Competitive skills through the Theory of Multiple Intelligences in paraguayan university students

Abstract

This study aimed to asses the competitive skills of Graphic Design students through the lens of the Theory of Multiple Intelligences at a university in Asunción, Paraguay. A quantitative, non-experimental, cross-sectional design with a descriptive-explanatory scope was employed. The population consisted of 101 students, and the sample included 46 participants selected with a 91% confidence level and a 9% margin of error. Inclusion criteria required participants to be currently enrolled and active students in the Graphic Design program, with voluntary participation. Students from other academic programs or institutions not considered in the study were excluded. Data were collected through a convenience sampling method in 2025, using a structured questionnaire composed of 4 sociodemographic variables (age, gender, academic semester, and employment status) and 42 items distributed across 6 dimensions: visual-spatial, linguistic, interpersonal, intrapersonal, logical-mathematical, and bodily-kinesthetic. A five-point Likert scale was used for measurement. Ethical principles such as anonymity and transparency were prioritized. The results revealed a positive trend in skill development, with the highest scores observed in the linguistic (x̄ = 4.5), intrapersonal (x̄ = 4.4), and interpersonal (x̄ = 4.3) dimensions. The bodily-kinesthetic skill dimension scored the lowest (x̄ = 3.4). The study concludes that the Theory of Multiple Intelligences provides a valuable framework for understanding strengths and areas for improvement in competency-based education, and recommends pedagogical approaches that promote more comprehensive student development