Developing multiple intelligences, passing accuracy, and ball control skills through a differentiated learning strategy in female students

The aim of this research is to investigate the ability of multiple intelligence (MI) of male and female students from primary school. The total sample was 71 students consisting of 35 experimental group students and 36 in the control group in a primary school in Cilegon City, 2016-2017 academic year. In this study, the experimental group consisted of male students using learning with the MI and the control group consisted of female students using learning with the MI approach. Analysis of data obtained from this study, using the Independent Sample t-test and Pearson Product Moment Correlation Coefficient. The findings of this study indicate that there is a statistically significant difference between the ability of MI in the experimental group and the control group, where the average score experimental group is higher. These results can be seen in the average score of MI ability in the experimental group is higher in visual-spatial, music, logical-mathematical, interpersonal and bodily-kinesthetic intelligence. The average score of MI ability in the control group is higher in verbal-linguistic, naturalistic, and intrapersonal. These concluded that the results of the Investigation of Multiple Intelligence (MI) of Primary School Students in the experimental group (male students) were better than the control group (female students).

Background and Aim: The present research was done with the aim to compare the effectiveness of study methods and time management training, on the academic self-Efficacy, academic self-regulation and performance in biology course of female and male students of twelfth grade in experimental science major. Methods: The research method was quasi-experimental with a pretest and posttest design in addition to the control group. The statistical society consisted of all female and male students in twelfth grade of experimental sciences major in Tabriz city during 2021-2022; among them 52 students were selected in one step cluster sampling method as the sample case and categorized in two groups of experimental group (26 students) and the control group (26 students). In order to estimate students’ academic self-efficacy, the standard questionnaire of Jinks and Morgan (1999) was applied. Savari and Arabzadeh (2013) questionnaire was used to analyze their academic self-regulation; and to evaluate students’ performance, their current and previous academic year’s final scores in biology course was utilized. The validity of research instruments was confirmed by the approval of specialists and the reliability was estimated and approved by calculating Cronbach alpha coefficient (α> 0.7). Prior to the study, pre-test of academic self-efficacy and academic self-regulation was implemented in both groups. The experimental group had received study methods and time management trainings through a package in 8 sessions with 60 minutes training, but the control group had not received any training therapy. After the training course in the post-test stage, both of the groups answered to the research instruments of the pre-test stage. Students’ final scores in biology lesson of previous and current academic year was also gained. The research data was analyzed with analysis of covariance using SPSS. Results: Based on the obtained results, the study methods and time management training had the same effectiveness on female and male students’ academic self-efficacy, academic self-regulation and performance in biology course. Conclusion: According to the results of the research, critical thinking and social cognitive training has increased the emotional readiness of female students in the first year of high school. Critical thinking training created a significant difference between the control and experimental groups in terms of the variable of emotional creativity. Also, critical thinking and social cognitive training has improved innovation in female students of the first year of high school. Teaching critical thinking and social cognition has not had a significant impact on students.

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.

Objectives of the study are to determine the effect of teaching based on multiple intelligence theory (TBMIT) in visual arts class on student success and permanence. Experimental design is used in the study. Study group is composed of students at 8 th grade in 2012-2013 educational term at Ataturk Secondary School in Igdir city centre. Experimental and control groups are made up of 32 and 31 students, respectively. In control group, conventional teaching method was used for expressing the subject of “miniature picture” in visual arts class while in experimental group a teaching method based on multiple intelligence theory (MIT) was applied for 3 weeks in both groups. Success test developed by the researchers was applied to measure success readily after and permanence of the knowledge learned 3 weeks after the experiment. In the comparison of the results obtained from Success and Permanence tests of experiment and control groups, t test was used by considering the statistical analyses of data obtained. It was found form the results that experimental group is more successful than control on the average. According to P test results, experimental group had larger P scores than the control. As a conclusion, MIT was found to affect Success and Permanence of 8 th grade students in miniature picture subject in visual arts class.

Evaluate the effectiveness of the generative learning model in teaching artistic gymnastics law to female fourth-stage students at the University of Babylon's College of Physical Education and Sports Sciences. To determine the variations in cognitive accomplishment between the control and experimental study groups after teaching the artistic gymnastics law. The research hypotheses are that fourth-stage female students at the College of Physical Education and Sports Sciences, University of Babylon, have significantly higher cognitive achievement of the artistic gymnastics law after post-testing. The researcher utilized an experimental approach. The fourth-year female students at the University of Babylon's College of Physical Education and Sports Sciences deliberated on the research community for the academic year 2022-2023. One of the reasons for this decision is that the topic (artistic gymnastics) is presented at this level. This is one of the subjects in the first semester. At present, there are 40 female students in the research sample, which was randomly divided into 20 students in the experimental group and 20 students in the control group. The researcher's conclusion was as follows: The strategy used, and the generative learning model, increased cognitive success when teaching artistic gymnastics law. In post-tests, the generative learning model beat the previously used strategy regarding cognitive accomplishment. The researcher recommended the following: 1. Implementing this concept to include additional sports activities in other cognitive and practical curricula.2. Instructing faculty members in the department to use this paradigm in general and practical curricula.3. Conducting scientific studies using current techniques or tactics and comparing results of this model to assess its efficacy in the educational process.

Naturalist intelligence is a fundamental domain of early childhood development, reflecting children's capacity to observe, identify, and relate to elements of the natural worldÔÇöan ability that is increasingly essential in fostering ecological consciousness from an early age. This study aims to determine the effect of the outing class learning method on the naturalist intelligence of children aged 5ÔÇô6 years. The research employed a Quasi-Experimental Design. Participants consisted of 20 children from Group A and Group B at Rahmatul Iman II Kindergarten. Using simple random sampling, ten children were assigned to the control group (Group A) and ten to the experimental group (Group B). Data were collected through structured observation to assess indicators of naturalist intelligence. Data analysis included both descriptive and inferential statistics, namely normality tests, homogeneity tests, and independent t-tests. The findings revealed a statistically significant difference between the experimental and control groups, with the experimental group showing a more substantial improvement in naturalist intelligence. The analysis confirmed this outcome, as the calculated t-value was substantially higher than the critical value, leading to the rejection of the null hypothesis. It can thus be concluded that the outing class method has a significant and positive impact on the development of naturalist intelligence in children aged 5ÔÇô6 years. These findings imply that integrating experiential outdoor learning into early childhood education may serve as an effective approach to nurturing environmental sensitivity and holistic development.┬á

Research was conducted with middle‐school Kuwaiti children to assess the effectiveness of student multiple intelligence styles in predicting students' improved reading skills through academic performance. A group of middle school students who had received first quarter grades and enrolled in an after‐school tutoring program were studied, with half of the students in a traditional tutoring program and the other half in a Gardner multiple intelligence style‐tutoring program. Results show that the students in the experimental group (mean = 48.99), whose multiple intelligence was applied to learning, performed better overall for the academic year than the students in the control group (mean = 45.30) who studied using traditional teaching methodology. Gender, school type, and residential living area were all analyzed within the experimental group. The experimental group results show that, with regards to grades during each quarter period, female students attending private institutions living in suburban areas had greater reading improvement.

Indonesian students’ low performance in international mathematics literacy assessments highlights the need for instructional approaches that foster higher-order thinking and learner autonomy. Conventional, procedure-oriented instruction has shown limitations, whereas Android-based learning modules implemented within the context of mobile-assisted learning provide opportunities to integrate deep learning pedagogy with students’ intrapersonal intelligence. Intrapersonal intelligence, particularly self-regulation, metacognitive reflection, and goal setting, plays an important role in supporting students’ engagement and mathematics literacy development. This study aimed to compare secondary students’ mathematics literacy outcomes between Android-based deep learning instruction and conventional teaching, while examining the structural contribution of intrapersonal intelligence dimensions to mathematics literacy. A quasi-experimental design was employed involving 68 secondary school students, divided into an experimental group (n = 34) and a control group (n = 34). Instruments included a mathematics literacy test and an intrapersonal intelligence questionnaire. Data were analyzed using independent samples t-tests, effect size estimation, Pearson correlation, and structural equation modeling. The results indicated that students in the experimental group demonstrated significantly higher post-test mathematics literacy scores than those in the control group (t = 7.25, p<0.001), with a large effect size (Cohen’s d = 1.25). Significant positive associations were found between intrapersonal intelligence dimensions and mathematics literacy (r = 0.41-0.63, p < 0.01), with goal setting and planning (β = 0.28) and metacognitive reflection (β = 0.24) showing the strongest standardized contributions. These findings suggest that integrating deep learning pedagogy with intrapersonal intelligence through Android-based modules is associated with higher mathematics literacy outcomes and provides practical insights for designing technology-enhanced mathematics instruction in secondary education.

As an enlightening process, the principal and global intent of education are to enhance students’ cognitive abilities. Cognitive abilities induce progressive attainment and retention of learning skills that enable children to apply the attained information. Cognitive abilities can be improved by providing the right training to children. An in-depth longitudinal study was conducted to analyze the impact of educational intervention based on Gardner’s multiple intelligence on the cognitive abilities of the respondents. Cluster sampling was followed to extract a sample including 3500 school going boys and girls aged between 11-14 years in India. The sample was primarily categorized into experimental and control groups. Both the groups were assessed in terms of their intelligence quotient, focus factor, decision-making ability, creative quotient, cognitive capacity, and estimation level thrice during the timeline of 12 months. Standardized cognitive ability assessment and multiple intelligence assessments were administered on them. Experimental group availed intervention whereas the control group was excluded from intervention. The intervention was provided in the form of task-sheets based on the age and respective dominant multiple intelligence of each student. Eventually, a significant surge was notified in the cognitive abilities of the experimental group while there was no such noticeable change in the cognitive abilities of the control group. Therefore, it was concluded that the cognitive abilities of the children can be enhanced drastically if the educational instructions are imparted through their respective dominant intelligence. Hence, the educational system can become highly productive to bestow inevitable improvement in the development of cognitive abilities among students.

A student’s level of achievement is not solely influenced by the way he/she is taught, but by a nest of correlations, resulting in each individual being influenced by an immediate and a proximal environment. The human capability to act effectively in a nest of correlations constitutes the modern definition of intelligence (Barrington 2007: 423) and precisely Gardner’s Multiple Intelligences Theory (MIT). This article reflects on the results of a pilot study, carried out to investigate whether there is a relationship between MIT and language sustainability among learners taking an English course. 220 second-year science students were randomly chosen for two experimental groups (MIT-based teaching) and a control group (teaching based on their textbook). The main results showed a statistically significant difference between students’ continuous assessment marks. Also, the results of students’ final exam showed a statistically significant difference between the experimental and control groups.

The current research intends to investigate the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry. The research was quasi experimental with 3A—3 factorial design. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. Sampling was done by stratified cluster random sampling technique. The sample of this research consisted of the students of SMP N 3 Madiun, SMPN 7 Madiun, and SMPN 10 Madiun. The sample consisted of 260 students. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded that: (1) the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of Jigsaw type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model. Â DOI: http://dx.doi.org/10.22342/jpm.11.1.3948.15-28

This research aimed to study the effect of using the flipped classroom learning strategy on the technical performance of 100 metres hurdles in female university students. The participants of this study were 24 female students of the second year of the College of Physical Education and Sports Sciences of the University of Baghdad, in the academic year 2020-2021. They were divided into two groups (experimental group and control group), each group containing 12 female students. The intervention program used the flipped classroom learning method in the experimental group, while the control group received the usual method of real-time explanation. The duration of the intervention program was 16 hours, with a total of 8 teaching units of 2 hours, implemented during a period of 4 weeks, at a rate of 2 educational units per week. The results of the experimental group were significantly better than the results of the control group (p<0.05), both in the technical performance of crossing the barrier and in the overall performance of 100m hurdles. In conclusion, the flipped classroom learning strategy significantly improved the technical performance of 100 metres hurdles in female university students.

The purpose of this study was to determine the application of psychology in educational games based on multiple intelligences related to its role in school maturity. The research hypothesis is that "There is a difference between groups of school maturity who got educative game based on multiple intelligences with a group that did not educative game based on multiple intelligences. The group that was given educative game based on multiple intelligences increased school maturity higher than the control group". The population in this study were 293 students. Based on purposive sampling method, there were 30 students as samples in the research. Measurements were performed using Nijmeegse Schoolbekwaamheids Test (NST). By using the technique of paired samples t test analysis through SPSS, the results obtained in the experimental group, t count <t table (-16.313 <-1.761) and the results of significance of 0.000. It showed difference in school maturity among students. Means with the educative game based on multiple intelligences increased the school maturity. And this was proved with greater mean on experimental group, which is 132.6667. While the control group mean only 90.5333. It shows that the results of the experimental group are better than the control group.

This study aimed to investigate the effect of science class using multiple intelligence on science learning motivation, academic achievement and science process skill of elementary student. The number of participants were 98, 4 classes of <TEX>$3^{rd}$</TEX> graders in G elementary school in B city. The experimental group, 2 classes including 49 participants, had science classes using multiple intelligence while the comparative group, 2 classes including 49 participants, took ordinary teacher-driven lessons using teacher's guidebook. Pre and post tests were done before and after executing lessons to assess the changing in each group's science learning motivation, academic achievement and science process skill. The results of this study can be summarized as follows: First, the pre and post test results of science learning motivation revealed that the experimental group had higher improvement compared to the comparative group and the difference was meaningful. Second, the post test results of the science academic achievement showed that the experimental group had higher average value compared to the comparative group and the difference was meaningful. Third, the pre and post test results of basic science process skill showed that the experimental group had higher average value compared to the comparative group and the difference was meaningful, especially in inference and prediction elements.

In a school environment, interpersonal intelligence is important, because the space of relationships and communication will never be separated from daily activities. Based on the results of interviews with the homeroom teacher of grade V at SD Negeri 01 Kota Baru, it shows that there are still some students who still have low interpersonal intelligence. This study was conducted to determine significant differences in students' interpersonal intelligence in the experimental class and the control class. The approach used was quantitative with a quasi-experimental research type with a posttest-only non-equivalent control group design. The sampling technique used was saturated sampling with 47 students from two grades of SD Negeri 01 Kota Baru as the control and experimental groups. Data collection used a questionnaire. Based on the results of the calculation of the questionnaire scores for Interpersonal Intelligence in the control class and the experimental class, the average value (mean) in the control class was 68.97 while the average value (mean) in the experimental class was 72. Then, an analysis was carried out using the Shapiro-Wilk normality test and the Livene's homogeneity test. After the data were normally distributed and homogeneous so that the T-test requirements were met, the hypothesis test was carried out using the Independent Samples T-Test. The test results showed a significance value of 0.165 &gt; 0.05, which indicates that there was no significant difference in interpersonal intelligence in the experimental class that was given cooperative learning treatment with the control class that used conventional learning in science learning.