Types Of Multiple Intelligences Research Articles

Formal Multiple Intelligences Assessment Instruments for 4-6 Years Old Children

This two years research was done in the form of research and development. The selection of the research method was because the research developed valid and reliable instruments which be used to assess eight types of the multiple-intelligences of the 4-6 years old children. They were eight types of multiple intelligences namely verbal/linguistics intelligence, logical mathematical intelligence, visual spatial intelligence, intrapersonal intelligence, interpersonal intelligence, bodily/kinesthetic intelligence, music/rythmic intelligence and naturalist intelligence. The two years research and development was done in three stages. By doing literature research, the first stage was to analyze concepts, principles, and theories aimed to construct multiple intelligences conceptual frame work of the 4-6 years old children. The second stage was to develop valid and reliable eight types of formal multiple intelligences assessment instruments for the 4-6 years old children, in which, the validity and reliability of the assessment instruments were confirmed by field test. First field test was carried out on a small group consisted of 20 children, and the second field test included 40 children. Both field tests revealed that the eight types of multiple intelligences assessment instruments were valid and reliable. The third stage was to assess the improvement of the 4-6 years old children’s multiple intelligences after participating the instructional model focused on the improvement of multiple intelligences. The third stage was done by implementing mix method research and revealed that the children’s multiple intelligences were improved. The improvement of the children’s multiple intelligences assessed accurately. To decide the level of multiple intelligences improvement of the children, therefore, the assessment instruments equipped by measured standard used.

Multiple Intelligences Profiles of Junior Secondary School Students in Indonesia

This study aimed to investigate the Multiple Intelligences profiles of the students at junior secondary school in Makassar. The Multiple Intelligences Inventory was used to identify the dominant intelligence among the students. The sample of this research was 302 junior secondary schools students in Makassar Indonesia who willing to participated in this study. Descriptive and inferential statistics were used to investigate the students’ MI profiles. The results of this study showed that all intelligences were possessed by the students either in strong, moderate, or weak category. Existential intelligence became the strongest intelligence among the nine types of multiple intelligences. Moreover, other types of multiple intelligences in strong category were interpersonal intelligence and verbal-linguistic intelligence. They were the second and the third intelligence of the strongest intelligences. The other types were in moderate category, were intrapersonal intelligence, musical intelligence, visual-spatial intelligence, logical mathematic intelligence, bodily-kinesthetic intelligence, and naturalist intelligence. In terms of gender, the study revealed, male students significantly possessed stronger in logical-mathematic intelligence, bodily-kinesthetic intelligence, and intrapersonal intelligence, Meanwhile, Female students were significantly stronger in musical intelligence, interpersonal intelligence, and existential intelligence. The results also showed that there was no significant difference between male students and female students in verbal linguistic intelligence, visual-spatial intelligence, and naturalist intelligence.

MULTIPLE INTELLIGENCES AS PREDICTORS OF READING COMPREHENSION AND VOCABULARY KNOWLEDGE

: The present study was conducted to investigate types of Multiple Intelligences as predictors of reading comprehension and vocabulary knowledge. To meet this objective, a 60-item TOEFL test and a 90-item multiple intelligences questionnaire were distributed among 240 male and female Iranians studying English at Qazali and Parsian Universities in Qazvin. Data were analyzed using a multiple regression procedure. The result of the data analysis indicated that musical, interpersonal, kinesthetic, and logical intelligences were predicators of reading comprehension. Moreover, musical, verbal, visual, kinesthetic and natural intelligences made significant contributions to predicting vocabulary knowledge. Key words: Multiple intelligences, reading comprehension, vocabulary knowledge.

The Relationship between Logical, Naturalist Intelligences and Learning Grammar for EFL Learners at Elementary Level

The present study was an attempt to investigate the existence of any possible relationship among two types of multiple intelligences (logical and naturalist) and learning grammar on EFL males and females in elementary level. An initial number of thirty participants (ten males, twenty females), studying Interchange Intro book in Golestan language institute of Mashhad, took part in the study. The data was collected through 119-item multiple intelligences test and 40-item grammar test. In order to analyze the data, the Pearson Correlation Coefficient was used. It was found that there is a strong relationship among the scores of mentioned intelligences and learning grammar among male students whereas no relationship was observed among females Index Terms—Multiple Intelligences Theory (MIT), learning grammar, Foreign Language Learners (EFL learners)

The Level of Multiple Intelligences to Primary Stage Arabic Teachers in Jordan and Its Relevance to the Experience and Qualification

This study aimed to investigate the level of multiple intelligences to Primary Stage Arabic Teachers in Jordan, and its relevance to the experience and qualification. To achieve this, the researcher randomly selected a clusters randomized sample of (92) teachers of Arabic language in the primary stage at Amman Second Directorate of Education (45 male and 47 females). For the purposes of study, the researcher developed an (80) items survey for multiple intelligences, distributed over eight sections to represents a kind of multiple intelligence, and to ensure the validity of the test content, it was reviewed by experienced arbitrators. Reliability coefficient was also confirmed for the test sample through administering it to a pilot study and, the "Cronbach Alpha" factor was (0.90). The results of the study showed that Teachers of Arabic language have the eight types of intelligences in varying degrees, and they have based on their response to the measure of multiple intelligences a moderate degree of intelligence in: Intrapersonal, Linguistic, verbal social, Naturalist, Logical Mathematical, Spatial, Bodily- Kinaesthetic one after the other. While the musical intelligence was low. and all kinds of multiple intelligences of Arabic teachers was not high. The study showed also that there were no statistically significant differences in the level of multiple intelligences due to Experience and a Qualification. The study recommended to Use Multiple Intelligence teaching strategies for different levels. And to Train Arabic language teachers on multiple intelligence types.

English language teaching program of universities: does it cater for multiple intelligences of students?

The purpose of present study was to evaluate English language teaching program of Iranian universities to see to what extent MI theory has been implemented in educational system. As Marsh (1997) holds starts as a plan; it only becomes a reality when teachers implement it with real students in a real classroom (cited in Anthony, 2008: 77). Since teachers and textbooks are manifestations of education in curriculum, the study intended to investigate how the content of textbooks represents multiple intelligences. In particular, it sought to indicate if the textbooks covered all types of multiple intelligences in line with university disciplines of students. Also, in order to find if MI theory is implemented in the program, a series of semi- structured interviews were conducted with university instructors of English. The aim of interviews was to find if instructors apply principles of MI in their classes. The results of this quantitative-qualitative study revealed that ELT textbooks covered a limited range of multiple intelligences i.e. mostly verbal/linguistics intelligence. In addition, the study indicated that MI principles are not applied in the English language classroom. Based on the views of instructors, some suggestions would be made regarding implementing MI in the English language curriculum. The results may be used as a guide for developing teacher education programs in Iran and other countries which are going to implement MI principles in their ELT curriculums. It is hoped that the findings will have an impact on policy makers as well as instructors' concerns about curriculum reform in universities.

On the Representation of Multiple Intelligence Types in the ILI Intermediate Coursebooks: A Coursebook Evaluation

This study aims at evaluating the coursebooks taught at the intermediate level of adult and young adult departments of the Iran Language Institute in terms of multiple intelligence types introduced by Gardner (1983) to see to what extent such coursebooks represent the Multiple Intelligence Theory. To fulfill the objectives, a checklist developed by Botelho (2003) and localized by the researchers on the basis of this theory was used. The coursebooks were analyzed according to this checklist and the frequencies and percentages of occurrence of each type of intelligence were calculated. The results of the study showed that verbal/linguistic, logical/mathematical and visual/spatial types of intelligence were the most dominant intelligence types in the analyzed coursebooks. Naturalistic and bodily/kinesthetic types of intelligence were the least common types represented in the coursebooks. A comparison was also made between the coursebooks taught to adults and young adults at the Iran Language Institute and the results presented a significant difference between the percentage of occurrence of logical/mathematical, bodily/kinesthetic, visual/spatial, intrapersonal and musical types of intelligence between the two sets of coursebooks. On the other hand, the difference between the percentage of occurrence of verbal/linguistic, interpersonal and naturalistic types of intelligence was not significant.

Comparison of learning preferences of Turkish children who had been applied cochlear implantation in Turkey and Germany according to theory of multiple intelligence

Aim The aim of the study is to determinate the using dominant multiple intelligence types and compare the learning preferences of Turkish cochlear implanted children aged four to ten in Turkey and Germany according to Theory of multiple intelligence. Material and method The study has been conducted on a total of 80 children and four groups in Freiburg/Germany and Ankara/Turkey. The applications have been done in University of Freiburg, Cochlear Implant Center in Germany, and University of Hacettepe, ENT Department, Audiology and Speech Pathology Section in Turkey. In this study, the data have been collected by means of General Information Form and Cochlear Implant Information Form applied to parents. To determine the dominant multiple intelligence types of children, the TIMI (Teele Inventory of Multiple Intelligences) which was developed by Sue Teele have been used. Results The study results exposed that there was not a statistically significant difference on dominant intelligence areas and averages of scores of multiple intelligence types in control groups ( p > 0.05). Although, the dominant intelligence areas were different (except for first dominant intelligence) in cochlear implanted children in Turkey and Germany, there was not a statistically significant difference on averages of scores of dominant multiple intelligence types. Conclusion Every hearing impaired child who started training, should be evaluated in terms of multiple intelligence areas and identified strengths and weaknesses. Multiple intelligence activities should be used in their educational programs.

Types of Multiple Intelligences of Kaab Bin Bursha Public School Grade 12 Students’ in the Sultanate of Oman and their Effect on Students’ Achievements in Chemistry

Types of Multiple Intelligences of Kaab Bin Bursha Public School Grade 12 Students’ in the Sultanate of Oman and their Effect on Students’ Achievements in Chemistry

The relationship between Iranian EFL learners’ perceptual learning styles and their multiple intelligences

The present study was conducted to explore any probable relationship between the learning styles and the multiple intelligence types of Iranian English major sophomores at Islamic Azad University-Tabriz Branch. Ninety-four subjects participated in the study. Statistical analysis of the data indicated that kinesthetic learning style and spatial intelligence were the most dominant among Iranian university students. The correlation analysis also revealed significant relations between tactile learning style and mathematical intelligence; kinesthetic learning style and mathematical intelligence; tactile learning style and spatial intelligence; tactile learning style and bodily intelligence; and kinesthetic learning style and bodily intelligence.

The relationship between the primary teachers’ teaching strategies and their strengths in multiple intelligences (Their multiple intelligence types) (Sampling: Izmir and Lefkosa)

This paper aims to examine the relationships between the teaching styles and the multiple intelligence types of the primary school teachers in İzmir and Lefkosa. The study encompasses 245 subjects, 164 primary school teachers from İzmir and 81 primary school teachers from Lefkosa. In the study, The “Teaching Styles Scale” developed by Serin, Bulut Serin and Serin (2005) and the “Multiple Intelligence Inventory” developed by Saban (2002) were administered to reveal the teaching styles and multiple intelligences of the teachers, respectively. In the analysis of the data, t-test and multiple regressions have been used. The results indicate that there are statistically significant differences between the primary teachers working in İzmir and those working in Lefkoşa when the relationships between their strengths in multiple intelligences and the sub components of their teaching styles such as courageousness, being a model, and planning are considered. There is also a significant difference between gender and planning, but no significant differences between the multiple intelligence types and the other subcomponents of the teaching styles. The t-test results on the regression coefficient depict that variables such as spatial/visual, naturalistic, and interpersonal intelligences play a predictive role on teaching strategies.

Multiple Intelligences in Japanese Language Learning

The awareness of the multiple intelligences and the appreciation towards the specific intelligences optimizes motivation, and accelerates the learning process. Gardner (1999) claims that all individuals possess eight types of multiple intelligences, which are verbal-linguistic, logical-mathematical, music, visual-spatial, kinaesthetic, interpersonal, intrapersonal, and naturalistic intelligence. Understanding of these profiles may lead one to a better understanding of self and how individual learn. This study adopts a descriptive approach, using questionnaires as the means to collect data. The objectives of this paper are firstly to examine the learners' profile of multiple intelligences, determines the correlation among intelligences, and then to suggest the learning activities based on the multiple intelligences. As a result of this study, it was found that there were positive correlations among the variables, thereby suggesting alternative routes to effective Japanese language learning via more than two kinds of learning strategies.