Multiple intelligence-based differential learning on critical thinking skills of higher education students

Abstract

This research aims to scrutinize the impact of multiple intelligences-based differential learning on the enhancement of critical thinking skills among university students. A cohort of sixty-six teacher students actively participated in this empirical investigation. Critical thinking proficiency was meticulously assessed employing a battery of tests and a comprehensive questionnaire. The findings of this study unequivocally demonstrate that multiple intelligences-based differential learning exerts a discernible influence on the development of critical thinking abilities among university students. Intriguingly, the study found no significant difference in critical thinking performance among the various types of intelligence. Additionally, this research posits that differential learning grounded in multiple intelligences represents a viable alternative pedagogical approach that should be earnestly embraced by educators when devising and implementing instructional strategies and methodologies. Such an approach, the study contends, holds the potential to augment students' cognitive capacities in a manner that aligns with the exigencies of 21st-century education.