aurangabad. The author possesses a strong interest in the domains of psychology and education research

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