English

This study aims to: 1) describe the multiple intelligences seen in student activities in the third grade 2013 curriculum; and 2) explain the development of multiple intelligences that have not been seen in student activities in the textbooks for class III students of the 2013 curriculum. The research conducted is included in the type of qualitative research. The data collection method used is literature study and discussion with colleagues. The results of the analysis of the thematic book for class III Objects Around Me 2013 curriculum that aspects of multiple intelligences have not been raised or developed as a whole. This can be seen in sub-theme 1 of intelligence that appears more dominant, namely linguistic intelligence and interpersonal intelligence, while intelligence that is not at all raised is naturalist intelligence. In sub-theme 2, visual-spatial intelligence and interpersonal intelligence are dominantly developed, and musical intelligence is not developed at all. Meanwhile, the 3 intelligence sub-themes that often appear are linguistic intelligence and intrapersonal intelligence, besides that musical intelligence has not yet been raised. And sub-theme 4 has visual-spatial intelligence and interpersonal intelligence that are often raised in student activities, the intelligence that is still lacking and has not been raised is musical intelligence. So that the results of the study can be concluded that in general the activities contained in the class III curriculum 2013 textbooks are able to develop eight intelligences.

The study conducted an empirical investigation on self-concept as related to gender, parental profession and academic achievement among early-adolescent boys and girls in various institutions of Rajshahi city. A total of 160 respondents constituted the sample of the study. A 2×2×2 factorial design involving two levels of gender (boy/girl), two levels of parental profession (service/business) and two levels of academic achievement (high achiever/low achiever) were used. The results showed significantly higher self-concept of girls than boys. In case of academic achievement high achievers expressed significantly more positive self-concept than low achievers. In case of parental service, high achiever boys and high achiever girls expressed significantly more positive self-concept followed by their counterpart low achievers. In case of parental business, it was found that high achiever girls expressed significantly more positive self-concept than low achiever girls. However no significant mean difference was obtained between high achiever boys and low achiever boys in case of parental business. Thus, self-concept of young children was found to be determined by gender, parental profession and academic achievement during early adolescent stage. DOI: http://dx.doi.org/10.3329/jles.v6i0.9728 JLES 2011 6: 97-103

The concept of e-learning provides more intensive interaction between lecturers and students, students and students, both in the classroom and outside. E-learning can increase student interest in optimizing the potential of multiple intelligences. Incorporating Multiple Intelligences into e-learning strategies provides a level of flexibility in how students can carry out their learning and provide a collaborative and interactive environment. This study aims to analyze student activity in e-learning based on multiple intelligences. The method used is descriptive qualitative by analyzing student activities in e-learning based on the classification of 8 Multiple Intelligences. The results of this study stated the percentage of students based on multiple intelligences obtained the highest percentage value of 38% Naturalist intelligence, 24% Musical intelligence, 17% Visual Spatial intelligence, Logic mathematical intelligence and Interpersonal intelligence 7%, Kinesthetic intelligence 4%, Intrapersonal intelligence 3%, and Linguistic intelligence 0%. Analysis of e-learning activities obtained the highest frequency by visua-spatial intelligence with a percentage of 82%, dominant naturalist intelligence possessed by students in the class has a percentage of 74%, then intrapersonal intelligence as much as 63%, kinestetic intelligence 53%, interpersonal intelligence 47%, musical intelligence 31%, and logic-mathematic intelligence 29%. Because in this class the dominant type of naturalist intelligence, e-learning is declared suitable to be applied because this intelligence is included in the active category of activities in e-learning.

This study was undertaken to identify the relationship between multiple intelligences with preferred science teaching and science process skills. The design of the study is a survey using three questionnaires reported in the literature: Multiple Intelligences Questionnaire, Preferred Science Teaching Questionnaire and Science Process Skills Questionnaire. The study selected 300 primary school students from five (5) primary schools in Penang, Malaysia. The findings showed a relationship between kinesthetic, logical-mathematical, visual-spatial and naturalistic intelligences with the preferred science teaching. In addition there was a correlation between kinesthetic and visual-spatial intelligences with science process skills, implying that multiple intelligences are related to science learning.

This article explores the practical integration of the theory of multiple intelligences into language education. Firstly, utilizing language input instruction enables the development of students' language proficiencies, including linguistic intelligence, visual-spatial intelligence, and musical intelligence. This is accomplished by using authentic and meaningful language materials, such as newspapers, magazines, videos, and songs, all carefully selected to improve language acquisition. Secondly, language output instruction focuses on developing students' expressive skills in both oral and written forms by actively involving them in communication, presentations, writing tasks, and the expression of opinions. This enables the practical application of their acquired knowledge. Lastly, carefully crafted English classroom activities effectively integrate a variety of intelligences, such as logical-mathematical intelligence, bodily-kinesthetic intelligence, and interpersonal intelligence. By incorporating activities such as group discussions, role-playing exercises, project-based research, and competitive endeavors, students' multiple intelligences are nurtured, while also igniting their passion for learning. The flexible application of the multiple intelligences theory, combined with language input instruction, language output instruction, and the design of English classroom activities, serves to enhance both the effectiveness and appeal of students' language acquisition journey.

This study analyzed the characteristics of multiple intelligence and the levels of academic adjustment for the department and the major among undergraduate students majoring in IT. Seventy freshmen majoring in IT at the department of M, H University participated in this study and the basic major subject required for the department was Computer Language: I-C Language. Eight intelligence areas less controversial in Gardner`s multiple intelligence theory were used; academic adjustment was manipulatively defined as the degree of adjustment for the department and the major among undergraduate students; and pleasure, flow, familiarity and relevance to the major, academic achievement, and major satisfaction were selected as variables through literature review. The undergraduate students majoring in IT showed high levels of interpersonal intelligence and intrapersonal intelligence, with insignificant gender differences. Significant correlations were found between multiple intelligence and academic adjustment. In particular, while pleasure and flow in C programming were found to be at low levels in academic adjustment, the significant correlation between linguistic intelligence in multiple intelligence and flow in C language was a very interesting finding. While significant correlation was not found between multiple intelligence and academic achievement, students who were more highly aware of the relevance to the major and who were more familiar with C language showed higher academic achievement. Lastly, limitations of this study were discussed; on the basis of the results, suggestions were made about prescriptive strategies to improve academic achievement for undergraduate students majoring in IT.

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.

Multiple intelligences theory offers a framework to understand diverse cognitive abilities beyond traditional IQ. This study aims to explore the multiple intelligences of the main character, James Howard, in George Bamber's radio drama Return to Dust, using Howard Gardner's Multiple Intelligences theory. Employing a qualitative descriptive research design, the study transcribed and classified the character's monologues and dialogues to identify instances of linguistic, mathematic, spatial, kinesthetic, interpersonal, and intrapersonal intelligences. The findings indicate that linguistic and intrapersonal intelligences are the most dominant, each accounting for 25% of the observed intelligences. Spatial and interpersonal intelligences each represent 15%, while mathematic and kinesthetic intelligence accounts for 10%. Naturalistic and musical intelligences were not found in this audio drama. This study shows that the main character uses linguistic intelligence through vivid figurative language, mathematic intelligence through rational thinking, and spatial and kinesthetic intelligence in dealing with physical changes. Interpersonal intelligence is seen from his interactions with other characters, while intrapersonal intelligence is reflected through self-awareness and emotional reflection. This study confirms drama as a medium that depicts diverse cognitive and emotional abilities, expanding the understanding of intelligence in literature

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.

Intelligence is not a single ability or a combination of several abilities centered around a single ability, but relatively independent and equal eight intelligences namely verbal-linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and natural observation intelligence. Based on the multiple intelligences model, this paper explores and studies the promotion of learner-centered vocational education teaching and management. This paper analyzes and summarizes the characteristics and manifestations of the eight major intelligences through elaboration, and through cases and analyses such as vocational education and teaching laws and management practice and social perspectives. It elaborates on the scope of application and the use methods of multiple intelligences in vocational education and teaching. The process of teaching and education and student management. The effective use of the theory of multiple intelligences can stimulate more students' potential, so that every student can realize their strengths and their confidence. Through scientific means, these intelligences in students are discovered, and a good cultivation environment and a sound education mechanism are created. So that the concepts of teachers and teachers be transformed, and the abilities of students can be promoted and stimulated. So as to, it more effectively promotes vocational education and teaching management centered on learners to explore and achieve.

Our understanding of how people learn is continually changing. Howard Gardner’s Theory of Multiple Intelligences revolutionized the field education, because it accounts for a broader range of human potential in children and adults and suggests that individuals learn in a multitude of ways. Gardner’s theory suggests there are a variety of possibilities to facilitate learning. People with heightened verbal, linguistic skills are often referred to as word smart. Verbal, linguistic students learn best through the comprehension of language which includes speaking, writing, reading, and listening. Students with verbal linguistic intelligences can easily access information through worldwide databases and computer networks. Any subject content can be enhanced, enriched, and updated from a variety of easily accessed sources which allow students to master the use of technology to access and share information. Students with logical mathematical intelligence are individuals who are number smart and have innate skills which involve logical, problem solving abilities, creative and manipulative skills, and are adept visual learners. Educators can enhance logical-mathematical intelligence through challenging and innovative multimedia technology. With innovative multimedia technology, students learn at all levels and effectively gain knowledge through a variety of different software programs that offer immediate feedback. Learners with visual-spatial intelligence are aesthetically oriented and may have a greater capacity for learning certain sciences like anatomy or topology. They are skillful when it comes to visualization and memory, but may be challenged with auditory memory. Learning for visual-spatial students takes place all at once, with large chunks of information grasped in intuitive leaps. Many people have an innate kinesthetic ability, as well as a natural sense of how their body should react in physical situations. Students with bodily-Kinesthetic intelligence learn best through tactile learning experiences. Bodily-kinesthetic proficiency can be enhanced for students through the use of the whole body to express ideas and feelings. Gardner proposed that musical intelligence almost parallels linguistic intelligence. The person with interpersonal is able to collaborate, understand and work effectively with others. They are aware of their interactions with others and usually take notice of and react to the feelings of others. The interpersonal learner learns best in group situations and structured class settings. Learners with intrapersonal intelligence have accurate self-understanding and are skilled in problem-solving. There is a multitude of different ways to integrate technology into our classrooms and all should focus on learning theory and educational practices. The use of technology should not occur without thinking about how people learn best. To actively engage diverse learners in higher education, the instructor should have a good understanding of the overall nature and purpose of the group, as well as the ability to interact well within the learner’s unique world. The instructor must also be able to structure learning activities to meet their learning needs. The use of Howard Gardner’s Theory of Multiple Intelligences, coupled with an understanding of how effective technology can enhance the learning community, can meet the diverse learning needs of all students.

This study aimed to compare the physiological performance and physical fitness based on the academic achievement levels of secondary school students and to explore the effect of gender on the relationship between physiological performance, physical fitness, and academic achievement. In this cross-sectional study, 304 children aged 13–14 years were recruited. To assess physical fitness, students performed a 20 m sprint test, a pro-agility test, a one-mile endurance run/walk test, and a countermovement jump test. At the end of the one-mile endurance run/walk test, the estimated VO2peak value of the participants was calculated. The physiological performance of the students was determined by measuring their resting heart rate and blood pressure. Students were grouped into three categories based on their academic achievement levels. The assessment of academic achievement considered their scores from the previous academic year. The scores were divided into three levels: poor (average score of 69 points or less), average (scores ranging from 70 to 84 points), and good (scores of 85 points or higher). The study revealed a notable disparity among students’ VO2Max measurements based on their academic achievement (F = 8.938, p < 0.001, η2 = 0.056). However, we observed that the group with poor academic achievement displayed lower diastolic blood pressure values than the groups with average and good performances. Finally, no significant gender differences were evident in the relationship between academic achievement and any of the physical and physiological parameters.

One of the main objectives of the Social Studies course is to raise individuals with a high level of responsibility. In this direction, many responsibilities are given to the students with the flipped classroom practices known as the replacement of the homework process at home with the theoretical knowledge process in the classroom and increase their academic success. The aim of this study is to investigate the effect of flipped classroom practices on students’ academic achievement and responsibility levels in 5th-grade Social Studies course. The research was carried out according to the embedded experimental design which is one of the mixed-method designs. The study group consists of 5th-grade students studying in the 2018-2019 academic year in two different classes designated as experimental and control groups of a public secondary school in the middle socioeconomic level and Social Studies teacher of these classes. The data were obtained with the Student Responsibility Scale, academic achievement test and semi-structured interviews. As a result of the research, it was found that flipped classroom practices significantly increased the academic achievement and responsibility levels of the students in the experimental group. Teachers and students emphasized that e-learning videos had a significant effect on the increase in achievement and responsibility level. It is suggested that the flipped classroom practice can be used to imrove students’ responsibility and academic achievement levels.

In the process of researching innovative methods of music teaching, this paper takes the theory of multiple intelligences as the theoretical support of AI-assisted teaching methods to assist music teaching design ideas. The multiple intelligence theory is used to propose an auxiliary Q&amp;A system for music education. After conducting basic theoretical research on the seven dimensions of the multiple intelligence theory, the preliminary design of the auxiliary Q&amp;A method for music education is carried out, and finally, an auxiliary Q&amp;A system for music teaching is proposed, which mainly consists of four major modules, namely, question-answering, question-retrieval, question-browsing, and backstage management. Through empirical testing, this paper concludes that in the post-test comparison experiment of the intelligence of students in the experimental class and the control class, the experimental class students’ bodily-kinesthetic intelligence and musical intelligence, etc., have been significantly improved (P&lt;0.01).

This study analyzes the extent to which students in inclusive elementary classrooms select classmates for collaboration and play activities on the basis of academic achievement. To investigate this association, second and third graders (n = 506, mean age 7.6 years) were asked to nominate classmates with whom they collaborate and play at the beginning and middle of the school year. The academic achievement level of students was assessed with a standardized mathematical test at the first measurement point. Two longitudinal social network models were specified to analyze whether academic achievement level functions as a selection criterion for collaboration (academic context) and play activities (play context). Structural network effects, selection effects, and sex-related effects were included in the models. The selection effects on academic achievement revealed that high achieving students were more likely selected by peers for collaboration but not for play activities. Thus, academic achievement was only relevant for peer selection processes in the academic context. Further, a negative homophily effect on academic achievement was found, which indicates that students selected dissimilar peers in terms of academic achievement level for interactions in the academic and play context. Thus, on one hand there was no similarity in academic achievement among peers who liked to collaborate and play together, which is a positive result from an educational and inclusive perspective; on the other hand, there was a tendency to select high achieving rather than low achieving peers for collaborative activities. Teaching practices that can help prevent the formation of such a hierarchy in the classroom and implications for future studies on the link between academic achievement and peer selection processes are discussed.