Hajhashemi, K., Akef, K., & Anderson, N. (2012). The Relationship between Multiple Intelligences and Reading Proficiency of Iranian EFL Students. World Applied Science Journal (WASJ) 19(10), 1475-1483.
Abstract: The purpose of this study was to examine the relationship between multiple intelligences (MI) and reading proficiency of Iranian EFL pre-university students and to look into the role that gender plays. To find out the relationships among the naturally occurring variables, the researcher employed a descriptive and ex post facto design. The participants were 128 randomly selected pre-university students. The researcher utilized three instruments, namely: 1) a demographic questionnaire; 2) the Persian version of Mckenzie’s MI Inventory; and 3) a standardized reading proficiency test retrieved from paper-based TOEFL® tests. Analyzing the data using t-test, it was found that there was a statistically significant difference in the mean of musical-rhythmic intelligence scores of the low achievers and the high achievers which was positive and stronger among the low achievers. Accordingly, it seems that the high achievers may have lower musical intelligence, which also indicates that better readers may be less intelligent ‘musically’. A statistically significant difference was also found between the mean bodily-kinesthetic intelligence scores of the two genders which was positive and stronger among the females. No significant difference was found between the male and female students in their reading proficiency scores.
This document summarizes a study that investigated the relationship between students' gender and intelligence types, the relationship between intelligence types and students' success in English grammar, listening and writing, and the relationship between parental education and students' intelligence types. 144 preparatory students participated and data was collected using a multiple intelligences inventory. The analysis found no significant gender differences in intelligence types except for a positive relationship between gender and linguistic intelligence. There were negative relationships between success in grammar and bodily-kinesthetic, spatial and intrapersonal intelligences, while a positive relationship was found between musical intelligence and writing ability. No relationship was found between parental education and students' intelligence types.
A validation study of the persian version of mckenzie's (1999) multiple intel...James Cook University
Hajhashemi, K., & Wong, B. E. (2010). A Validation Study of the Persian Version of Mckenzie's (1999) Multiple Intelligences Inventory to Measure MI Profiles of Pre-University Students. Pertanika Journal of Social Sciences & Humanities (JSSH), 18(2), 343-355.
MI as a predictor of students’ performance in reading competencyJames Cook University
This document summarizes a research article that examined the relationship between multiple intelligences and reading performance among Iranian pre-university students. The study utilized surveys to measure students' multiple intelligences and a standardized reading test. Results found no significant relationship between overall multiple intelligences and reading scores. However, there was a negative correlation between musical-rhythmic intelligence and reading performance, suggesting higher musical skills relate to lower reading ability. Verbal-linguistic, bodily-kinesthetic, and musical-rhythmic intelligences were found to predict reading proficiency to some degree. The document provides background on multiple intelligences theory and perspectives on the cognitive nature of reading.
A Study of Personality and Emotional Intelligence of Hindi and English Medium...ijtsrd
Present study reports the impact of personality traits and emotional intelligence on Hindi and English medium students. The study was conducted on 110 higher secondary school students located in Indore city in Madhya Pradesh.In present system of education in India as well in globe, is putting the future of pupils in a raise where everyone would be searching for a path of success with low efforts. But then we would be in the struggle of dissemination of sweetness and light to develop his personality with an apt balance of emotional intelligence and competence. The students play no active role in the attainment of knowledge. His entire education is becoming passive and mechanical. Things are loaded on his mind which he cannot digest without strong emotional intelligence, he only crams and therefore they never become his own, which at the end puts him in the struggle for his academic achievement.To bring the pupils in the certainty of successful academic achievement it is highly important to develop their personality with emotional intelligence including stress handling instinct. It would not only make them competent but also able to analyze the reasons of failure. Dr. Inderjeet Singh Bhatia "A Study of Personality and Emotional Intelligence of Hindi and English Medium Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd43616.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/43616/a-study-of-personality-and-emotional-intelligence-of-hindi-and-english-medium-students/dr-inderjeet-singh-bhatia
the relationship of multiple intelligenceMaira Jaffri
This study investigated the relationship between multiple intelligence, effective study skills, and academic achievement among university students. 250 students from 4 universities participated. The study assessed students' multiple intelligences using Gardner's inventory, study skills using Congos' inventory, and academic achievement via prior semester grades. Results found a positive relationship between multiple intelligence, study skills, and academic achievement. Students at private universities had stronger study skills and achievement than public university students. The research suggests university environments should support developing students' intelligence and skills to enhance learning and performance.
Multiple Intelligence Theory and Foreign Language Learning: A Brain-based Per...Ana María
This document discusses applying Howard Gardner's Multiple Intelligence Theory to foreign language learning from a brain-based perspective. It argues that MIT recognizes individual learner differences and allows for a variety of learning activities to engage different intelligences. Neuroscience supports developing a holistic view of learning that incorporates physical, affective, and cognitive dimensions. While intelligence was traditionally viewed as fixed, MIT sees intelligences as changeable and trainable. Providing meaningful learning activities related to learners' strengths can positively influence motivation by how stimuli are appraised. Exceptional language learners may not have high general intelligence but strong memory, auditory, and linguistic abilities.
This document discusses visual, auditory, and kinaesthetic learning styles and their impact on English language teaching. It provides definitions of learning styles and describes the three main styles - visual, auditory, and kinaesthetic. The document also discusses Multiple Intelligence Theory and previous research that has found students generally prefer kinaesthetic and tactile styles, while teaching methods often suit auditory learners. The significance of understanding learning styles and how to incorporate them into classroom teaching is explored, including allowing students to engage in their preferred styles to improve retention and achievement.
An Assessment of Social Studies Majors' Whole Brain Learning SystemsReynaldo Inocian
The document discusses research assessing the whole-brain learning systems of social studies majors at Cebu Normal University. It analyzes the students' dominant brain quadrants, multiple intelligences, thinking styles, attitudes towards social studies content, and the teaching methods used. The assessment found consistencies between the students' brain quadrants and intelligences, and identified areas for improving instruction to better develop their whole-brain learning systems.
This document summarizes a study that investigated the relationship between students' gender and intelligence types, the relationship between intelligence types and students' success in English grammar, listening and writing, and the relationship between parental education and students' intelligence types. 144 preparatory students participated and data was collected using a multiple intelligences inventory. The analysis found no significant gender differences in intelligence types except for a positive relationship between gender and linguistic intelligence. There were negative relationships between success in grammar and bodily-kinesthetic, spatial and intrapersonal intelligences, while a positive relationship was found between musical intelligence and writing ability. No relationship was found between parental education and students' intelligence types.
A validation study of the persian version of mckenzie's (1999) multiple intel...James Cook University
Hajhashemi, K., & Wong, B. E. (2010). A Validation Study of the Persian Version of Mckenzie's (1999) Multiple Intelligences Inventory to Measure MI Profiles of Pre-University Students. Pertanika Journal of Social Sciences & Humanities (JSSH), 18(2), 343-355.
MI as a predictor of students’ performance in reading competencyJames Cook University
This document summarizes a research article that examined the relationship between multiple intelligences and reading performance among Iranian pre-university students. The study utilized surveys to measure students' multiple intelligences and a standardized reading test. Results found no significant relationship between overall multiple intelligences and reading scores. However, there was a negative correlation between musical-rhythmic intelligence and reading performance, suggesting higher musical skills relate to lower reading ability. Verbal-linguistic, bodily-kinesthetic, and musical-rhythmic intelligences were found to predict reading proficiency to some degree. The document provides background on multiple intelligences theory and perspectives on the cognitive nature of reading.
A Study of Personality and Emotional Intelligence of Hindi and English Medium...ijtsrd
Present study reports the impact of personality traits and emotional intelligence on Hindi and English medium students. The study was conducted on 110 higher secondary school students located in Indore city in Madhya Pradesh.In present system of education in India as well in globe, is putting the future of pupils in a raise where everyone would be searching for a path of success with low efforts. But then we would be in the struggle of dissemination of sweetness and light to develop his personality with an apt balance of emotional intelligence and competence. The students play no active role in the attainment of knowledge. His entire education is becoming passive and mechanical. Things are loaded on his mind which he cannot digest without strong emotional intelligence, he only crams and therefore they never become his own, which at the end puts him in the struggle for his academic achievement.To bring the pupils in the certainty of successful academic achievement it is highly important to develop their personality with emotional intelligence including stress handling instinct. It would not only make them competent but also able to analyze the reasons of failure. Dr. Inderjeet Singh Bhatia "A Study of Personality and Emotional Intelligence of Hindi and English Medium Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd43616.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/43616/a-study-of-personality-and-emotional-intelligence-of-hindi-and-english-medium-students/dr-inderjeet-singh-bhatia
the relationship of multiple intelligenceMaira Jaffri
This study investigated the relationship between multiple intelligence, effective study skills, and academic achievement among university students. 250 students from 4 universities participated. The study assessed students' multiple intelligences using Gardner's inventory, study skills using Congos' inventory, and academic achievement via prior semester grades. Results found a positive relationship between multiple intelligence, study skills, and academic achievement. Students at private universities had stronger study skills and achievement than public university students. The research suggests university environments should support developing students' intelligence and skills to enhance learning and performance.
Multiple Intelligence Theory and Foreign Language Learning: A Brain-based Per...Ana María
This document discusses applying Howard Gardner's Multiple Intelligence Theory to foreign language learning from a brain-based perspective. It argues that MIT recognizes individual learner differences and allows for a variety of learning activities to engage different intelligences. Neuroscience supports developing a holistic view of learning that incorporates physical, affective, and cognitive dimensions. While intelligence was traditionally viewed as fixed, MIT sees intelligences as changeable and trainable. Providing meaningful learning activities related to learners' strengths can positively influence motivation by how stimuli are appraised. Exceptional language learners may not have high general intelligence but strong memory, auditory, and linguistic abilities.
This document discusses visual, auditory, and kinaesthetic learning styles and their impact on English language teaching. It provides definitions of learning styles and describes the three main styles - visual, auditory, and kinaesthetic. The document also discusses Multiple Intelligence Theory and previous research that has found students generally prefer kinaesthetic and tactile styles, while teaching methods often suit auditory learners. The significance of understanding learning styles and how to incorporate them into classroom teaching is explored, including allowing students to engage in their preferred styles to improve retention and achievement.
An Assessment of Social Studies Majors' Whole Brain Learning SystemsReynaldo Inocian
The document discusses research assessing the whole-brain learning systems of social studies majors at Cebu Normal University. It analyzes the students' dominant brain quadrants, multiple intelligences, thinking styles, attitudes towards social studies content, and the teaching methods used. The assessment found consistencies between the students' brain quadrants and intelligences, and identified areas for improving instruction to better develop their whole-brain learning systems.
Multiple Intelligence Theory was introduced by Howard Gardner in 1983 as an alternative to traditional IQ tests. Gardner proposed that there are at least eight different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that individuals possess unique combinations of these intelligences and that lessons should be planned to engage different intelligences. Assessment should also evaluate students through methods appropriate to their various intelligences.
Howard Gardner proposed the theory of multiple intelligences which challenges the idea that intelligence is a single general ability. Instead, Gardner argued there are eight distinct types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that individuals possess combinations of these intelligences to different degrees and that assessments and teaching should recognize and value different forms of intelligence.
Howard Gardner identified seven distinct intelligences based on recent cognitive research. These include linguistic intelligence, logical-mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, and intrapersonal intelligence. Gardner argues that individuals differ in the strengths of these intelligences and in how they combine them to solve problems. He challenges traditional education systems that assume all students can learn in the same way and advocates for presenting disciplines in multiple ways and assessing learning through various means to better serve a broad spectrum of students.
The document summarizes Howard Gardner's theory of multiple intelligences, which identifies nine distinct types of intelligence: 1) Linguistic intelligence, 2) Logical-mathematical intelligence, 3) Musical intelligence, 4) Spatial intelligence, 5) Bodily-kinesthetic intelligence, 6) Interpersonal intelligence, 7) Intrapersonal intelligence, 8) Naturalistic intelligence, and 9) Existential intelligence. It provides brief descriptions of each type of intelligence and suggests ways to strengthen each one. The theory challenges the traditional view of intelligence as being solely based on IQ tests by recognizing different ways that humans can be smart.
Multiple theories on human intelligence and adult cognitive development are discussed in the document. Howard Gardner's theory of multiple intelligences identifies nine types of intelligence. Robert Sternberg's model looks at practical intelligence through a triarchic theory examining academics, experience, and environmental factors. Daniel Goleman's emotional intelligence theory outlines four areas of self-awareness, self-management, empathy and social skills. Cultural impacts are discussed for each theory. The document concludes that considering human intelligence theories helps educators create engaging environments for diverse adult learners.
This document discusses theories of intelligence, including multiple intelligences, practical intelligence, and emotional intelligence. It provides an overview of Howard Gardner's theory of multiple intelligences which identifies 8 types of intelligence such as linguistic, logical-mathematical, musical, and interpersonal. Robert Sternberg's theory of practical intelligence focuses on "street smarts" and adapting to everyday problems. Daniel Goleman's theory of emotional intelligence involves understanding and managing emotions. The document also discusses cultural impacts on these theories of intelligence and concludes by noting the importance of nurturing students' creative and practical abilities in education.
This study investigated the effects of a multiple intelligences supported project-based learning method versus a traditional instruction method on students' English achievement and attitudes. 50 5th grade students participated, with 25 in the experiment group taught with the project-based method focusing on different intelligences, and 25 in the control group taught traditionally. Pre and post-tests on achievement and attitudes were administered. The results showed the experiment group had more positive attitudes towards English and higher achievement levels compared to the control group taught traditionally.
This document discusses several theories of intelligence, including:
- Howard Gardner's theory of multiple intelligences which includes logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and linguistic intelligences.
- Practical intelligence which is the ability to apply knowledge to everyday life situations and adapt to one's environment.
- Emotional intelligence which involves perceiving, reasoning with, understanding, and managing emotions.
- Cultural influences on definitions of intelligence and how abilities valued as intelligent can vary across cultures.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Howard Gardner- Multiple intelligence presentationMuhammad Saleem
Howard Gardner proposed the theory of multiple intelligences which identifies eight distinct types of intelligence: logical-mathematical, linguistic, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. Traditionally, intelligence was viewed as consisting of only two types - verbal and mathematical abilities. Gardner's theory posits that individuals possess combinations of these intelligences in varying strengths and that instruction can be tailored to suit different profiles. The document provides descriptions of each type of intelligence and examples. It also notes that intelligences rarely operate independently and typically complement each other when individuals develop skills.
The concept of intelligence and its role in lifelong learning and successaliceproject
The document discusses various theories of intelligence and their role in lifelong learning. It describes Sternberg's view of intelligence as the ability to adapt to one's environment and learn from experiences. It also discusses emotional intelligence, social intelligence, practical intelligence, multiple intelligence theory, and successful intelligence. The conclusion states that intelligence is required to understand what needs to be changed to adapt to one's environment and that learning from emotional and multiple intelligences helps gain education and use successful intelligence.
Psychologist Howard Gardner identified nine types of intelligence in his theory of multiple intelligences. The nine intelligences are linguistic, logical-mathematical, bodily-kinesthetic, spatial, musical, interpersonal, intrapersonal, naturalist, and existential. Gardner argued parents should help children develop their innate strengths rather than try to make children conform to the parents' strengths.
Howard Gardner: Multiple Intelligences TheorySEEMAS ACADEMY
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence is comprised of at least nine distinct types rather than a single general ability. It defines each type of intelligence, including logical-mathematical, intrapersonal, interpersonal, linguistic, bodily-kinesthetic, visual-spatial, musical, naturalist, and existential. The theory argues that people possess different combinations of these intelligences and can strengthen each one. It aims to categorize talents and skills in a way that allows for diverse teaching methods rather than a single approach.
The concept of intelligence can be observed and described in many different ways. Intelligence is primarily about processes that are cognitive, higher order involved mental processes, and memory. However, many theories still exist that try to explain intelligence. These theories are: multiple intelligences, emotional intelligence, and practical intelligences. As well as, how cultural impact plays a role within these theories.
A Study on Emotional Intelligence of Student Teacher: A Case Study of Loikaw ...Chinun B.
- The document discusses a study on the emotional intelligence of 153 first-year student teachers (100 females) at Loikaw Education College in Myanmar.
- The study used Goleman's 50-item emotional intelligence questionnaire, translated to Myanmar, to assess students' emotional intelligence.
- The results found that most students had emotional intelligence in the strength area and needed attention in some topics, but no student was in the development priority area. Gender differences significantly affected total scores and subscale scores. Differences in major and birth order did not significantly affect subscale scores.
The document discusses Howard Gardner's theory of multiple intelligences as an alternative to traditional views of intelligence that see it as a single general ability. It argues intelligence is better understood as a set of abilities that are expressed differently in various cultural contexts and domains. Three key points are made:
1. Traditional IQ tests do not capture the full range of human potential and ways of knowing. Intelligence is expressed differently in different cultural activities and fields.
2. Gardner proposes individuals have multiple intelligences rather than a single general intelligence. These include abilities like musical, bodily kinesthetic, interpersonal that are not captured by standard IQ tests.
3. To properly understand human cognition, we must look at the wide range of
The document outlines 12 principles of natural learning based on research from multiple disciplines including neuroscience, psychology, and education. The principles describe how the body, brain, and mind work together in the learning process. They indicate that learning is enhanced when it engages the physiology, is social and meaningful, involves pattern-finding and emotions, and considers individual differences. The principles provide a framework for educators to optimize learning by taking a holistic view of the learner.
This document discusses several theories of intelligence, including Gardner's theory of multiple intelligences, Sternberg's triarchic theory of intelligence, and Goleman's theory of emotional intelligence. It also explores cultural influences on concepts of intelligence from Asian, African, and Western perspectives. The document emphasizes applying understanding of diverse intelligence theories and cultural concepts to better meet the needs of a culturally diverse group of adult learners through incorporating various methods and embracing multiple perspectives on intelligence.
The document summarizes Howard Gardner's theory of multiple intelligences, which posits that intelligence exists in several distinct forms rather than solely as a general mental capacity. It outlines the eight intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. While the intelligences operate independently, Gardner believes they typically work together to help individuals develop skills and solve problems. The document stresses the importance of teachers understanding and applying lessons to students' varying intelligences.
Relations between language learning strategies, language proficiency and mult...James Cook University
Hajhashemi, K., Shakarami, A., Anderson, N., Yazdi-Amirkhiz, S. Y., & Zou, W. (2013). Relations between Language Learning Strategies, Language Proficiency and Multiple Intelligences. Academic Research International, 4(6), 418-429.
Abstract: The theory of multiple intelligences (MI) developed by Gardner, proposes at least nine different human intelligences that are distinct and relatively autonomous human intelligences through which people learn. It has been theorized that knowing our MI profile assists us to learn and use this awareness to obtain necessary information and knowledge from a lesson. Characterizing learners’ personal MI profiles thus may enhance learning. Language learners’ learning process, on the other hand, can be facilitated through the use of language learning strategies, particularly if the strategies have been explicitly developed by instructors who possess knowledge about individuals’ learning styles. This paper presents data from an exploratory study to investigate any possible relationship between ESL students’ MI profiles and their use of language learning strategies and hence their proficiency level, as measured by the MUET (Malaysian University English Test).
Multiple Intelligences Profile of the First Two Sections of the Fourth Year ...Kassandra Chelzea Banalan
The study investigated the relationship between multiple intelligences and academic performance of 80 fourth year students at Makiling National High School. Students completed a multiple intelligences inventory and academic performance was measured using first grading grades. Results found the students' multiple intelligences to be slightly correlated with academic performance. It is recommended teachers incorporate learning styles related to different intelligences. Knowing students' intelligence profiles can help teachers tailor instruction to strengths and improve academic achievement.
Multiple Intelligence Theory was introduced by Howard Gardner in 1983 as an alternative to traditional IQ tests. Gardner proposed that there are at least eight different types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that individuals possess unique combinations of these intelligences and that lessons should be planned to engage different intelligences. Assessment should also evaluate students through methods appropriate to their various intelligences.
Howard Gardner proposed the theory of multiple intelligences which challenges the idea that intelligence is a single general ability. Instead, Gardner argued there are eight distinct types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory suggests that individuals possess combinations of these intelligences to different degrees and that assessments and teaching should recognize and value different forms of intelligence.
Howard Gardner identified seven distinct intelligences based on recent cognitive research. These include linguistic intelligence, logical-mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, and intrapersonal intelligence. Gardner argues that individuals differ in the strengths of these intelligences and in how they combine them to solve problems. He challenges traditional education systems that assume all students can learn in the same way and advocates for presenting disciplines in multiple ways and assessing learning through various means to better serve a broad spectrum of students.
The document summarizes Howard Gardner's theory of multiple intelligences, which identifies nine distinct types of intelligence: 1) Linguistic intelligence, 2) Logical-mathematical intelligence, 3) Musical intelligence, 4) Spatial intelligence, 5) Bodily-kinesthetic intelligence, 6) Interpersonal intelligence, 7) Intrapersonal intelligence, 8) Naturalistic intelligence, and 9) Existential intelligence. It provides brief descriptions of each type of intelligence and suggests ways to strengthen each one. The theory challenges the traditional view of intelligence as being solely based on IQ tests by recognizing different ways that humans can be smart.
Multiple theories on human intelligence and adult cognitive development are discussed in the document. Howard Gardner's theory of multiple intelligences identifies nine types of intelligence. Robert Sternberg's model looks at practical intelligence through a triarchic theory examining academics, experience, and environmental factors. Daniel Goleman's emotional intelligence theory outlines four areas of self-awareness, self-management, empathy and social skills. Cultural impacts are discussed for each theory. The document concludes that considering human intelligence theories helps educators create engaging environments for diverse adult learners.
This document discusses theories of intelligence, including multiple intelligences, practical intelligence, and emotional intelligence. It provides an overview of Howard Gardner's theory of multiple intelligences which identifies 8 types of intelligence such as linguistic, logical-mathematical, musical, and interpersonal. Robert Sternberg's theory of practical intelligence focuses on "street smarts" and adapting to everyday problems. Daniel Goleman's theory of emotional intelligence involves understanding and managing emotions. The document also discusses cultural impacts on these theories of intelligence and concludes by noting the importance of nurturing students' creative and practical abilities in education.
This study investigated the effects of a multiple intelligences supported project-based learning method versus a traditional instruction method on students' English achievement and attitudes. 50 5th grade students participated, with 25 in the experiment group taught with the project-based method focusing on different intelligences, and 25 in the control group taught traditionally. Pre and post-tests on achievement and attitudes were administered. The results showed the experiment group had more positive attitudes towards English and higher achievement levels compared to the control group taught traditionally.
This document discusses several theories of intelligence, including:
- Howard Gardner's theory of multiple intelligences which includes logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and linguistic intelligences.
- Practical intelligence which is the ability to apply knowledge to everyday life situations and adapt to one's environment.
- Emotional intelligence which involves perceiving, reasoning with, understanding, and managing emotions.
- Cultural influences on definitions of intelligence and how abilities valued as intelligent can vary across cultures.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Howard Gardner- Multiple intelligence presentationMuhammad Saleem
Howard Gardner proposed the theory of multiple intelligences which identifies eight distinct types of intelligence: logical-mathematical, linguistic, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. Traditionally, intelligence was viewed as consisting of only two types - verbal and mathematical abilities. Gardner's theory posits that individuals possess combinations of these intelligences in varying strengths and that instruction can be tailored to suit different profiles. The document provides descriptions of each type of intelligence and examples. It also notes that intelligences rarely operate independently and typically complement each other when individuals develop skills.
The concept of intelligence and its role in lifelong learning and successaliceproject
The document discusses various theories of intelligence and their role in lifelong learning. It describes Sternberg's view of intelligence as the ability to adapt to one's environment and learn from experiences. It also discusses emotional intelligence, social intelligence, practical intelligence, multiple intelligence theory, and successful intelligence. The conclusion states that intelligence is required to understand what needs to be changed to adapt to one's environment and that learning from emotional and multiple intelligences helps gain education and use successful intelligence.
Psychologist Howard Gardner identified nine types of intelligence in his theory of multiple intelligences. The nine intelligences are linguistic, logical-mathematical, bodily-kinesthetic, spatial, musical, interpersonal, intrapersonal, naturalist, and existential. Gardner argued parents should help children develop their innate strengths rather than try to make children conform to the parents' strengths.
Howard Gardner: Multiple Intelligences TheorySEEMAS ACADEMY
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence is comprised of at least nine distinct types rather than a single general ability. It defines each type of intelligence, including logical-mathematical, intrapersonal, interpersonal, linguistic, bodily-kinesthetic, visual-spatial, musical, naturalist, and existential. The theory argues that people possess different combinations of these intelligences and can strengthen each one. It aims to categorize talents and skills in a way that allows for diverse teaching methods rather than a single approach.
The concept of intelligence can be observed and described in many different ways. Intelligence is primarily about processes that are cognitive, higher order involved mental processes, and memory. However, many theories still exist that try to explain intelligence. These theories are: multiple intelligences, emotional intelligence, and practical intelligences. As well as, how cultural impact plays a role within these theories.
A Study on Emotional Intelligence of Student Teacher: A Case Study of Loikaw ...Chinun B.
- The document discusses a study on the emotional intelligence of 153 first-year student teachers (100 females) at Loikaw Education College in Myanmar.
- The study used Goleman's 50-item emotional intelligence questionnaire, translated to Myanmar, to assess students' emotional intelligence.
- The results found that most students had emotional intelligence in the strength area and needed attention in some topics, but no student was in the development priority area. Gender differences significantly affected total scores and subscale scores. Differences in major and birth order did not significantly affect subscale scores.
The document discusses Howard Gardner's theory of multiple intelligences as an alternative to traditional views of intelligence that see it as a single general ability. It argues intelligence is better understood as a set of abilities that are expressed differently in various cultural contexts and domains. Three key points are made:
1. Traditional IQ tests do not capture the full range of human potential and ways of knowing. Intelligence is expressed differently in different cultural activities and fields.
2. Gardner proposes individuals have multiple intelligences rather than a single general intelligence. These include abilities like musical, bodily kinesthetic, interpersonal that are not captured by standard IQ tests.
3. To properly understand human cognition, we must look at the wide range of
The document outlines 12 principles of natural learning based on research from multiple disciplines including neuroscience, psychology, and education. The principles describe how the body, brain, and mind work together in the learning process. They indicate that learning is enhanced when it engages the physiology, is social and meaningful, involves pattern-finding and emotions, and considers individual differences. The principles provide a framework for educators to optimize learning by taking a holistic view of the learner.
This document discusses several theories of intelligence, including Gardner's theory of multiple intelligences, Sternberg's triarchic theory of intelligence, and Goleman's theory of emotional intelligence. It also explores cultural influences on concepts of intelligence from Asian, African, and Western perspectives. The document emphasizes applying understanding of diverse intelligence theories and cultural concepts to better meet the needs of a culturally diverse group of adult learners through incorporating various methods and embracing multiple perspectives on intelligence.
The document summarizes Howard Gardner's theory of multiple intelligences, which posits that intelligence exists in several distinct forms rather than solely as a general mental capacity. It outlines the eight intelligences - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. While the intelligences operate independently, Gardner believes they typically work together to help individuals develop skills and solve problems. The document stresses the importance of teachers understanding and applying lessons to students' varying intelligences.
Relations between language learning strategies, language proficiency and mult...James Cook University
Hajhashemi, K., Shakarami, A., Anderson, N., Yazdi-Amirkhiz, S. Y., & Zou, W. (2013). Relations between Language Learning Strategies, Language Proficiency and Multiple Intelligences. Academic Research International, 4(6), 418-429.
Abstract: The theory of multiple intelligences (MI) developed by Gardner, proposes at least nine different human intelligences that are distinct and relatively autonomous human intelligences through which people learn. It has been theorized that knowing our MI profile assists us to learn and use this awareness to obtain necessary information and knowledge from a lesson. Characterizing learners’ personal MI profiles thus may enhance learning. Language learners’ learning process, on the other hand, can be facilitated through the use of language learning strategies, particularly if the strategies have been explicitly developed by instructors who possess knowledge about individuals’ learning styles. This paper presents data from an exploratory study to investigate any possible relationship between ESL students’ MI profiles and their use of language learning strategies and hence their proficiency level, as measured by the MUET (Malaysian University English Test).
Multiple Intelligences Profile of the First Two Sections of the Fourth Year ...Kassandra Chelzea Banalan
The study investigated the relationship between multiple intelligences and academic performance of 80 fourth year students at Makiling National High School. Students completed a multiple intelligences inventory and academic performance was measured using first grading grades. Results found the students' multiple intelligences to be slightly correlated with academic performance. It is recommended teachers incorporate learning styles related to different intelligences. Knowing students' intelligence profiles can help teachers tailor instruction to strengths and improve academic achievement.
Mutiple intelligence presentation by asmaRaja Khaqan
The document discusses Howard Gardner's theory of multiple intelligences. It begins by explaining that traditional views of intelligence are limited but Gardner proposes that there are eight different types of intelligence that account for a broader range of human potential. These include linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences. The study aims to understand how the theory of multiple intelligences can help foreign language teachers address the different linguistic and cognitive backgrounds of students in the classroom. It also discusses implications and applications of MI for improving foreign language teaching and learning.
The document discusses a study that examined the relationship between language proficiency in English and Howard Gardner's theory of multiple intelligences among 278 Iranian PhD candidates. The study found no significant relationship between overall language proficiency and combinations of intelligences. It also found no significant differences between males and females in terms of language proficiency or intelligence types. No single intelligence type was found to predict language proficiency. The results suggest there is no clear relationship between multiple intelligences and English language proficiency in this context.
Whole Language, Multiple Intelligence, and Beyond MethodDawitDibekulu
This document provides an outline and background information for a presentation on theories of language teaching, including whole language, multiple intelligences, and post-method approaches. The presentation covers the concepts, principles, goals and criticisms of whole language, describes Howard Gardner's theory of multiple intelligences including the nine types of intelligence, and discusses the concept of post-method and the roles of teachers and materials in language teaching.
An Investigation Into The Relationship Between EFL Teachers And Students Mu...Samantha Martinez
This document summarizes a study that investigated the relationship between English as a Foreign Language (EFL) teachers' and students' multiple intelligences and teaching styles. The study involved 106 EFL teachers and 400 EFL students who completed inventories to assess their multiple intelligences and teaching/learning styles. The results showed that both teachers and students preferred using different types of multiple intelligences in the classroom. Statistical analysis found a significant relationship between EFL teachers' multiple intelligences and their teaching styles. However, factors like age, field of study, and gender did not significantly impact teachers' multiple intelligences or styles.
The relationship between iranian efl high school students’ multiple intellige...James Cook University
Hajhashemi, K., Yazdi Amirkhiz, S. Y., & Parasteh Ghombavani, F. (2011). The Relationship between Iranian EFL High School Students’ Multiple Intelligence Scores and Their Use of Learning Strategies. English Language Teaching, 4(3), 214-222.
Howard Gardner proposed the theory of multiple intelligences, which differentiates intelligence into specific modalities rather than a single general ability. Gardner identified eight intelligences: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. The theory argues that traditional IQ tests only measure some intelligences and that students would benefit from education that engages different modalities.
This document summarizes a study that explored the multiple intelligences of 90 community college students enrolled in online courses. The study used a survey based on Gardner's theory of multiple intelligences to assess students' linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal intelligences. The study provides an overall profile of students' multiple intelligences and compares profiles between males and females, different majors, and course types. The study aims to address the lack of research on multiple intelligences in higher education.
The document discusses using Howard Gardner's theory of multiple intelligences in mathematics classrooms. It describes the eight types of intelligences and provides two examples of how concepts were taught using different intelligences: 1) Finding the volume of a solid using visual, kinesthetic, interpersonal and intrapersonal approaches. 2) Teaching vector addition using bodily and visual intelligences rather than the traditional algebraic approach. Initial results suggest this improves long-term student comprehension over only using mathematical intelligence. Formal assessment is still needed to fully evaluate the impact of this approach.
The document discusses Howard Gardner's Theory of Multiple Intelligences, which proposes that intelligence is comprised of different types rather than a single general ability. It outlines the eight intelligences identified by Gardner - musical, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. The document then provides descriptions of each type of intelligence and the skills and careers they relate to. It also discusses criticism of the theory regarding lack of empirical evidence and definitions of intelligence.
This chapter discusses various theories of intelligence, including:
1. General intelligence as proposed by Charles Spearman, which refers to a general cognitive ability measured by performance across different cognitive tests.
2. Multiple intelligences theory by Howard Gardner, which proposes there are different types of intelligences like musical, bodily, interpersonal, and more.
3. Triarchic theory of intelligence by Robert Sternberg, which defines intelligence through analytical, creative, and practical abilities for adaptation.
4. Emotional intelligence conceptualized by Mayer, Salovey, and Goleman as skills in perceiving, understanding, and managing emotions.
Howard Gardner Multiple Intelligence AssignmentLakeisha Jones
This document provides an overview of Howard Gardner's theory of multiple intelligences. It discusses the eight types of intelligence: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, and naturalist. It explains that individuals have different strengths in these areas and prefer different learning styles. The document then provides examples and explanations of each type of intelligence. It emphasizes that understanding multiple intelligences can help teachers develop lesson plans and activities catered to students' varied strengths.
Cognition, culture, & learning media presentation ruether s educ 8401drruether
Cognitive and Educational Neuroscientists study how the brain develops and learns in order to help teachers understand their students. New technology provides opportunities to individualize instruction for each student, including supplemental ways to build vocabulary and reading skills for English language learners. While all children develop important reading skills like phonological awareness, a child's experiences early in life and socioeconomic background can greatly impact their academic achievement. As educators, it is important we consider how to support students from all backgrounds in developing executive functioning and literacy.
Cognition, culture, & learning media presentation ruether s educ 8401drruether
Cognitive and Educational Neuroscientists study how the brain develops and learns in order to help teachers understand their students. New technology provides opportunities to support reading development and build vocabulary for all students, including English language learners. While early experiences and socioeconomic status impact development, technology can help mitigate these factors if used to supplement instruction. Teachers should learn about their diverse students' cultures and language needs.
Multiple Intelligence (MI) theory proposes that individuals learn and process information in different ways, and identifies nine main types of intelligence: bodily-kinesthetic, musical, naturalist, verbal-linguistic, logical-mathematical, visual-spatial, existential, intrapersonal, and interpersonal. The document discusses each type of intelligence in detail and provides career examples. It argues that using MI theory in education is important because students have different strengths and learn differently. Teachers should identify students' intelligence types and teach in varied ways, such as enacting concepts or using diagrams, to engage more learners. The goal is for educators to recognize a broader range of talents and help students use their strengths to learn in
Howard Gardner proposed the theory of multiple intelligences which suggests that there are eight or nine distinct types of intelligence rather than a single general intelligence. The types include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and possibly existential intelligences. Gardner argues that MI theory provides a more accurate view of human cognition than the standard view of a single intelligence measured by IQ tests. While MI theory has influenced education, Gardner is cautious about how it is applied and does not see it as a single prescribed approach but rather as a framework to account for individual differences.
The document discusses new ideas in teaching literacy using digital technologies. It summarizes Dr. Sugata Mitra's experiments showing that children can effectively teach themselves using computers. The document also outlines several of Gee's principles of active learning, including incorporating multiple media types. Finally, it argues that digital learning engages students through information foraging, gathering, and sharing in ways that make learning joyful and relevant.
This document discusses Howard Gardner's theory of multiple intelligences and approaches to learning. It identifies seven domains of intelligence: visual-spatial, musical, interpersonal, intrapersonal, logical-mathematical, bodily-kinesthetic, and naturalistic. It also describes three approaches to learning: rote learning which relies on repetition, informal learning from everyday experiences, and non-formal learning through organized activities outside the classroom. The conclusion states that recognizing different types of intelligence allows more students to succeed by playing to their strengths.
Similar to The relationship between multiple intelligences and reading proficiency of iranian efl students 2012 (20)
Compensation still matters: language learning strategies in the third millenn...James Cook University
Digital media play enormous roles in much of the learning, communication, socializing and ways of working of “Net-Generation” learners who are growing up in a wired world. Living in this digital era may require different ways of communicating, thinking, approaching learning, prioritizing strategies, interpersonally communicating, and possibly developing compensatory techniques for information gaps among other categories of Language Learning Strategies. The Net-Geners therefore, need new skills and new strategies to perform successfully as learners and workers. This study uses a mixed-methods approach that includes concurrent quantitative and qualitative data (i) to identify the Net-Generation learner’s strategy preferences based on the “Strategies Inventory for Language Learning” (SILL) categories currently considered the most comprehensive strategy inventory and (ii) to identify possible emergent compensation strategies among Net-Geners as a comprehensive study of the strategies used by the Net-Geners is clearly beyond the scope of this article. The results indicate that compensation strategies have undergone a number of modifications and are used differently by the Net-Geners in order to compensate their knowledge gap and help enhance their ESL learning.
Students’ perceptions and experiences towards the educational value of online...James Cook University
Hajhashemi, K., Caltabiano, N., & Anderson, N. (2016). Students’ perceptions and experiences towards the educational value of online videos. Australian Educational Computing, 31(2), 1-17.
Digital discourse markers in an ESL learning setting: The case of socialisati...James Cook University
Shakarami, A., Hajhashemi, K., & Caltabiano, N. (2016). International Journal of Instruction, 9(2), 167-182. doi: 10.12973/iji.2016.9212a
Analysis of the linguistic discourse plays an important role in the social, cultural, ethnographic, and comparative studies of languages. Discourse markers as indispensable parts of this analysis are reportedly more common in informal speech than in written language. They could be used at different levels, i.e. as „linking words‟, „linking phrases‟, or „sentence connectors‟ to bind together pieces of a text like „glue‟. The objective of the study is to ascertain the discourse markers employed in synchronous online interactions and networking through constant comparison of discourse markers used in the discussion forums (DF) with the discourse markers already reported in the literature. The study maintains discourse markers (DMs) used in the formal written discourse in order to identify any probable pragmatic, or discoursal level differences in the DMs used in the two modes of writing (formal writing and typing in online communication). The findings indicate that the written language that students use in their electronic posts is to a great extent similar to that of the process view of writing. Specifically, the written language used in a digital socialisation forum is at times, monitored, reviewed, revised, and corrected by the students themselves and their peers.
Parental stress, affective symptoms and marital satisfaction in parents of ch...James Cook University
Lovisotto, R., Caltabiano, N., & Hajhashemi, K. (2015). International Journal of Humanities and Social Science, 5(10), 30-38.
Abstract: Parents of children with Autism Spectrum Disorder (ASD), a life-long developmental disorder, responded to an online survey considering their stress experience, affective symptoms and marital satisfaction. As these parents sourced different programs for their children, type of program was used to assign parents to different groups in order to consider their stress, affective symptoms and marital satisfaction. The type of programs parents used included the Applied Behaviour Analysis (n=15); Early Intervention Centre (n=13) and no formal program (n=16). Parents of children with ASD in the ABA group reported significantly lower parental stress scores, lower affective symptoms scores and higher marital satisfaction scores compared to the other two groups. These results are suggestive of the beneficial effect that an ABA program can have on the family unit.
Tech assisted language learning tasks in an efl setting- use of hand phone re...James Cook University
Shakarami, a., Khajehei, H., & Hajhashemi, K. (2014). Tech-Assisted Language Learning Tasks in an EFL Setting: Use of Hand phone Recording Feature. International Journal of Applied Linguistics & English Literature, 3(5), 100-104. doi: 10.7575/aiac.ijalel.v.3n.5p. 100
Time perspective, hope, and learning strategy among rural australian universi...James Cook University
Ganzer, J., Caltabiano, N. J., & Hajhashemi, K. (2015). Time Perspective, Hope, and Learning Strategy among Rural Australian University Students. British Journal of Education, Society & Behavioural Science, 10(4). doi: 10.9734/BJESBS/2015/19449
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
The use of personal pronouns: A comparison between Iranian and Malaysian dyadsJames Cook University
Yazdi-Amirkhiz, S. Y., Abu Bakar, K., & Hajhashemi, K. (2014). The use of personal pronouns: A comparison between Iranian and Malaysian dyads. International Journal of Applied Linguistics & English Literature, 3(1), 245-248. doi: 10.7575/aiac.ijalel.v.3n.1p.245
Abstract: The present paper is part of a larger study which comparatively examined the collaborative discourse of two Iranian and two Malaysian dyads. The members of the dyads were all female and of the same English language proficiency. Core findings of the study on the typology and the frequency of the pronouns used by the participants in the course of eleven sessions of collaborative writing are reported. The content analysis of their pair talk for pronouns indicated that Iranian participants tended to use “I” and “you” considerably more than their Malaysian counterparts, whereas Malaysian participants were found to have a stronger tendency to use “we” more often. The findings are discussed with regard to the macro-cultural dichotomy of world cultures (collectivist/ individualist).
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
Digital self efficacy and language learning enhancement in an online settingJames Cook University
Shakaramia, A., Khajeheia, H., & Hajhashemi, K. (2013). Digital Self-Efficacy and Language Learning Enhancement in an Online Setting. Journal of Basic and Applied Scientific Research (JBASR), 3(11), 80-84.
Abstract: The importance of personal factors such as personality traits, learning strategies, self-esteem, and self-efficacy in the complicated task of language learning has been established for years. However, the introduction of computers, networks and their wide communication affordances, seem to impact many aspects of learning and teaching and particularly language learning and teaching. The storage place, manner, and magnitude of learning materials for example, have shifted from the human mind to portable digital storage places that consequently require different types of aggregation, retrieval, and usage of information. Noting the rapid communication of today through networking, ICT competency plays important roles with all its related applications and software that turn the talented user into an enhanced player in the wired world. It was the underlying premise of this research study to identify how freshman Iranian language students view their technology competencies and command to impact their socialization and web-assisted language learning process in the connected world of today.
It was found that most of the Kazerun Islamic Azad university students of English (34 freshman )show positive attitudes toward the adoption of online learning materials and web-based socialization applications such as facebook’s group tool and online forums as their preferred tool for discussion and interaction in the language learning course. At the end of semester the higher digital self -efficacy students scored higher in their conversation test compared to the lower digital self -efficacy students. Users with high computer self-efficacy not only benefit from their capability to use computer in their language learning activities, they would also benefit from group self-efficacy in their web-based language learning tasks and interactions.
A brief review of theoretical underpinning, definitions and typical configura...James Cook University
Yazdi Amirkhiz, S. Y., Kamariah, A. B., Roselan, B., Arshad, A. S., & Hajhashemi, K. (2012). A brief review of theoretical underpinning, definitions and typical configurations of collaborative writing. International Journal of Applied Linguistics & English Literature, 1(4), 197-204.
Abstract: The aim of this paper is to review the underlying concepts, theoretical background, the existing definitions, various forms of collaborative writing normally used in educational settings as well as some sample studies carried out in different contexts. The article begins by providing an epistemological dichotomy of the existing educational paradigms and discusses the positioning of collaborative learning in relation to the dichotomy (transmissional vs. transformative). It then considers how collaborative writing is theoretically backed up by the ideas of Bakhtin (1981), Halliday (1978), and Vygotsky (1978). The review also compares the salient definitions of collaborative writing and critically contrasts various configurations of collaborative writing with regard to the findings of research studies. The article concludes by recommending a few directions for the future research.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
2. World Appl. Sci. J., 19 (10): 1475-1483, 2012
Verbal-linguistic Intelligence: This intelligence is
defined by Gardner [1] as sensitivity to the spoken and
written language and using the language to achieve goals.
Gardner [1] and Chapman and Freeman [4] also claim that
the people who are strong in verbal-linguistic intelligence
usually have a good vocabulary potential which allows
them to read books and to be absorbed in the books and
perform well in English classes.
Intrapersonal Intelligence: Such ability empowers the
individuals to understand their feelings, panics and
motives and is chiefly based on the individual’s
examination and knowledge of their own feelings. Weber
[8] says this intelligence includes accurate selfknowledge, access to one’s feelings and the ability to
discriminate among them and the ability to draw on one’s
feelings to direct behavior.
Logical-Mathematical Intelligence: According to Gardner
[2], the people with strong logical-mathematical abilities
have a keen sense about objects and order. Armstrong [5]
says this intelligence is “the understanding and use of
logical structures, including patterns and relationships
and
statements
and
propositions,
through
experimentation, quantification, conceptualization and
classification” [5].
Visual-Spatial Intelligence: McKenzie [6] defines visualspatial intelligence as the ability to learn visually and
organize ideas spatially. For example, see concepts in
action in order to understand them and also the ability to
“see” things in one’s mind in planning to create a product
or solve a problem. Therefore, those with a high level of
this intelligence have the ability to use shapes, colors,
graphics and space and use their mental imagery in order
to discern the space orientation.
Musical-Rhythmic Intelligence: This intelligence is
considered by Lazear [7] as the knowing which occurs
through hearing, sound, vibrational patterns, rhythm and
tonal patterns, including the full range of potential sounds
produced with the vocal chords. And the mode or tools to
utilize this intelligence are through singing, musical
instruments, environmental sounds, tonal associations
and the rhythmic possibilities of life.
Bodily-Kinesthetic Intelligence: The people with such
talent are sensitive to time and are skillful at using the
whole body movement in a coordinated way and also
good at manipulating objects by using their hands. Such
people have control of the motions of their body and are
able to handle objects in skillful ways. McKenzie [6] says
this intelligence allows us to learn through interaction
with one’s environment and he states that it is not the
realm of “overly active” learners and it promotes
understanding through concrete experience.
Interpersonal Intelligence: Armstrong [5] considers this
intelligence as the ability to notice and make distinctions
among other individuals with respect to moods,
temperaments, motivations, intentions and to use this
information in pragmatic ways, such as to persuade,
influence, manipulate, mediate, or counsel individuals or
groups of individuals toward some purpose. It is also
worthy to mention that this intelligence will result in
cooperative collaboration and working with others.
Naturalist Intelligence: McKenzie says that this
intelligence enables one to select subtle differences in
meaning. Armstrong [5] defines this intelligence as “the
capacity to recognize and classify the numerous species
of flora and fauna in one’s environment and the ability to
care for, tame, or interact subtly with living creatures, or
with whole ecosystems” [5]. Having such intelligence
indicates our talent to differentiate among the living
things (plants, animals, etc.) and also our sensitivity to
the other features of the world like configuring the clouds
and the rocks.
Existential Intelligence: By having such a talent which
is the capacity to deal with deep questions, questions
about the existence of human beings will come to mind
like seeking the meaning of life, the reason of death and
our role in the world [6, 9-12]. McKenzie [6] states that
this intelligence allows us to see the “big picture”: “Why
are we here?” “What is my role in the world?” “What is
my place in my family, school and community?”
Since cognitive abilities have also influence on
reading comprehension, some scholars like Goodman
[cited in 13] have related reading to thinking and believe
that readers with normal cognitive abilities have different
performances. Thus, understanding where effort should
be made, may help learners in enhancing their experience
towards the goal of higher proficiency and academic
achievement. By raising their awareness of their preferred
cognitive modality, the teacher can raise their interest in
learning and helping them gain understanding of what
method suits them best. In fact, the teacher can equip
learners to tackle the challenges of different language
learning skills such as reading skill.
1476
3. World Appl. Sci. J., 19 (10): 1475-1483, 2012
Reading is a cognitive process centered in the brain,
including the processes that the brain utilizes in mental
activities (e.g. paying attention to something, forgetting
an important call). It is a dynamic process that requires
active, meaningful communication between the author and
the reader. In other words, reading is an active process of
constructing meaning from written text in relation to the
experiences and knowledge of the reader. In fact, it is an
essential component of academic learning that helps the
reader to be a learned one in the broader community.
Thus, failure to achieve sufficient proficiency in reading
hinders student’s access to the needed tools for further
learning as mentioned by Koda and Zehler [17].
One of the major goals that the teachers usually try
to achieve in the classroom is to instruct reading the
printed text to the students in order to nurture their ability
to interact with and to understand the printed language.
According to Wiener and Bazerman [21], readers usually
rely on many skills in the reading process which are the
overlapping steps and techniques that help them
understand the printed text. The reading process,
therefore, involves the readers who are passive and
active. Wiener and Bazerman [21] also state that college
students are mostly passive readers who start reading
with little thought ahead and expect the words and
sentences to produce meaning by themselves.“They
usually do not try to build a partnership with the writer to
understand what the writer says” [21]. Contrary to the
passive readers are the active readers who are defined by
Wiener and Bazerman [21] as “the ones who know that
they have to work at getting meaning from a page. They
take conscious steps to engage what they read.
Accordingly, the writer and the reader together create
meaning” [21].
Employing reading instruction also requires teachers’
understanding of when and how to teach the dimensions
of reading in a balanced way. According to Walker [22],
a good teacher is one who does not forget that readers are
active and constructive as they approach learning tasks.
S/he strives to choose instructional techniques and
materials that balance the instruction within the active
reading framework. Thus, the teachers must help students
use their strategies and combination of intelligences to
learn whatever it is they want to learn, as well as what the
teachers and society believe they have to learn. It is
believed that the students who are “aware of their most
productive mode of learning meet with greater success in
both education and in the workforce than those people
who attempt to learn and work through a mode with which
they are incompatible” [Biggs 1988, Flavell, 1976; cited in
16]. Walker [22] also states that the focus of teachers
should be mostly on what students can do to harmonize
their strengths with suitable reading experiences.
The purpose of choosing pre-university students for
this study was that they were hoping to pursue Higher
Education; therefore, they must take a one-year preuniversity course, at the end of which they may obtain a
‘Pre-University Certificate’. Passing this one year course
and achieving the Certificate is mandatory for a student to
be qualified to sit for the highly competitive National
Entrance Exam (Konkur), the success of which can result
in one gaining a place at university. Thus, they are under
enormous pressure and have to read a lot of subjects
which are divided into two groups: general subjects
(Arabic Language, English Language, Persian Language
and Literature, Religion and Ethics) and specific subjects
(Mathematics, Physics and Chemistry). In addition, there
are various specialized courses for different educational
branches. It should be mentioned that they have to read
the books for the last three years of high school too.
Different subjects require different ways of reading and
thus need various sets of practices.
Moreover, in Iran, educational policies primarily put
an emphasis on the reading skills of the students. Political
and social reasons have resulted in Iranian EFL learners
having little or no contact with native English speakers for
the past two decades [23]. Thus, native speakers of
English are rarely found teaching English as a second
language in schools or universities in Iran. Therefore,
students do not have many opportunities to use the
language outside the classroom. In particular, a body of
research [23-26, Golsorkhi, 2008 [cited in 27]] in Iranian
EFL settings has shown that upper secondary and preuniversity students are mostly supposed to learning
English in preparation for the highly competitive National
university Entrance Exam (Konkur).Consequently, the
focus of teachers is merely on the reading skill and trying
to improve this skill among the students at the expense of
other skills (listening, writing and speaking).
Furthermore, some studies [see 28, 29] have reported
that there is no significant difference between gender and
MI while some researchers have reported different
findings [see 30, 31-34]. Thus, in addition to determining
the relationship of self-report MI profiles of pre-university
students and their reading proficiency, the study would
also investigate whether gender plays a role in this regard.
Aim of the Study: In this study, the researcher attempts to
examine the relationship between multiple intelligences
(MI) and reading proficiency, the dominant domains,
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4. World Appl. Sci. J., 19 (10): 1475-1483, 2012
specific skills and predominant intellectual styles of
Iranian pre-university students and to see whether gender
is a significant variable in this regard. Thus, the study
seeks to answer the following research questions:
C
C
C
C
What are the intelligences used by Iranian EFL
pre-university students with low/high reading
proficiency?
(a) Is there any significant difference between
multiple intelligences and gender of Iranian
EFL pre-university students?
Is there any significant difference between the two
genders in terms of their reading proficiency?
Methodology: A descriptive and ex post facto design was
employed to accomplish the objectives of the study and
to identify the relationships among the variables. Some
researchers [35, 36] suggest an ex post facto design when
natural categories have been influenced by existing
variables.
Participants: The participants for this study were 128
male and female pre-university students (54 males, 74
females) in grade 12, studying in Tehran high schools in
the academic year 2008-2009. They were chosen through
cluster random sampling method.
Instrument: The instruments utilized in the present
study are as follows: i) a demographic questionnaire;
ii) the Persian version of McKenzie’s (1999) MI Inventory,
validated and modified for the Iranian context by
Hajhashemi and Wong [37]. It consists of 90 Likert-type
statements designed to assess the MI of students and
includes the indicators of the nine intelligences proposed
by Howard Gardner; and 3) a standardized reading
proficiency test from retrieved paper-based TOEFL®
tests. The test consisted of five short passages, each
followed by 9 to 11 multiple-choice questions and 50 in
total.
Data Collection Procedure: Data collection took place
during the summer semester 2008-2009. At the initial
phase, the researcher contacted the Tehran Education
Organization for approval and the selection of schools to
be covered. To ensure an unbiased data collection, the
schools were selected randomly. Meetings with the
principals of the selected schools were held in order to
gain the permission for their students’ participation. This
completed the administrative procedure and a letter of
consent was received. The process of data collection was
then done in two sessions. In the first session, both
the demographic and the MI questionnaires were
administered and the students were asked to complete
the questionnaires within 40 minutes. In the following
week, the reading comprehension test was given to the
students, which was completed in about 55 minutes.
Once the questionnaires and the test were successfully
responded to and handed back to the researcher, each of
the participants as well as their teacher were given a
present as a token of gratitude for their cooperation.
Exploratory Data Analysis (EDA): Prior to the application
of parametric analysis, namely t-test, the dependent and
independent variables were screened for normality and
homogeneity assumptions. The data gathered from the MI
Inventory as well as the TOEFL® reading test were
subjected to normality distribution in order to identify the
most suitable statistical analysis for the study. Pallant [38]
calls the Exploratory Data Analysis (EDA) as an
exploration of general assumptions’ fulfillment prior to
inferential analysis and to determine whether the EDA
satisfies the required assumptions for parametric tests.
The evaluation of general assumption on normality of the
dependent and independent variables is one of the most
common EDA explorations reported.
Initially the accuracy of data entry, missing data
and outliers were checked according to the criteria
suggested by Tabachnick and Fidell [39]. Descriptive
statistics of all the variables were examined using SPSS
normality. An examination of the values indicated no
values out-of-range. The small number of missing data
in some demographic variables would not create a
problem in the interpretation of the results. Examination
of the standardized residual plots in identifying
potential outliers showed no cases above +3 or less
than-3 as suggested by Tabachnick and Fidell [39].
Thus, no extreme scores were detected in both the
dependent and independent variables in this study. In
the second phase, tests of normality and homogeneity
were carried out. The analyses (tests of normality and
homogeneity) revealed that the data for the variables
were normally distributed which further suggested
that it has met the required assumptions for parametric
tests.
RESULTS AND DISCUSSIONS
To answer the first research question, there was a
need to divide the students into two groups namely, high
achievers and low achievers. The respondents’ language
proficiency test (Table 1) revealed that out of the total of
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5. World Appl. Sci. J., 19 (10): 1475-1483, 2012
Table 1: Descriptive statistics of TOEFL® Reading test
Test
Minimum
Maximum
Mean
S.D.
Reading
1.00
21.00
10.54
5.46
N=128
Table 2: Performance of Iranian EFL students in Different Proficiency Tests
Researcher (s)
No.
Proficiency test
Mean
SD.
Min.
Max.
Akbari and Hosseini [46]
90***
IELTS (excluding speaking section)
43.01
14.1
16
81
Akbari and Talebinezhad [41]
128***
Michigan proficiency test (100 multiple- choice proficiency
29.98
13.07
7
68
Hashemi [47]
122*
IELTS
24.34
5.22
---
---
Mahdavy [43]
151*
TOEFL (listening section)
16.54
4.30
10
27
117*
IELTS (listening section)
16.58
6.43
5
35
A 100-item researcher made proficiency test (including vocabulary,
43.81
13.39
15
83
test including vocabulary, structure and reading comprehension)
Razmjoo [29]
278**
reading and structure)
No. = Number of participants;
* English major university students at B.A. level.
** Different major Ph.D. candidates;
*** English major university students at B.A. and M.A. levels.
50 marks, the range of the scores is from a minimum of 1 to
a maximum of 21 which shows that all students managed
to score less than half of the total mark. Such an observed
poor performance as stated by Grabe [40] could be due to
the difficulty faced by students in answering the
standardized reading test, as academic texts are difficult.
Thus, to arrive at some criteria about these types of
readers, the grading system of some studies were
reviewed [e.g., 41, 42]. The review showed that there is no
rigid system among these studies regarding the division
of the students into groups. For example, Akbari and
Talebinezhad [41] did a study in which the participants
(B.A. and M.A. students) were divided into three
proficiency groups (elementary, intermediate and
advance) based on the standard deviation of the scores
obtained. In doing so, the researchers considered ±0.5
standard deviations and then the groups were specified
as elementary (0.5 standard deviation below the mean),
intermediate (scores falling in the range of ±0.5 standard
deviations above and below the mean) and advanced
(more than 0.5 standard deviation above the mean). In
another study, Razmjoo et al. [42] divided the students
based on the scores obtained from vocabulary levels
tests. In this regard, the researcher decided to choose the
students and group them based on the mean ±2.0
standard deviation.
Furthermore, the researcher reviewed the performance
of Iranian EFL students in different proficiency tests
(Table 2). Based on the information in Table 2, it can be
concluded that students obtained scores under the mean
in the studies. For example, in a study conducted by
Mahdavy [43], the mean score of the students in listening
part of IELTS was found to be M=16.58 (out of 40),
SD=6.43 and for the TOEFL, it was found to be M=16.54
(out of 50), SD=4.30. Razmjoo [29] did a study among
Ph.D. candidates (N= 278). The mean score of the
students in a 100-item researcher-made proficiency test
was found to be M=43.81 (out of 50), SD= 13.39.
Thus, low achievers and high achievers in this study
were identified by their English Language proficiency
based upon their performance in TOEFL® reading test.
High achievers in the context of this study would mean
learners who scored grades above the mean score
(M=10.54) and the ones who scored below the mean were
considered as low achievers.
An independent sample t-test was conducted
between the two categories (high and low achievers). The
results are shown in Table 3 in which group 1 stands for
low achievers and group 2 stands for high achievers.
To find out whether there is a significant difference
between the two groups (high and low achievers), the
data for p values (two-tailed) were considered. According
to Pallant [38], if the value for p is equal or less than. 05,
there is a significant difference in the mean scores on the
dependent variable for each of the two groups. If the
value is above. 05, there is no significant difference
between the two groups. In the data presented in Table 3,
the p value (2-tailed) for musical-rhythmic intelligence is
less than the required cut-off of. 05 (p=.002). Therefore, it
can be concluded that there is a statistically significant
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Table 3: Independent Samples t-test for MI of the Two Proficiency Groups
Intelligences
3.10
.002
39.10
1
38.81
1.229
.221
37.80
1
40.37
-1.906
.059
41.59
1
34.91
-.126
.900
35.02
1
39.63
1.579
.117
38.21
1
36.73
-.689
.492
37.38
1
42.55
.437
.663
42.24
1
39.86
.891
.375
2
Visual-spatial
42.21
2
Intrapersonal
1
2
Verbal-linguistic
.287
2
Bodily-kinesthetic
1.07
39.24
2
Interpersonal
40.15
2
Existential
1
2
Logical-mathematical
t
2
Musical-rhythmic
Mean
2
Naturalist
Groups
p (2-tailed)
39.15
Note: 1= low achievers (N=67), 2= high achievers (N=61)
Table 4: Guidelines provided by Cohen (1988)
Indicator
Eta value
Small effect
.01
Moderate effect
.06
Large effect
.14
difference [t (126) = 3.10, p (two-tailed) =.002] in the mean
musical- rhythmic intelligence scores between the low
achievers and the high achievers. Following Pallant [38],
SPSS does not provide Eta squared values (Eta2) for
t-tests; thus the calculation procedure for the study
was done manually. Eta squared was found to be. 07
(Eta2 =.07). Interpreting the Eta value was then performed
by employing the guidelines proposed by Cohen [44]
(Table 4). The magnitude of the differences in the means
was moderate (Eta2=.07).
To address research question 2, that is to discover
the differences between MI of the students and their
gender, an independent samples t-test was conducted
between MI categories and gender. The results are shown
in Table 5.
To find out whether there is a significant
difference between the two genders in terms of their
intelligences, the data for p values (two-tailed) were
considered. The data presented in Table 5 shows that
only the p value for bodily-kinesthetic intelligence
is less than the required cut-off of. 05 (p=.004).
Following Pallant [38], it can be concluded that there
is a statistically significant difference [t (126) = -2.95,
p (two-tailed) =.004] in the mean bodily-kinesthetic
intelligence score for males and females. The magnitude
of the differences in the means was also found to be
moderate (Eta2=.064).
Table 5: Independent Samples t-test for MI of the two genders
Intelligences
Gender
Mean
t
Naturalist
Male
39.18
-1.081
.282
Female
40.11
.084
.933
.436
.664
1.207
.230
.610
.543
-2.951
.004
.131
.896
-1.687
.094
-.128
.898
Musical-rhythmic
Logical-mathematical
Male
40.78
Female
40.69
Male
38.54
Female
Existential
38.17
Male
41.41
Female
Interpersonal
40.62
34.74
Male
37.44
40.05
Male
37.11
Female
Intrapersonal
35.26
Female
Verbal-linguistic
Male
Female
Bodily-kinesthetic
36.99
Male
41.72
Female
42.90
Male
39.46
Female
Visual-spatial
p (2-tailed)
39.57
Note: N Males=54, N Females=74
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Table 6: Independent Samples t-test for Reading proficiency scores of the two genders
Test
Gender
Mean
t
Reading score
Male
10.50
-.069
Female
p (2-tailed)
10.57
.945
Note: N Males=54, N Females=74
The present findings (as shown in Table 5) are
contrary to the previous studies [28, 29] which have
reported that there is no significant difference between
gender and MI. However some researchers have reported
different findings [30-34]. For example, in the study by
Saricaoglu and Arikan [33], they found that there are no
significant gender difference in the intelligence types of
the students except their verbal-linguistic intelligence
which was positive and stronger among the females.
Another study by Pasha Sharifi [32], has reported the
findings of a sample group of 120 high school students in
different branches of study. He has observed that the
girls are superior to boys with regard to intrapersonal
intelligence, but the boys are superior to girls in their
visual-spatial intelligence. He also reported that there was
no significant difference between the two genders in other
kinds of intelligence. Keskin and Yildirim [30] also
conducted a study in which the data were collected from
180 university students of both genders (51 males, 129
females). The findings revealed that girls are stronger in
using verbal-linguistic, visual-spatial and musicalrhythmic intelligences comparing to the boys.
Based on the findings for this research question
(Table 5), further analysis (another independent samples
t-test) was conducted to determine the difference in
reading proficiency scores of Iranian EFL pre-university
students based on their gender. The results are shown in
Table 6.
In order to find out whether there is a significant
difference between the two genders in terms of their
reading proficiency, the data for p values (two-tailed) were
considered. The data presented in Table 6 reveals that the
p value is more than the required cut-off of. 05 (p=.945).
Following Pallant [38], it can be concluded that there is no
significant difference [t (126) = -.069, p (two-tailed) =.945]
in the mean reading scores for males and females.
CONCLUSION
In this study, the focus was on examining the
relationship between multiple intelligences and reading
proficiency of Iranian pre-university students and to see
if gender plays a role in this regard. The findings of the
study have brought to light several implications of MI
pertaining to the reading proficiency of Iranian EFL
pre-university
students.
They revealed that low
achievers have a higher musical-rhythmic intelligence,
indicating that struggling readers may be more intelligent
‘musically’ than their more proficient counterparts. A
recommendation for future research would be to conduct
a much larger study in order to confirm these findings.
Government policies for the advancement of the reading
proficiency of the students should consider creating more
opportunities for students with high musical intelligence
to catch up with their low musical intelligent colleagues in
reading proficiency since they may need additional
support and the highest quality of instruction and
materials at their instructional level. For instance, multiple
programs such as appropriate materials, extra reading
classes and remedial lessons should be provided for low
achievers in order to meet their needs and improve their
low reading proficiency. These suggestions, if properly
implemented, may eliminate low achievers’ skepticism
toward learning and may improve their reading
proficiency.
To the researcher’s knowledge, this study is the first
attempt to determine the relationship between MI and
reading proficiency among Iranian EFL pre-university
students. Although the theory of MI has received a great
deal of interest worldwide, it still needs to be refined
carefully as different findings reveal that the theory is not
well established yet and needs more time and studies to
be grounded.
The MI assessment questionnaire is also a
limiting factor. Although care has been taken in
collecting data, human qualities are so complex and
profound that it is difficult to accurately measure by
any standardized assessment instrument. Hence, the
best assessments can obtain very limited and
superficial information about the full potential of the
students. The reality has shown that unless we express
our good feelings, people often do not know they
exist since people are not mind readers [Hersey,
Blanchard and Johnson; cited in 45]. Similarly, some
individuals tend to have a higher opinion of themselves
in self-ratings than do others. Thus, in case of having a
lack of knowledge or insight, they may tend to inflate their
self assessment [45].
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