Types Of Multiple Intelligences Research Articles

Contribution of Multiple Intelligences to L2 Writing of EFL Learners


 The present study was carried out to unveil the predictive power of multiple-intelligences (MI) in accounting for different components of L2 writing. To do so, through an OPT, 120 intermediate EFL learners were selected. In one class session, the researcher gave McKenzie's (1999) MI questionnaire to the learners and asked them to fill out the questionnaire. In the subsequent session, the participants were asked to write an argumentative essay about a topic within 60 minutes. The learners' writings were scored from 1 to 4 based on each component of writing under question (i.e., content, organization, cohesion, vocabulary, grammar, spelling, and pronunciation). Finally, the learners' answers to the questionnaire were quantified and their performances on the writing test were scored by two raters (and the inter-rater reliability calculated through Pearson correlation equaled .86). Multivariate regression in AMOS (version 22) was used to analyze the data, and to show which types of MIs contributed more to different aspects of L2 writing. The results of this investigation showed that certain types of multiple-intelligences affected certain components of the students’ writing. More precisely, it was unraveled that logical and musical intelligences contributed more to the relevance and adequacy of content; on the other hand, verbal, musical, and naturalistic intelligences bore effects on learners' writing organization; logical, existential, and verbal intelligences played a significant part in the learners' cohesion; logical and intrapersonal intelligences contributed more to the adequacy of vocabulary for purpose; musical, logical and intrapersonal intelligences could significantly account for the grammar of written productions; visual and kinesthetic intelligences were most effective in the punctuation components of L2 writings; finally, EFL learners' spelling was influenced by logical, musical, existential, and interpersonal intelligences. The results of the study bear significant implications for L2 writing researchers and teachers.

The Effect of Object-Free and Object-Related Intelligences on Hands-On Making Self-Efficacy and Attitude Toward Quality Improvement

In science, technology, engineering, arts, and mathematics (STEAM), hands-on making is the interplay of the sensuous forces of object-free and object-related intelligence transcendence in the continual process of quality improvement. The present research involved the design of a STEAM contest that focuses on having students use hand tools to produce three miniature models in the morning and then use these models to compete in relay races and tug-of-war contests in the afternoon. They were required to rely on their intelligence practice without the assistance of teachers or parents. Thus, this research aimed to explore the correlates between students’ object-free (bodily-kinesthetic, spatial, logical) and object-related (naturalistic) intelligences, and their hands-on making self-efficacy (HMSE) reflected in their attitude toward quality improvement (ATQI) when participating in a STEAM contest. Data were collected from 330 junior high school students on the day of the STEAM competition and were subjected to confirmatory factor analysis with structural equation modeling. The results indicated that the students’ 4 types of multiple intelligences were positively related to HMSE. Consequently, HMSE was positively related to ATQI. The results imply that ATQI was essential for students to win in the STEAM contest, which benefited those students with a high level of the 4 types of intelligence mediated by HMSE.

The Analysis of Multiple Intelligence Types of Social Sciences and Science High School Students in Terms of Different Variables

Amaç: Bu araştırma, sosyal bilimler ve fen lisesi öğrencilerinin sahip oldukları zeka alanlarını belirleyip farklı değişkenler açısından incelemek amacı ile yapılmıştır. Yöntem: Araştırmada tarama yöntemi kullanılmıştır. Bu araştırma, 2017-2018 eğitim-öğretim yılında Trabzon ilinde bulunan Sosyal bilimler lisesinden 150 ve Fen lisesinden 172 öğrenci olmak üzere 9. ve 10. sınıflarda öğrenim gören toplam 322 öğrenci ile gerçekleştirilmiştir. Çalışmada veri toplama aracı olarak Çoklu Zeka Envanteri, Biyoloji tutum testi ve lise biyoloji akademik başarı ortalamaları kullanılmıştır. Bu araçlardan elde edilen verilerin analizinde SPSS.22 paket programı kullanılarak; bağımsız gruplar için Mann-Whitney-U testi, tek yönlü varyans analizi Kruskal Wallis H testi kullanılarak yapılmıştır. Bulgular: Elde edilen verilere göre fen ve sosyal bilimler lisesinde baskın çoklu zeka türlerinin mantıksal/matematiksel, görsel/uzamsal ve müziksel/ritmik zeka olduğu ortaya çıkmıştır. Sosyal bilimler lisesi öğrencilerinin çoklu zekalarının biyoloji akademik başarı ortalamasına ve biyoloji ders tutumuna genel olarak bir etkisinin olmadığı, fen lisesinde ise çoğu alt boyutta fark gözlendiği tespit edilmiştir. Sonuçlar ve Öneriler: Araştırma sonuçları fen ve sosyal bilimler lisesinde öğrenim gören öğrencilerin sahip olduğu çoklu zeka alanlarının farklılık gösterdiği, buna bağlı olarak da biyoloji akademik başarı ortalamalarının ve biyolojiye karşı ders tutumlarının da değişkenlik gösterdiği tespit edilmiştir. Başka illerde farklı veri toplama ölçekleri ve daha büyük örneklem oluşturacak birden fazla fen ve sosyal bilimler lisesi öğrencisine uygulamalar yapılarak geneli kapsayacak sonuçlar elde edilebilecek farklı çalışmalar yapılabilir.

Examining the Multiple Intelligence Types Based on Academic Success, Age, Gender and Job Experience of Physical Education Teachers in State Schools in Turkey

The current approach to education has highly changed compared to the past approach where individual differences and potentials were overlooked. Today, there is an education system that reveals the potentials of individuals, shapes the strong sides and supports the weak sides. This approach is based on the multiple intelligence theory. The aim of this study is to examine the profiles of educators based on the multiple intelligence theory. This is a scan model descriptive research. It was carried out in 2017 in four cities in Turkey (Istanbul, Ankara, Samsun, Gaziantep) with the participation of 110 physical education teachers (46 female, 64 male) whose ages were 22-42 (an average age of 31,98). To collect data, the reliability index was determined as .81, and the “Multiple Intelligences Inventory”, translated into Turkish by Oral (2001) was used. The significance level was considered as (p<0.05). To compare the multiple intelligence type points based on the gender and age variables, the t test and Mann Whitney U test were used for paired comparisons while the Kruskal Wallis and OneWay ANOVA test was used for multiple comparisons. The significance level was considered as (p<0.05). As a result of the study, a statistically significant difference was not detected in multiple intelligence point averages based on gender, job experience and academic achievement variables while a positively significant difference was found in the social intelligence type based on the age variable.

HOW TEXTBOOK AFFECT LEARNING: THE REPRESENTATION OF MULTIPLE INTELEGENCE IN SCHOOL TEXTBOOK

This research aims to know the representation of multiple intelligence types in physics textbooks for Junior High School. The data source of this research is the BSE Science (physics subject matters) textbook adapted from 6 books, such as a book for VII grade levels 1 and 2, a book for VIII grade levels 1 and 2, and a book for IX grade level 1 and 2. This research uses using a qualitative descriptive method by analyzing textbooks using by checklist system instrument, which had developed by Seyyed Ayatollah Razmoo and Zahra Jozaghi (2010). This checklist system refers to 8 multiple intelligence types by Howard Gardner (1999). These eight intelligence types would be specified in several activities related to each type. The data analysis result shows that the physics subject of Science in the BSE textbook for Junior High School is more centered around logical intelligence, which is intended for an experiment, collecting data, logical thinking, and numerical calculation. Therefore, it can be concluded that the book has not accommodated the entire intelligence.

An Experimental Study on Factors Influencing the Musical Intelligence of Young Adolescents

In order to confine the full array of abilities and talents that people possess, Gardner theorizes that people do not havejust an intellectual capacity, but have many different kinds of intelligence, including intrapersonal, logicalmathematical, naturalistic, body-kinesthetic, musical, interpersonal, spatial-visual, existential and linguistic intelligences. According to Howard Gardner, people who are musically intelligent have good thinking in patterns, rhythms and sounds. Such entities have a strong appreciation for music and often they are good at musical composition and performance. By keeping in view above facts, this study was designed to identity the types of multiple intelligences among young adolescents along with, to assess the effect of various human ecological factors (as stated by Bronfenbrenner) on Multiple Intelligences of secondary level students. To achieve this aim, standardized Multiple Intelligence Assessment Tool developed by Kaur (2006) was implemented on a sample consisting of 200 students from higher secondary schools of both areas of Mahendergarh (Haryana), i.e., rural and urban. Results revealed that fathers' education and occupation, residence of location and relationship with the peers of the young adolescents were observed to be significantly associated with musical intelligence of the respondents. Other variables had no significant association with the musical intelligence of the young adolescent girls.

The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School students

The study was aimed to investigate the effectiveness of teaching strategy based on Multiple Intelligences (MI) theory to improve multiple intelligences and science process skills of junior high school students in Indonesia. The study used quasi experimental design and the effectiveness of the teaching strategy was evaluated by pretest-posttest-control-group design. The samples consisted of two schools selected by Stratified Random Sampling. The experimental group (n=63) was taught using the MI strategy while the control group (n=61) was taught using the traditional strategy. This study was conducted in 12 weeks. Data were obtained from multiple intelligences test, science process skills test, and observation sheets. The hypotheses of student multiple intelligences and science process skills were tested using Wilcoxon’s Signed Rank Test and ANOVA test. The results indicated that students who were instructed by using MI strategy improved on four specific types of multiple intelligences namely visual spatial, intrapersonal, kinesthetic, and musical intelligences. However, the interpersonal logic remains unchanged, while the mathematical logic decreases after treatment. Also, these showed an improvement of the science process skills, specifically in the questioning ability.

Multiple Intelligences and Attachment among University Students and Their Influence on Life Satisfaction and Happiness

This study is about the types of multiple intelligences and attachment styles among a group of Turkish university students. Participants were 450 students from one public university in Turkey. A demographic and socio-economic questionnaire, Multiple Intelligence Survey, Revised Adult Attachment Scale, Satisfaction with Life Scale and The Oxford Happiness Questionnaire -short version were used as study instruments. Of the 450 students, 63.8% were female and the mean age was 21.24±2.14 years. Bodily intelligence was reported more frequently by male students whereas intrapersonal and logical intelligences were reported at higher rates in female students. Attachment related avoidance was reported by 58.7% of the students. Male students reported more attachment related anxiety, and female students reported more attachment related avoidance. No significant correlations were determined between attachment style and economic status, age, class-year and Grade Point Average of the students. The relationship between students’ intelligence and attachment style was also insignificant. No significant relationship was determined between the happiness and life satisfaction scores of students with different types of intelligences. Female students were found to be significantly happier and satisfied with their lives than male students. Students with a poor economic status had the lowest happiness and life satisfaction scores and the difference was statistically significant. These findings are important to provide a more complete picture about the difficulties experienced by young adults when socially or emotionally adapting to university life. There is much to say regarding the impact of “multiple intelligences”, “attachment styles” and the “subjective well-being” of university students.

The Utilization of the Theory of Multiple Intelligences In Industrial Design Teaching

The research focuses on using the theory of multiple intelligences in the design teaching process, through the knowledge of the multiple intelligences of students, and selection of learning styles, educational activities, and technology methods that suit the intelligence of students and the nature of each stage of the design process, resulting in students absorption of the contents of the courses offered in a better manner, thereby contributing to increase creativity in their work. The study focused on the importance of the theory of multiple intelligences as one of the most important theories of education that concerned on making the learner the main point of the process of education by focusing on discovering the multiple intelligences of students and use it in the process of education to turn the weaknesses of students to strengths, In addition to displaying the types of multiple intelligences, the methods and strategies of learning Which correspond to these intelligences, the stages of design and the skills required during each stage, the process of teaching design in the traditional way, and finally, how to use the theory of multiple intelligences in the process of design education. The study concluded the importance of utilization the theory of multiple intelligences and applying it during different stages of the design teaching process, stressing the need to choose educational activities, technology and learning styles, which correspond to the multiple intelligences of students and the nature of provided information.

The correlations among undergraduate EFL students’ reading habit, multiple intelligences, and writing mastery

This study aims to investigate the correlations among undergraduate EFL students’ reading habit, multiple intelligences, and their writing mastery. It also aims to identify types of reading habit and multiple intelligences that mostly influence students’ writing mastery. In this correlational study, the data were collected through questionnaires and test. The data were analyzed by using correlation and linear regression analyses. The results show that there are no significant correlations between reading habit and writing mastery, between multiple intelligences and writing mastery, and between predictor variables and criterion variable.

A STUDY OF MULTIPLE INTELLIGENCE IN RELATING TO LEARNING STYLE AMONG HIGHER SECONDARY STUDENTS

Students’ reveal different learning styles and multiple intelligences, and only by accommodating these several abilities can teachers appropriately plan and conduct tasks and evaluate what students have learned. The present study describes the types of learning styles and multiple intelligences of students, as well as instructional methods that work best with students’ relevant learning traits. The main motive is to study on multiple intelligence in relating to learning style among higher secondary students in Coimbatore district. This research is under taken with a view to examining the relationship with multiple intelligence and learning style of different high school students with a sample size 300. The investigation is analyzed by the descriptive analysis and differential analysis. The result concluded from the study that there is no substantial change with respect to gender, locality, groups and board of institution in their mean score of multiple intelligence and learning style. The correlation is not significant with the multiple intelligence and learning style.

On the relationship between multiple intelligences and self-actualization among Iranian EFL learners

The present study aimed at taking steps to draw language instructors to new educational approaches in foreign language learning context in which the learners’ potentials concerning target language skills are realized at their maximum rate. To that end, the researchers opted to investigate the correlation between multiple intelligences theory and self-actualization to find out if any of the intelligence types as well as total multiple intelligence scores are significantly related to learners’ self-actualization. To collect the data, 278 junior students majoring in English language teaching and English literature at B.A. level were randomly selected from several universities of Razavi Khorasan province, Iran to answer the questionnaires. After the two completed questionnaires of multiple intelligences and short index of self-actualization were collected, the data were analyzed by Statistical Package for the Social Science (SPSS) software. The results revealed that among nine multiple intelligence types; naturalist, linguistic, logical-mathematical, intrapersonal, and existential intelligences are significantly related to self-actualization. Furthermore, it was demonstrated that there is a statistically significant relationship between total multiple intelligence scores and self-actualization. Finally, multiple regression analysis was run to find out the intelligence type that makes the most contribution to the prediction of self-actualization. The results showed that intrapersonal intelligence is the best predictor of self-actualization which uniquely explained 6.8 percent of the variance in self-actualization score.

PENGEMBANGAN KECERDASAN JAMAK PADA ANAK USIA DINI

<p>Multiple intelligences development in early childhood is a learning process that will be developed by early childhood educators in the implementation of learning educators who want to teach a subject matter, then the educators to teach in accordance with the trend of learning styles of learners. Because in one classroom there are some students who each have different intelligences. This research on multiple intelligence development in early childhood.</p><p> </p><p>The purpose of this study were (1) to determine the definition of multiple intelligences; (2) to determine the types of multiple intelligences; (3) to implement learning activities focused on the development of intelligence plural (multiple intelligences).</p><p> </p><p>This paper use a qualitative approach (library research). It try to gain an understanding of the holistic about the problems being faced by the reality (Sugiyono (2010: 1). The method of this study appeared as a paradigm shift in looking at reality or phenomena or symptoms.</p><p> </p><p>Every school should be able to develop intelligence potential of each child. Paradigm of intelligence and child's success is only assessed on IQ or mark, whereas the concept of multiple intelligences is, Howard Gardner argues that each student is intelligent. And intelligence is not just one, but plural. The type rather than the multiple intelligences include, among others: (1) Intelligence of logic or mathematics is the intelligence in terms of numbers and logic. ; (2) The language or linguistic intelligence is the intelligence of word processing, or the ability to use words effectively both orally and in writing. ; (3) visual-spatial intelligence is one part of the plural intelligence which is closely linked to the ability to visualize images; (4) musical intelligence is the ability to handle musical forms; (5) Physical intelligence is an intelligence which currently use are capable of doing great movements, such as running, dancing .; (6) The naturalist intelligence is the expertise to identify and categorize the species (flora and fauna) in the surrounding neighborhood .; (7) intrapersonal intelligence is the ability of ourselves to think reflectively; (8) Interpersonal intelligence is to think by communicating with others; (9) an existential intelligence is the ability to feel and appreciate the variety of spiritual experiences on the appropriate lesson or understanding of faith in God.</p>

Study of the Appropriate and Inappropriate Methods of Visual Arts Education in the Primary Schools According to the Types of Multiple Intelligences

In the current changing world, named the era of knowledge explosion, specialists and those involved in education have been attracted finding a response to a question: what should we teach today’s students that to be useful for them in the future life? The main objective of this study is to investigate the appropriate and inappropriate methods of visual arts education in pre-school. According to the types of multiple intelligences, reaching to this goal requires careful planning, proper training and proper content selection along with talent and interests of learners along with the use of appropriate practice training and educational staff training. The research handles descriptive and analytic methods as well as academic literature. The results suggest the importance of understanding the multiple intelligences in the visual arts education.

A Comparative Study of Multiple Intelligences of Students with Respect to Grades

The purpose of the paper is to study and compare the Multiple Intelligences of girls and boys studying in VII and IX grades. The nature of study was descriptive. Two stage sampling was used to select sample. The sample of the study constitutes 4577 students in which 2010 were from grade VII and 2567 students from grade IX. Analysis of Variance (ANOVA) was used to find the significant difference in the multiple Intelligences of students with respect to grades. The findings shows that there is a significant difference in the multiple Intelligences of grade VII and IX students. The mean scores indicate that IX grade students were found to be high on Bodily Kinesthetic, Interpersonal, Intrapersonal, Musical, Naturalistic and Existential Intelligence than VII grade students. The inter-correlation between different types of Intelligence was calculated with respect to grades. It was found that the coefficient of correlation between different types of Multiple Intelligences were high in case of grade VII students in comparison to grade IX students. Profile Analysis was used to derive an inference about the level of multiple intelligences of students with respect to grades. The findings showed that IX grade students i.e. girls and boys were found to be high on all types of Intelligences than VII grade students i.e. girls and boys. Suggestions and implication of the study were discussed.

INTELLIGENCE AND MANAGERIAL PERFORMANCE: AN INTERACTIVE ROLE OF KNOWLEDGE SHARING CULTURE

Indubitably, business organizations have gained competitive edge by promoting intelligence skills and knowledge-sharing behaviors to develop human capital. Therefore, intelligence skills and fostering knowledge-sharing behaviors have received focused attention from knowledge management practitioners, top managements, strategic managers, policy makers, business leaders, and organizational consultants with the objective of improving managers’ performance level in the workplace. The focus of this investigation is to examine the influence of multiple types of intelligence on managerial performance in the context of the banking sector in a developing country. Furthermore, this investigation aims to examine the interactive role of knowledge-sharing culture in the association between multiple intelligence types and managerial performance. The cluster and simple random sampling technique have been used for data collection. Self-administrated questionnaires have been used to gather responses from 254 employees in managerial positions in Pakistan’s banking sector. The study results indicate the positive impacts of cognitive, social, emotional, and cultural intelligence on managerial performance. The interactive impacts of knowledge-sharing culture strengthen the relationship between intelligence skills and managerial performance.

Learning styles and types of multiple intelligences in dental students in their first and tenth semester. Monterrey, Mexico, 2015.

Introduction: Nowadays the incorporation and validation of learning styles and multiple intelligences enable teachers to obtain positive results in academic performance. This new approach has allowed to appreciate personal differences in dental students and strengthen their underdeveloped aspects, improving teaching and learning skills. Objective: To compare learning styles and multiple intelligences in a sample of Mexican dental students in their first and tenth semester. Materials and Methods: A cross-sectional study using questionnaires on learning styles (Honey-Alonso) and Gardner’s multiple intelligences was performed. The study was applied to 123 students in their first semester and 157 in their tenth semester at the School of Dentistry at Universidad de Nuevo Leon, evaluating differences between age and sex. Results: Logical-mathematical intelligence (p=0.044) and kinesthetic-corporal intelligence (p=0.042) showed significant differences between students of both semesters, with intrapersonal and interpersonal intelligences being more prevalent. Within learning styles, the prevalent were Reflexive and Theorist, showing a significant difference between semesters (p=0.005). Conclusion: The most prevalent learning styles in both groups were Reflexive and Theorist, with no difference between both sexes. The most prevalent types of multiple intelligences in both sexes and groups were interpersonal and intrapersonal.

The Association of Physiological and Physical Parameters of Athletes in Different Sports with Multiple Intelligences

The aim of this study was to determine the association of the physiological and physical parameters of athletes in different sports with multiple intelligences. A total of 120 athletes participated voluntarily in the study. In the study, the Multiple Intelligence Self Evaluation Scale, which was developed by Howard Gardner, and the validity and reliability study in Turkish was conducted by Gonce Seber, was administered to the students to determine the distribution of the types of multiple intelligences. The physical measurements of students such as height, age and body weight and their movement measurements such as static balance, standing jump, grip strength, with bent 20 m endurance run, plate tapping, 10 x 5 m run and skin fold (biceps, triceps, subscapular, suprailiac, calf) measurements. 30-second sit-up tests were also carried out. As a result, the physiological and physical parameters of the badminton, swimming, taekwondo and football athletes showed the lowest total score was found to be Balance. The distribution of the physiological and physical parameters scores of the athletes in all of the sports included in the study was as follows: left hand grip, right hand grip, fat percentage, flexibility, 30 seconds of sit-ups, shuttle run 20 m, disc, hanging with bent arm, long jump and shuttle, respectively. The highest total score for intra-personal intelligence was obtained in badminton and football, while the highest total score for logical intelligence was obtained in swimming and taekwondo. The intelligence type that had the lowest total score in all of the sports was musical intelligence.

다중지능 유형별 독후활동 연구

ABSTRACT This study tries to discuss the problems of reading education b ased on the theory of multiple intelligences and after reading activity. For the theory of mul tiple intelligences, Dr. Howard Gardner asserted eight types of multiple intelligences under the presupposition the anyone had infinite ability. He analyzed and applied reading education by types of multiple intelligences and proposed a new program for the reading education aiming to evenly promote children’s various intelligences and heighten their creativities. The purp ose of the new program is to have children throw away the idea that they should perfect thei r resultants in reading education time, develop their own strong intelligences through various ex periences and processes and complement their lacking abilities. To prove the validity of the program I made FGI (Focus Group Interview) to the sample group consisting of child readin g education experts. Analyzing the interview showed that the general idea of the group corresp onded to the researcher’s expectation effect. I see that reading education has one-dimens ionally developed significance if it enables all the children of the present and the future no t to have the oppressive feeling that they should produce masterpieces in reading education but to take pleasure in the activities and improve their own abilities.

English

After Gardner had introduced the Multiple Intelligence (MI) theory, many researchers tried to find out the possibilities of applying this theory in the education domain. Moreover, the effects of different kinds of athletic applications on intelligence development within the framework of this theory have also been under investigation. This study also tried to explore the possible effects and relations of athletic participation in school sports competitions on MI types of high school female students. For this purpose MI inventory was applied to 198 female students and the data derived from this inventory was evaluated through SPSS 19.0 package programme using descriptive statistics, independent samples t test and Pearson Product Moment Correlation test. The t test results of this research clearly pointed out that participation to athletic activities had significant effects on the verbal/linguistic and bodily/kinaesthetic intelligence development of the students which was also verified through correlation analysis. Besides, correlation analysis showed that there was a significant positive relationship between interpersonal intelligence and sport experience.   Key words: multiple intelligence theory, intelligence, female athlete students.