Multiple Intelligences Research Articles

The effect of teachers’ recreation awareness on interpersonal and kinesthetic intelligence

ABSTRACT The purpose of this study is to determine the impact of teachers’ recreation awareness on social-interpersonal and bodily-kinesthetic intelligence. Utilizing a quantitative research method, a correlational survey model was employed. The sample consists of 385 teachers in Rize. Data were collected online via Google Forms using a questionnaire. Multiple linear regression analysis was conducted to determine the effect of recreation awareness on social and kinesthetic intelligence, while Pearson correlation analysis identified relationships between variables. According to the findings, all sub-dimensions of recreation awareness were positively and significantly associated with social and kinesthetic intelligence. It was observed that while only the self-improvement sub-dimension of recreation awareness had no significant effect on kinesthetic intelligence, all other dimensions positively influenced social and kinesthetic intelligence.

Exploring Innovative Approaches to Integrate Child Development Theory in Primary Classrooms

As education reforms prioritize comprehensive skills over traditional knowledge transmission, the limitations of the "one-size-fits-all" teaching approach have become evident. Theoretical frameworks, including Piaget's cognitive development theory, Vygotsky's sociocultural theory, and Gardner's multiple intelligences theory, provide valuable insights for tailoring instructional strategies to individual learning needs. This study explores the integration of child development theories into primary education, addressing the diverse cognitive, emotional, and social needs of students in contemporary classrooms. This research highlights innovative teaching methods grounded in these theories that can enhance student learning outcomes and support teachers' professional development. While the study identifies potential challenges in implementing these theories, particularly in resource-limited environments, it underscores the necessity for adaptable and innovative practices. Future research should focus on empirical studies to evaluate the practical applications of these theories across diverse educational settings, aiming to improve teaching effectiveness and student engagement.

Examining the Influence of Locus of Control on Citizenship Behavior: The Mediating Role of Naturalistic Intelligence in Urban Sustainability

This study aims to examine the relationship between Locus of Control (LOC), Naturalistic Intelligence (NI), and Behavioral Citizenship (BC) in the context of sustainable cities in Indonesia. The primary objective is to investigate how LOC influences BC and the mediating role of NI in this relationship. The research was conducted in Tanjung Priok, North Jakarta, with a sample of 200 participants. Data were collected using a questionnaire with a 5-point Likert scale, and analysis was performed using Path Analysis with SmartPLS software. The key findings demonstrate that LOC positively impacts both NI and BC, with NI serving as a significant mediator between LOC and BC. Individuals with a high sense of control over their lives and strong naturalistic intelligence are more likely to engage in pro-environmental and community-oriented behaviors. These findings underscore the importance of psychological factors in promoting sustainable citizenship behaviors. The study contributes to the literature by highlighting the role of naturalistic intelligence as a crucial mediator in the relationship between personal control and active citizenship. It also offers practical insights for urban policymakers and community leaders, emphasizing the need to incorporate environmental education and psychological empowerment into urban sustainability programs to foster greater community engagement and responsibility.

The Effects of Arts Education on Academic Achievement

Arts education plays an important role in enhancing academic performance by fostering creativity, cognitive development, and engagement in students. This study examines the impact of arts education on academic achievement, with a focus on integrating arts into the core curriculum. Drawing from theoretical frameworks such as Multiple Intelligences theory and empirical evidence, it emphasizes the positive correlation between participation in arts education and improved outcomes in reading, mathematics, language, and social skills. However, the debate on resource allocation and implementation challenges persists. Recommendations include advocating for comprehensive arts integration policies, professional development for educators, and equitable access to arts programs, ensuring that arts education becomes an essential component of holistic learning and educational reform. Keywords: Arts education, Academic achievement, Curriculum integration, Creativity and cognition, Educational policy, Multiple Intelligences theory.

유아교육과 신입생의 성격유형과 다중지능과의 관계 분석: 맞춤형 교사 교육을 위한 기초 연구

This study explores the relationship between MBTI personality types and multiple intelligences among first-year early childhood education students to inform customized teacher training. Data from 74 students who completed both the MBTI and multiple intelligences tests were analyzed using chi-square tests. Results showed extroverts (E) identified interpersonal intelligence as their strength, while introverts (I) also highlighted intrapersonal intelligence (χ² = 14.704, p = .012). Thinking types (T) showed strength in intrapersonal intelligence, and Feeling types (F) in interpersonal intelligence (χ² = 22.186, p = .000). Regarding weaknesses, Thinking types (T) reported naturalist intelligence, and Feeling types (F) noted logical-mathematical intelligence (χ² = 15.841, p = .027). The study recommends tailored training: extroverted teachers focusing on collaboration, introverted teachers on individualized guidance, and Feeling types on stress management. Experiential learning is advised to strengthen naturalist and bodily-kinesthetic intelligences, improving overall teacher effectiveness.

The Effect of Differentiated Instruction based on Multiple Intelligences toward Critical Thinking and Student Self-Efficacy

Mathematics learning is often teacher-centered, where teachers directly present material to students without considering students' learning needs and improving their critical thinking skills. The lack of students' self-efficacy as a motivational factor will affect the development of their critical thinking level. This study aims to determine the effectiveness of differentiated instruction based on multiple intelligences to improve student's critical thinking and self-efficacy. This research employed a quantitative approach and a quasi-experimental research design. This study focused on mathematics learning using the differentiated instruction approach in the vector topic for Year 10 students in one senior high school at Langsa, Aceh, Indonesiaand compared differentiated instruction and scientific approach. Based on the population, the experimental group implemented differentiated instruction, and the control group applied a scientific approach. The hypothesis was tested using MANOVA, Hotelling's T2 test, and independent sample t-test. The effect size of differentiated instruction was determined based on the Cohen d-effect size calculation. The results of this study indicate that differentiated instruction has a moderate effect on students' critical thinking but does not significantly affect their self-efficacy. Therefore, differentiated instruction can be considered as one of the effective approaches for enhancing students' critical thinking skills.

Enhancing reading comprehension in Araling Panlipunan of Grade 5 learners through differentiated instruction

The lack of instructional resources and reading comprehension skills in Araling Panlipunan education resulted in significant learning gaps among elementary-grade students. This study aimed to test the effectiveness of differentiated instruction in closing these gaps in Araling Panlipunan among fifth-grade students. The experimental sampling method research design was utilized through tutorial classes where the respondents received differentiated instruction based on multiple intelligences and learning styles. Aiken's V coefficient method and Cronbach's alpha were used to ensure the validity and reliability of the research instrument. The validation process achieved a result of 0.92, which signifies high validity. Additionally, the reliability test used Cronbach's alpha, obtaining a score of 0.60. The results indicated significant progress in the experimental group's performance in reading comprehension skills after implementing differentiated instruction. The experimental group's mean post-test score, 16.10, suggests an outstanding level of performance. This underscores the effectiveness of differentiated instruction in enhancing reading comprehension skills among Grade 5 pupils. Hence, educators are encouraged to utilize differentiated instruction to enhance the learners' reading comprehension.

Integrating Music Education into the Curriculum for Cognitive Developmen

Music education has long been recognized for its benefits in enhancing cognitive development in children. This paper examines the role of music as an essential component of the educational curriculum, emphasizing its impact on cognitive abilities such as memory, language, and mathematical skills. Drawing on theoretical frameworks, including Multiple Intelligences and Social Development Theory, the research highlights the importance of music in cultivating cognitive functions, such as problem-solving, language skills, and emotional regulation. Empirical studies have shown that students exposed to music education demonstrate improved academic performance, social skills, and mental well-being. This paper proposes practical strategies for integrating music into core subjects, discusses the positive outcomes of music-based learning methods, and suggests assessment models to measure cognitive growth attributed to music education. Ultimately, it underscores the need for educational policies that support music as a core subject, advocating for its benefits to foster well-rounded cognitive development and lifelong learning. Keywords: Music Education, Cognitive Development, Curriculum Integration, Early Childhood Education, Multiple Intelligences, Language Skills, Memory Enhancement.

Differentiated Instruction as A Strategy in Teaching Introduction to the Philosophy of the Human Person (IPHP) for Grade 11 Students

The research study aimed to investigate the effectiveness of differen-tiated instruction as a strategy in teaching Introduction to the Philosophy of the Human Person (IHLP) of one hundred sixty-nine (169) students. The researcher followed a prescribed lesson plan and focused on one ob-jective to meet the expected competency using the students Multiple In-telligences in dividing each class into small groups best suited the study.The study utilized a quantitative research method with a descriptive design to assess the effectiveness of differentiated instruction. To deter-mine the performance of the respondents on the pre-test and post-test using the differentiated instruction, quasi-experimental design is utilized to establish a causal relationship between an independent variable, the differentiated instruction and the dependent variable which is the stu-dents’ performance. T-Test and ANOVA is used to identify the significant differences between the pre-test, post-test, and demographic profile.The findings of the study revealed that majority of student-respondents are female adolescents, belong to a middle-income class fam-ily, are body/kinestic, logic/math, and music styled-learners. The stu-dents performed very satisfactory during pre-test. Differentiated instruc-tion as an intervention strategy was applied to tailor instruction to the learning needs of students based on the Pre-test scores and the students performed very satisfactory during post-test. The ANOVA computation revealed a significant difference between the performance of students during pre-test and post-test. However, no significant difference in the pre-test scores of students when grouped according to sex, age, family monthly income and learning style. A significant difference in the post-test scores of students when grouped according to sex was established. The proposed enhancement to intervention strategies aimed for a differ-entiated output.

Application of AMIS-optimized vision transformer in identifying disease in Nile Tilapia

Efficient health monitoring in Nile tilapia aquaculture is critical due to the substantial economic losses from diseases, underlining the necessity for innovative monitoring solutions. This study introduces an advanced, automated health monitoring system known as the “Automated System for Identifying Disease in Nile Tilapia (AS-ID-NT),” which incorporates a heterogeneous ensemble deep learning model using the Artificial Multiple Intelligence System (AMIS) as the decision fusion strategy (HE-DLM-AMIS). This system enhances the accuracy and efficiency of disease detection in Nile tilapia. The research utilized two specially curated video datasets, NT-1 and NT-2, each consisting of short videos lasting between 3–10 s, showcasing various behaviors of Nile tilapia in controlled environments. These datasets were critical for training and validating the ensemble model. Comparative analysis reveals that the HE-DLM-AMIS embedded in AS-ID-NT achieves superior performance, with an accuracy of 92.48% in detecting health issues in tilapia. This system outperforms both single model configurations, such as the 3D Convolutional Neural Network and Vision Transformer (ViT-large), which recorded accuracies of 84.64% and 85.7% respectively, and homogeneous ensemble models like ViT-large-Ho and ConvLSTM-Ho, which achieved accuracies of 88.49% and 86.84% respectively. AS-ID-NT provides a non-invasive, continuous, and automated solution for timely intervention, successfully identifying both healthy and unhealthy (infected and environmentally stressed) fish. This system not only demonstrates the potential of advanced AI and machine learning techniques in enhancing aquaculture management but also promotes sustainable practices and food security by maintaining healthier fish populations and supporting the economic viability of tilapia farms.

Structural Coupling System for Cognitive Modeling in Immersive VR Assessment Tasks

Unilateral spatial neglect (USN) is a disorder characterized by the inability to attend to the space opposite the cerebral hemisphere lesion, significantly hindering daily activities. Due to the complex neural circuitry of the brain, understanding the mechanisms of USN has proven challenging. In clinical settings, the Behavioral Inattention Test (BIT), a paper-based examination, is commonly used to assess USN. However, improved scores on this test do not necessarily guarantee functional improvement, as it solely evaluates performance in a two-dimensional space. To address this limitation, various approaches utilizing information and communication technology (ICT) and measurement devices in rehabilitation engineering have been proposed. However, related studies have focused on analyzing motor responses to specific sensory stimuli, and the assessment measures often fail to capture a patient’s symptoms in dynamic environments. Therefore, this study proposes a methodology for modeling human spatial cognition. This cognitive architecture utilizes a structural coupling system that integrates parameters from multiple computational intelligence subsystems. In this study, we constructed a simulation environment capable of replicating the movements of patients with USN using empirical data collected from actual experiments. Furthermore, in this simulation environment, we developed patient agents that incorporated the proposed cognitive architecture. The experimental results suggest that hypothesis testing concerning attention mechanisms can be applied through the performance of patient agents within the simulation environment.

The Revival of Classical Wisdom: Implementing Mixed Learning Approach Based on Ibnu Khaldun's Theory in Pesantren

This study explores applying Ibn Khaldun's mixed learning concept to improving learning outcomes in Islamic boarding schools. The study used a qualitative approach through interviews, observations, and documentation, which were then analyzed using the Optimal Matching Analysis (OMA) method. The study results showed that cognitive learning concepts, such as concept learning, understanding, problem-solving, logic, and public speaking, developed significantly through the fat al-listen constructivism-based forum. Learning outcomes are not only limited to understanding but also include analysis, even to the creation stage. The class discussion forum becomes a stepping stone for students to face more significant challenges outside the classroom. The four Fatq al-Lisan constructivism-based forums ala Ibn Khaldun positively impact the development of linguistic, logic, and interpersonal skills, which are part of multiple intelligences. These findings have implications for the development of 21st-century skills, where students are not only required to master higher-order thinking skills (HOTS) collaboratively but also support linguistic, logical, and interpersonal skills.

Investigating English vocabulary teaching to EFL Students from the Perspective of Multiple Intelligences Theory Abstract

The present study investigates the relationship between multiple intelligence theory (MIT) and vocabulary teaching. (MIT) has prompted some educators and language scholars to reevaluate classroom practices in education and other aspects of language teaching and learning. This paper attempts to clarify the applications of this theory in the context of teaching and learning vocabulary. This study included 18 EFL instructors and 50 EFL sophomores. Some items for instructors and students were adapted from (Christison, 1996). After completing the questionnaire, the results of the instructors were compared with a classroom observation checklist to discover if there was a correlation between their MIT profile and the type of intelligence they employ in the classroom. The Chi-square test and Spearman correlation showed an association between the multiple intelligences (MIs) and instructional approaches of EFL instructors. However, age, field of study, and gender did not significantly impact EFL instructors' multiple intelligences teaching strategies and their student's learning styles.

Inclusive Education Practices of Technology and Livelihood Education Teachers in Public Junior High Schools at Lipa City, Batangas

Inclusive education is an approach that ensures every student, regardless of their learning needs, has fair access to quality education. This study delved into the inclusive education practices, difficulties, and recommendations of Technology and Livelihood Education (TLE) teachers in public junior high schools in Lipa City, Batangas, Philippines. Drawing inspiration from frameworks, like the Salamanca Statement, Gardner’s Theory of Multiple Intelligences and Vygotsky’s Social Constructivism, the research explored how TLE teachers incorporated education into their curriculum design, instructional strategies, and assessment of learning. Using a descriptive-quantitative research design, this research surveyed 81 TLE teachers from 21 public junior high schools. Their demographic profiles were collected, along with their inclusive education practices in the aspects of curriculum design, instructional strategies and assessment of learning. Significant differences were observed in the teachers’ curriculum design and instructional practices while there was no significant difference in their assessment of learning when grouped according to their ages and educational attainment. No significant difference was observed in the three aspects of their inclusive education practices when grouped according to their sex, number of years in teaching, areas of specialization, and length of inclusive education training attended. A comprehensive professional development program for TLE teachers in Lipa is proposed as a way of addressing key challenges and opportunities in the practice of inclusive education. It emphasizes inclusivity in practices and acknowledges the significance of equal provision of high-quality education for all students, stakeholder collaboration, sufficient fund allocation, and continuous professional development to further improve inclusivity and ensuring that no student is left behind in any learning process.

Comparative analysis of layered curriculum and project-based learning approaches in an oral radiological course.

This study aims to compare the effectiveness of the layered curriculum method (LCM) and project-based learning method (PBLM), on dental students in the evaluation of cysts and tumors affecting the jaws and surrounding tissues, which have an important place in dental practice. Forty-nine 3rd-year dental students who agreed to participate in the study voluntarily were randomly divided into two groups: LCM and PBLM. Pre-test was administered to all students. Students in the PBLM group were divided into five groups and each group was asked to complete a project within a 5-week period and present it to their groupmates at the end of the period. Students in the LCM group were asked to choose the activities most suitable for their learning styles at each layer and to progress by being evaluated by educators in brief interviews throughout the learning process. At the end of the 5-week training period, a post-test and a post-participation questionnaire were administered to students in both groups to obtain feedback. The pre-test and post-test results of the groups and their answers to the post-participation questionnaire were analyzed statistically. Post-test results were statistically higher than pre-test results in both LCM and PBLM groups (p<0.001). When the LCM and PBLM groups were compared, there was no statistically significant difference in terms of pre-test and post-test results (p>0.05). Both PBLM and LCM positively contributed to pre-graduate dental education by enhancing students' academic achievements. Students in both groups stated that their research skills, study habits, and learning motivation increased. Since both models adopt the theory of multiple intelligences, similar methods are recommended for inclusion in dental education.

Do scientific attitude and intelligence affect motivation towards STEM? Structural equation modelling.

The aim of this study is to reveal the effect of scientific attitude and intelligence on STEM (science, technology, engineering and mathematics) motivation using Structural Equation Modelling (SEM). It is possible to say that there is a reciprocal relationship between attitudes towards science, intelligence and motivation towards STEM. Motivation is closely and positively related to STEM, scientific attitude, intelligence and organizational development. When female students are supported and motivated positively, it is possible for them to be successful in STEM. It is possible to say that female students are the female leadership candidates of the future. Female leader candidates can play a role in future organizational development. Female leader candidates who are supported and motivated by their environment can take their place in organizational development. There is a gap in the research literature on this subject in Türkiye. This study fills an important gap in terms of sampling, research method and data analysis. In the study, personal information form, Attitude Towards Scientific Research Scale, Multiple Intelligences Self-Perception Scale and STEM Value-Expectation Rating Scale were applied to 159 female undergraduate students who are disadvantaged in STEM field and studying at Ege University Ödemiş Faculty of Health Sciences. It is possible to say that most female students have positive attitudes towards scientific research. According to the research results, as the reluctance to help researchers and negative attitudes towards research increase, motivation towards STEM decreases. As positive attitudes towards research and researchers increase, motivation towards STEM increases. In addition, increases in verbal-linguistic intelligence, logical-mathematical intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence and natural intelligence lead to an increase in positive attitudes towards research and thus STEM motivation. When the value expectations of future female leadership candidates for the STEM field were evaluated, it was found that 81.13% of the students had a medium level of value expectation evaluation level for the STEM field. This situation suggests that female students are not positively motivated for STEM in the family, school and peer environment.

Utilizing multiple intelligences as a means to improving claim performance outcomes in project-based organizations

PurposeProject claim performance is often poor with negative consequences for project-based organizations (PBOs). Conflict and emotion are reported to impact organizational claim performance outcomes, yet remains unexplored. This study investigates the multiple intelligence (MI) context from the viewpoint of the claim management office (CMO), with the intent of identifying pathways to improving the emotion-based claim performance of PBOs.Design/methodology/approachThe study utilizes an autoethnographic case study involving a PBO-based general contractor (GC). Multiple intelligence theory (MIT) is applied as the theoretical lens. Method of framework analysis is used in analyzing the data, with reference to claim management office (RFCMO) theory as a main source in making “analytic generalization”.FindingsMultifaceted complexities of MIs are identified, including ambidexterity, actions and relations, stress and conflict, cultural differences and universals, meta-strategic thinking and team diversity. The holistic emotion-based strategies model identifies how PBOs can improve claim performance, specifically by adopting theories confection remedy and controlling emotion outcomes strategies in a closed-loop process. Further, the coherent emotions governance (CEG) framework enables CMOs' to upgrade maturity levels, by integrating the strategies, general and specific measures for improving emotion-based organizational claim performance.Originality/valueThis is a pioneering study in unveiling the complexities of organizational emotions engagement and the application of confection remedy, specifically in a project management context. The antecedents of RFCMO theory are here enriched with MIT and the pool of the supporting people-centered theories, augmented by an autoethnographic case study, in which the linkage between emotion and conflict complexity is laid bare. Further, this study identifies how conflicts in construction industry can be mitigated by way of a discrete three-category theories confection remedy.

Holistic Competencies of Chinese Preschool Teachers: Psychological, Physical, and Educational Dimensions

Preschool teacher training and development addresses the multiplicity of domains and competence areas important in the general development of young children. The psychological, physical and pedagogical aspects of holistic capabilities of preschool teachers have been discussed in this study carried out in China. The research utilized the Partial Least Squares Structural Equation Modeling (PLS-SEM) as well as a quantitative approach in collecting information from 325 preschool teachers located in different regions. Consequently, it is clear that there are significant relationships among the competences: psychological competences like stress management and emotional intelligence have an acceptable influence on educational and physical competences as well. Teachers’ energy levels and physical health greatly affect their efficiency at teaching their pupils. These results emphasize the importance of an integrated approach to pedagogical development involving professional, emotional and psychical training for better instruction provision. This paper also underlines correlations between various capabilities, which is congruent with Gardner’s Theory of Multiple Intelligences and Bronfenbrenner’s Ecological Systems Theory. Some suggestions include creating inclusive teacher education programs; developing inspiring work settings; starting health initiative programs among others. Hence policy decision makers can understand that massive needs have to be met by facilitating holistic programmatic growths whilst rewarding continuous professional development in academics field. This study provides imperative insights into the diverse responsibilities of preschool teachers and lays the groundwork for future research probing longitudinal consequences and objective measures of teacher competence, despite its reliance on self-report data and a narrow geographic emphasis

PERANCANGAN WEBSITE SISTEM PAKAR WEBSITE DESIGN EXPERT SYSTEM DETERMINING TYPE OF INTELLIGENCE USING FORWARD CHAINING AND CERTAINTY FACTOR METHODSPENENTU JENIS KECERDASAN MENGGUNAKAN METODE FORWARD CHAINING DAN CERTAINTY FACTOR

An individual has potential and interests within themselves. However, often these individuals do not realize their potential and interest in a particular field. This can be overcome by knowing the type of intelligence that exists within the individual. Apart from the aim of knowing the type of intelligence, another benefit of knowing the type of intelligence is to plan a career that suits each individual's personality. An expert system is a solution to this problem. The expert system designed refers to the theory of multiple types of intelligence or Multiple Intelligence put forward by Howard Gardner. There are 2 methods that will be used, namely Forward Chaining and Certainty Factor. The Forward Chaining method is used to produce a conclusion from the user's answer. Meanwhile, the Certainty Factor method is used to provide a confidence value or certainty value for the conclusions that have been produced. In designing the expert system website, the author collaborated with a psychologist who is an expert in making measuring instruments or ensuring that the indicators used are in accordance with psychological science

Analysis of Mathematical Problem-Solving Ability in Terms of Multiple Intelligence, Cognitive Style and Learning Style of Junior High School Students

This study aims to describe: (1) the mathematical problem-solving ability of Sleman Regency's JHS students, (2) whether there is a difference in students' mathematical problem-solving ability in terms of multiple intelligence, (3) whether there is a difference in students' mathematical problem-solving ability in terms of cognitive style, (4) whether there is a difference in students' mathematical problem-solving ability in terms of learning style, and (5) whether there is an interaction between multiple intelligences, cognitive style and learning style. The research method used is a survey method with a quantitative approach. The research population is JHS students in the 2023/2024 school year in Sleman. The sample is 434 students, determined using a stratified proportional random sampling technique. The instruments used were a mathematical problem-solving ability test, a GEFT test, a multiple intelligence questionnaire, and a learning style questionnaire. The data analysis is descriptive statistics to determine students' mathematical problem-solving ability level and inferential statistics using a three-way ANOVA test to describe students' mathematical problem-solving ability's differences in terms of multiple intelligence, cognitive style and learning style, and to describe the interaction between multiple intelligences, cognitive style and learning style. The analysis showed that: (1) the mathematical problem-solving ability average score of Sleman's JHS students is 53.49 which is in the moderate category, (2) there is no difference in students' mathematical problem-solving ability in terms of multiple intelligence, (3) there is a difference in students' mathematical problem-solving ability in terms of cognitive style, (4) there is no difference in students' mathematical problem-solving ability in terms of learning style, and (5) there is no interaction between multiple intelligence, cognitive style and learning style of students.