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Multiple intelligences and learning modalities possessed by each student need to be considered by teachers. Because to maximize the learning process, both of these things are needed. However, this is often ignored by teachers. The learning process that is carried out only focuses on single intelligence and learning methods that focus on paying attention to the teacher explaining the material. This method certainly causes the learning process to be less than optimal. therefore , an expert system is needed that can help teachers and students know this. The expert system that will be processed takes knowledge from the Guidance and Counseling teacher of SMAN 15 Padang using the Fuzzy Logic Tsukamoto method. This expert system is processed using the Visual Basic.Net programming language, this expert system can identify 4 types of multiple intelligences, namely linguistics, mathematical logic, music and intrapersonal and also the learning modalities possessed by each student with predetermined rules. The results of the expert system can help teachers and students in improving the learning process. With this system, it can help schools, especially Guidance and Counseling teachers, in identifying the types of learning and multiple intelligences possessed by each student. So that it can develop and provide solutions for developing student abilities.

Based on the theory of multiple intelligences, this paper discusses the methods and strategies for the evaluation and improvement of college dance courses. Firstly, this paper introduces the concept and development of multiple intelligence theory and emphasizes its complement and perfection to traditional intelligence theory. Then, it analyzes the problems and shortcomings of current college dance courses, including overemphasis on skill training and single evaluation criteria. Then, it puts forward the curriculum evaluation index based on the theory of multiple intelligences, including the evaluation of students’ multiple intelligences development and the evaluation of curriculum design and teaching methods. At the same time, curriculum evaluation tools and methods are discussed, such as questionnaire survey, observation record, learning achievement display and student self-rating. In the aspect of curriculum improvement and perfection strategy, it emphasizes the application of multiple intelligence theory, interdisciplinary integration and the introduction of scientific and technological means. In terms of curriculum implementation and effect evaluation, the importance of students’ comprehensive intelligent evaluation and students’ feedback is emphasized. Finally, the paper summarizes the practical value of the evaluation and improvement of college dance courses based on the theory of multiple intelligences and looks forward to the future research direction and prospects.

We argue that Gardner’s theory of multiple intelligences is surprisingly analogous to the theory of intelligence implied in the ancient Chinese educational program of the ‘Six Arts’, even though there are also important differences between them. Although we regard components of intellectual structure as multiple, our theory of intelligence is also different from Gardner’s. In this paper we (1) compare Gardner’s theory of multiple intelligences and the theory of intelligence implied in the Six Arts education of ancient China, and (2) analyze Lin Chongde’s theory of intelligence and his perspective that the components of intellectual structure are diverse.

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).

This study aims to apply an instructional model within the framework of Multiple Intelligence(MI) theory and investigate impact of implementing the MI-based instruction in Korean language education. For this purpose, the classroom was restructured to create MI activity centers based on individual intelligences. First, teachers are suggested using MI class opening activities for students who possess strength on different area of intelligences. Before starting class, the classroom can be divided either into intra MI classroom or into inter MI classroom. Secondly, Korean Language teachers can make MI lesson plans using “Youn’s MI Dabige model” (1. Determine MI lesson objectives. 2. Ask MI lesson objectives. 3. Brainstorm MI activities. 4. Invent MI activities. 5. Give MI lessons. 6. Evaluate MI lessons). Finally, MI lessons can be developed through nested, webbed, and nest-web mixed integrated curriculum models. It is concluded that teachers need to use students’ intelligence profiles. There are many ways of learning, but the best way is to use one’s strongest intellectual ability. The efficiency of Korean language education can be enhanced by utilizing learners’ multiple intelligences.

Student profiling and learning strategies have gained the interest of many researchers. In language learning in particular, understanding students’ learning strategies as well as their multiple intelligence profiles is significant because it allows the teachers to develop and design lessons and materials that are customised to their diverse learning needs. Hence, this study investigates the Multiple Intelligences (MI) and Language Learning Strategy (LLS) profiles of students from various science and technology faculties of Universiti Teknologi MARA (UiTM) Terengganu, with a focus on gender differences. The study’s objectives were to determine the dominant students’ MI profiles, their preferred LLS, and gender variations in these variables. Two instruments were adopted in this study, namely McKenzie’s Multiple Intelligences Inventory and the Strategy Inventory for Language Learning (SILL). The findings indicated that the students mostly acquire introspective intelligence, and the majority of male respondents use metacognitive learning strategies. However, the findings revealed a significant positive relationship between MI and LLS. Based on these findings, the study emphasises the importance of incorporating MI and LLS in language teaching and learning and provides recommendations for language teachers to create lesson plans and teaching materials that suit the students’ needs.

The aim of this study is to determine the relationship between metacognitive awareness, problem solving and multiple intelligence, and to examine the role of multiple intelligence in determining of metacognitive awareness and problem solving. A total of 450 Physical Education and Sport School students (153 female, 297 male) were voluntary participated in this study. Three different measurement tools were used in this study; Metacognitive Awareness Inventory (MAI), Problem Solving Inventory (PSI) and Multiple Intelligence Inventory (MI). Descriptive statistics, Pearson correlation and multiple regression analysis (enter) were applied on data. A positive linear correlation among metacognitive awareness, problem solving and multiple intelligence was found in the study (p<.01). Besides of that it is determined that multiple intelligence explained problem solving 25 % and metacognitive awareness 47 %. All these findings revealed that students’ level of metacognitive awareness, problem solving skills and multiple-intelligence areas are closely related with each other and these concepts supports each other as well.

This paper presents findings from an action research project that investigated the application of Multiple Intelligences (MI) theory in classrooms and schools. It shows how MI theory was used in the project as a basis for suggestions to generate classroom practices; how participating teachers evaluated the project; and how teachers responded to the professional experience. Teachers reported successful student outcomes including more interest and motivation, better recall and deeper understanding, higher attainment, improved self-esteem, and more fun and enjoyable classroom experiences. For teachers themselves, the project was a challenge. They needed more planning time, more persistence, more collegiality, and more management support. All involved in the project found the experiment worthwhile, exciting, and a stimulus for radical change in their pedagogic practice and thinking. Teachers renamed and extended existing practices to include MI approaches and this led to a methods-shift and, ultimately, to indications of a mind-shift. It was apparent in the Irish MI Project that the premising of curriculum content and delivery, state certificate assessment, school organisational practices, and attitudes on a narrow, untenable and unfair construct of intelligence can result in educational exclusion and disadvantage for many students. Thus, it is suggested that the agency of intelligence in educational failure merits attention.

With the ongoing digital transformation in education, digital resources are increasingly applied in lower secondary Chinese language teaching, yet their use still lacks systematic pedagogical guidance. Based on a survey of Chinese teachers in Ho Chi Minh City, this study examines the effectiveness of digital resources through the lens of Multiple Intelligences (MI) theory. Findings reveal that digital tools are effective in supporting linguistic, spatial, musical, and bodily-kinesthetic intelligences, but show clear limitations in supporting logical-mathematical, intrapersonal, interpersonal, and naturalist intelligences. These gaps suggest the urgent need for instructional design that leverages Multiple Intelligences theory to create digital resources that are personalized, interactive, and feedback-oriented. Such resources can better accommodate diverse learning styles, promote student engagement, and enhance the overall effectiveness and sustainability of Chinese language teaching at the lower secondary level.

Multiple intelligences (MI) theory (Gardner, 1983), a pluralistic conception of intelligence, has been adopted by educators in a variety of ways to improve teaching and learning. Some adaptations have included exploring learning styles, designing lesson plans, developing integrated curricula, and adopting authentic forms of assessment. In this case study, a high school science teacher, Jade (a pseudonym), explored MI theory and used it as a conceptual framework to make decisions about how to structure her Grade 9 science curriculum. In studying the case, a variety of data sources and methods were used, including audiotaped planning meetings and interviews, classroom observations, teacher‐generated concept maps, and reflective journals. This article describes Jade's initial explorations of the theory, how she incorporated the theory into her daily teaching, and the outcomes of the study for Jade and her students. In addition, tensions and challenges experienced by Jade in applying the theory to pr...

This study delves into the intersection of multiple intelligence theory and mathematical pedagogical simulation methods, exploring the combined impact on grade three children’s academic Mathematics attainment set against the backdrop of ongoing debate around multiple intelligence (MI) theory, with some researchers questioning its validity and labelling it as a ”neuromyth” due to perceived lack of empirical evidence. Therefore, this research argues for the continued relevance and critical evaluation of multiple intelligences (MI) theory in the educational context. Using a mixed-methods approach, the study examines how incorporating diverse intelligence preferences into Mathematics instruction influences the Mathematics outcomes of grade three children. The findings reveal a significant positive correlation between students’ intelligence preferences and their academic attainment in Mathematics (p < 0.05), indicating that tailored instruction aligned with dominant intelligence preferences enhances learning outcomes. 32.1% of children who enjoyed asking life questions scored above average in Math, compared to only 13.0% of those who disagreed (χ² = 144.158, p = .000). Instruction that caters for diverse intelligence preferences leads to improved academic attainment in Mathematics. The study underscores the value of recognizing and incorporating children’s endowed competences into mathematical pedagogical simulation methods. Ultimately, the research contributes to the ongoing discourse on MI theory, highlighting its potential to inform effective teaching practices, to enhance students’ outcomes in Mathematics education when integrated into mathematical pedagogical simulation methods, and to advocate for a nuanced understanding of intelligence preferences to foster a more inclusive and supportive mathematics learning environment.

The notion of “multiple intelligences” (MI) was established by Howard Gardner, a psychologist from the United States, during the latter part of the 1970s and the early part of the 1980s. Gardner introduced the concept of MI in his 1983 publication titled Frames of Mind: The Theory of Multiple Intelligences, positing that individuals possess unique cognitive abilities across eight discrete domains. As per the theory, there exist nine discrete categories of intelligence, such as logical-mathematical, visual-spatial, musical-rhythmic, verbal-linguistic, bodily-kinesthetic, intrapersonal, interpersonal, existential, and naturalistic. Individuals construct their distinct cognitive frameworks by engaging in activities that are highly valued within their respective cultural contexts. The present article furnishes a comprehensive outline of the rationales and plausible scenarios for deliberating MI theory with pre-service educators during their teacher training. This study examines the significance of Universal Design for Learning (UDL) and comparable models in the context of teacher training, taking into account the distinctions between the semantic theoretical foundations of intelligence in Multiple Intelligences (MI) theory and learning styles theory.

The present study attempts to investigate the relationship between the multiple intelligences and the academic performance achievement levels of high school students based on Gardner’s multiple intelligences theory. This was a descriptive correlation study. To accomplish this purpose, 270 students of high school of Bandar Abbas selected by clustering random sampling, and all of them filled the Gardner’s multiple intelligences questionnaire. For analysis of collected data, descriptive statistics including Mean, Standard Deviation, Pearson coefficient correlation and regression were used. Findings of this study revealed that moderate inter-correlation exists between verbal-linguistic and visual-spatial intelligences and academic performance achievement (p<05). Multiple intelligences such as logical-mathematical, visual-spatial, verbal-linguistic, intrapersonal, bodily-kinesthetic, interpersonal and naturalistic have a significant positive relationship with academic performance achievement of students (p<05). It became clear that multiple intelligences like visual-spatial, verbal-linguistic and interpersonal statistically significant and were able to predict academic performance achievement (p<05), whereas musical intelligence was a tunable negative predicator for academic performance achievement of students. Key words: Gardner’s multiple intelligences, academic performance achievement, students.

Background and Study Aim. In modern sports education, the development of both cognitive and motor skills is an important component of effective training. Multiple intelligences and futsal-specific abilities, such as passing accuracy and ball control, are key elements that support students’ overall performance. Although differentiated learning strategies are applied in educational practice, their relative effectiveness in enhancing these domains remains a subject of practical interest. The aim of this study was to assess the effectiveness of a differentiated learning strategy in improving multiple intelligences and futsal-specific skills (passing accuracy and ball control) among female students. Material and Methods. Forty students participated during the 2024–2025 academic year at Al-Qasim Green University, Iraq. Thirty students were randomly assigned to an experimental group (n = 15) and a control group (n = 15), while ten students took part in a pilot study. A structured 12-week training program (24 sessions, 90 minutes each, twice weekly) was designed based on differentiated instruction principles. Outcomes were assessed using the Multiple Intelligences Scale, the Ball Passing Accuracy Test, and the Ball Control Test. Results. ANCOVA revealed significant group effects across all variables. The experimental group outperformed the control group in multiple intelligences (F = 112.788, p &lt; 0.001, η² = 0.807), passing accuracy (F = 65.139, p &lt; 0.001, η² = 0.707), and ball control (F = 105.828, p &lt; 0.001, η² = 0.797). Estimated marginal means confirmed these findings, with higher post-test scores for the experimental group (MI = 147.8 vs. 142.7; PA = 11.5 vs. 9.5; BC = 6.2 vs. 4.6). Conclusions. Differentiated learning strategies tailored to students’ intelligence profiles proved highly effective in enhancing both cognitive (multiple intelligences) and motor (passing and ball control) domains. These findings highlight the pedagogical value of integrating adaptive instructional models into sports education curricula.

Aim: Promoting health and ensuring health in the community is one of the important pillars of the development of societies and it seems that important factors play a role in promoting the mental health of the community. Therefore, the purpose of this study is to investigate the effect of exercise on mental health. Methodology: This study was a causal-comparative research that has been conducted through field method. The statistical population of this study was all students in Tarbiat Modares University that its non-athlete population was 6032 and its athlete population was 298. 680 non-athlete students and 204 athlete students were selected as Morgan’s table. The instrument of this study was included General Health Questionnaire (GHQ-28). The collected data were analyzed by Kruskal Wallis Test and Mann-Whitney U test. Findings: The results showed that there was a significant difference between male and female athlete students and between female athlete and non-athlete students in social dysfunction subscale, so that female athlete students’ social function had a better position in both groups. On the other hand, the difference between non-athlete female and male students was not significant in any of the subscales, but the difference between male athlete and non-athlete students was significant in all subscale of mental health. Other results of this study showed that there was a significant difference between married and single students’ mental health (p &lt;0.05), so that married students had higher mental health than single students in somatic symptoms, social dysfunction, and depression subscales. Conclusion: Therefore, the increasing of motivation should be considered through the culture building and the promotion of general knowledge about the benefits of physical activity.