Zeka Türleri̇, Öğrenci̇leri̇n Yabanci Di̇l Başarilari Ve Seçi̇lmi̇ş Deği̇şkenler Üzeri̇ne Bi̇r Çalişma (original) (raw)
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A study of multiple intelligences, foreign language success and some selected variables
Journal of Theory and Practice in Education, 2009
The aim of this study was to investigate the relationship between students' gender and intelligence types, the relationship between particular intelligence types and students' success in grammar, listening and writing in English as a foreign language and the relationship between parental education and students' types of intelligences. Preparatory class students (n=144) attending Erciyes University's School of Foreign Languages participated in the study and the data was collected through the Multiple Intelligences Inventory for Adults. Descriptive statistics, independent samples t-test analysis, correlation analysis and one-way analysis of variance (ANOVA) were used to analyze the data. Analysis of the data revealed no significant gender differences in the intelligence types held by the participants except for that between gender and linguistic intelligence which was positive. Negative but significant relationships were found between success in students' test scores in grammar and bodily-kinesthetic, spatial, and intrapersonal intelligences whereas the relationship between musical intelligence and writing was found to be significant and positive. Finally, no significant relationship was found between parental education and students' intelligence types.
The Relationship between Intelligence Ability Types and Learners Foreign Language Achievement
International Journal of Asian Social Science, 2015
The current study set out to find out the relationship between language learners' multiple intelligence abilities and their foreign language achievement. With regard to the above mentioned aim, 112 EFL learners participated in the research. Further, in this study, the researcher made use of the following measuring instruments: 1) the Persian version of McKenzie's Multiple Intelligence (MI) Inventory; and 2) participants' final term scores as the measure of their language learning achievement. Analyzing the data employing some independent-samples t-tests, it was explored that there was a statistically significant difference [t (104) = 2.100, p (two-tailed) =.035] in the mean of verbal intelligence scores of the low and high achievers, which was larger among the high achieving group. Accordingly, it can be concluded that higher achieving EFL learners have a higher verbal intelligence, implying that more proficient EFL learners may be more intelligent 'verbally' than their less proficient counterparts. Moreover, verbal and visual intelligences-with the highest mean scores-were the two mostly used types of intelligences by both high and low achieving groups.
SUBJECTIVE ASSESSMENTS OF MULTIPLE INTELLIGENCES AMONG BOSNIAN AND TURKISH STUDENTS
General intelligence is a good predictor of academic achievement. However, according to Howard Gardner, there are several types of intelligence. They have to be considered in the educational context because education requires various skills and abilities to be employed so that students could be successful. The main aim of our study was to examine subjective assessments of multiple intelligences among adolescents as well as to investigate possible gender differences. The questionnaire called ''Subjective assessment of multiple intelligences'' (SAMI) was applied, which serves us to collect data from the targeted sample of 162 participants in Bosnia and Herzegovina. Firstly, the results showed non-significant gender differences. Secondly, only verbal/linguistic ability significantly correlated with the age of participants. Lastly, almost all correlational coefficients calculated between different types of intelligence were statistically significant. For example, subjective assessment of logical/ mathematical intelligence correlated with intrapersonal abilities/skills, verbal/linguistic intelligence correlated with visual/spatial intelligence, and musical abilities correlated with visual/spatial intelligence as well. Key words: multiple intelligences, subjective assessment, gender differences, Bosnian students.
Ideas: Jurnal Pendidikan, Sosial, dan Budaya
Students various characteristics need to be identified and facilitated at the first year in junior high school to determine their learning preferences and difficulties. This study aims to investigate: (i) students characteristics based on their multiple intelligences (MI) tendency; (ii) gender differences on their MI tendency. The study was held on twenty-seven students of grade seven (eight males and 19 females) at SMP Negeri 4 Randangan Satu Atap in 2021-2022 academic year by using one-shot descriptive survey method. The MI inventory result showed that interpersonal intelligence was strongly developed and the other seven intelligence were developed. Demographic background was contributing to the dominance of the three intelligences (interpersonal, naturalist, and verbal linguistics) as these three types of intelligence become the foundation of how these students who come from families of farmers, fishermen, and small traders living in rural area solve problems and produce works to...
Scope : Journal of English Language Teaching, 2018
This research aims at knowing the influence of linguistic intelligence and parent's role towards English achievement at private senior high school in Depok. The data for linguistic intelligence is taken from worksheet through test, meanwhile the data for parent's role is taken from questionnaire. Then the data for English achievement is taken from the score of English in students' academic record which is familiar called rapor. Data analysis shows coefficient correlation (R) = 0,742 and determination coefficient is 55,1%. It means that there are significant and strong influence of linguistic intelligence and parent's role towards English achievement. English is influenced by linguistic intelligence and parent's role for 55,1%. Meanwhile, the rest 44,9% is influenced by other factors. The hypotheses test through regression analysis results regression equality Y = 44,93 + 1,050 X 1 + 0,251 X 2. The result for regression equality significant test is of Sig = 0,000 and F observed = 53,389 so Sig score < 0,05 And F observed > F table so H o is rejected and H 1 is accepted. It means that regression coefficient is significant. In conclusion, there are strong and significant influence of linguistic intelligence and parent's role towards English achievement at private senior high school in Depok.
2021
This study aimed to discover the possible relationship between intrapersonal intelligence and grammatical ability of Iranian EFL male and female learners. To this purpose, 139 undergraduate English students (46 males and 93 females), with the age range of 22-32, were selected through a TOEFL test as the participants. To obtain the needed data, the instruments used were a 119-item Multiple Intelligences Questionnaire (MIDAS) to assess the participants’ intrapersonal intelligence, and a 30-item grammar TOEFL test to the measure their grammar ability. The obtained data were analyzed through descriptive statistics, Pearson correlation and linear regression. The difference between male and female students in grammar ability and intrapersonal intelligence was determined by independent samples t-test. The results indicated a statistically significance relationship between intrapersonal intelligence and English grammar ability scores. The results also revealed no significant difference betw...
Even though curriculum designers in Turkey considered Gardner's multiple intelligence theory as one of the most important theories during the curricula reform in 2005, the university entrance examination system is still on the basis of the two intelligence areas only, mathematical-logical and linguistics intelligence. The aim of this study was to investigate the relation between students' multiple intelligence profiles, gender, and the university entrance exam performance. Results of the study indicated that linguistic and logical-mathematical intelligences were the most dominant intelligence areas of the participants. Also, there was a statistically significant difference in participants' dominant intelligence areas with respect to gender and the university entrance exam scores. Findings from this study suggest reconsiderations in using only one examination to guide students with different abilities and skills through career options and provide insights into considering alternative ways of university entrance exams that may move beyond only measuring linguistic and mathematical intelligences.
International journal of applied research, 2018
Performance of the individual as a person, citizen, as worker and as a student largely depends upon the intelligence he/she possesses. An intelligent person has the ability to adjust himself to the changing circumstances with ease, efficiency and speed. This study aimed to identify the types of multiple intelligences among secondary level (Grade 9, 10, 11 & 12) students from Kailali, Nepal in light of Gardner's theory. To achieve this aim, the Multiple Intelligences Test (MIT) was administered on a study sample consisting of (300) students from four (two public and two private) schools. The results of the study showed that the naturalistic intelligence ranked first, while the linguistic intelligence came last, and that there were statistically significant differences on the naturalistic intelligence and interpersonal intelligence, while there were not statistically significant differences on the rest of the intelligences attributed to the gender differences. The study concluded ...
The present study attempted to pinpoint the relationship between each of the intelligence types and performances on grammar tests, and to find what type of intelligences correlate to better performance on different forms of grammar test. To this end, 50 Iranian junior male and female students, within 23 to 28 of age span majoring in English language participated in this study. Three different forms of grammar test and a Multiple Intelligence (MI) questionnaire were administered in order to elicit the participants' responses. Descriptive and inferential statistics were used to analyze data. According to the results, there was a significant correlation between "Multiple Choice" test results and "Linguistic" and "Spatial" subtest of the Multiple Intelligence test and "Natural" subtest of the MI test. There was also a significant correlation between "Error recognition" test results and 'Linguistic" and "Logical-Mathematical" subtest of the MI test. Moreover, the results revealed a significant correlation between "item completion" test results and "Logical-Mathematical" and "Spatial" subtest of the MI test. Based on the results obtained, it could be argued that Linguistic subtest would be the best predictor, followed by Logical-Mathematical subset as the second important one.
2016
A BSTRACT: With the advancement of knowledge, the world is becoming more and more competitive. Quality of performance has become the key factor for an individual achievement. The present study was carried out to compare intelligence and a cademic achievement in relation to students’ gender, stream , and socio-economic status. Total 200 boys and girls from S cience and Humanities streams were taken as the sample of the study. Investigator used M.C. Joshi’s intelligence t est (1956) and s ocio- e conomic status scale by S.D. Kapoor & H.C. Kocher (1997- 19 98) for collecting the data. T-Test and product moment method was used to find the results. The study reveals that girls on an average have high intelligence as compared to boys. On an average the male and female students have similar academic achievement. On an average S cience student’s high intelligence than the H umanities students. The correlation between intelligence and a cademic a chievement have come out to be positive and s...