Coincidental development of talent in university students ABOUT THE AUTHOR (original) (raw)
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European Journal of Physical Education and Sport Science, 2021
This study is a descriptive study meant to examine the multiple intelligence areas of students who enter the Higher Education Institution with a special talent exam. The research was conducted using the scanning model. The population of the research consists of students who have been placed in Gaziantep University Faculty of Sports Sciences, Turkish Music and State Conservatory and Fine Arts Faculty for the 2018-2019 and 2019-2020 academic years with a special talent exam. The sample group consists of 408 (240 male, 168 female) students selected randomly (Sports Sciences 180, Conservatory 100, Fine Arts 128) In order to collect data in the study, “Self-Assessment Inventory in Multiple Intelligence Domains”, developed by Gardner (1993) and translated into Turkish by Saban (2001), was used. SPSS 20.0 (Statistical Packet for the Social Science) package program was used for statistical analysis of the data collected within the framework of the purpose of the research. In the evaluation ...
The Role of Multiple Intelligences and Creativity in Students’ Learning Style
2011
Developments and studies in the field of intelligence and creativity had been widely popularized by educators, practitioners and psychologists. Many studies had been conducted in examining the relationship between intelligence and creativity where contradicting findings were reported. The types or degree of intelligences varies among individuals and is not a fixed attribute which is similar with the nature of creativity. Both intelligence and creativity could be developed in varying degrees throughout the development of an individual. Therefore, it is the objective of this study to examine the relationship between creativity and intelligence. This study adopted a descriptive survey method where a set of questionnaire was used for the purpose of data collection in determining the relationship between the two variables. A total of 1040 randomly selected students which consisted of both male and female students were involved in the study. Research findings showed that overall, there was a significant and positive relationship between multiple intelligences and creativity (r=0.648). Research findings also showed that students from both gender possessed high intelligence in common domains, namely interpersonal (M=3.795, SD=0.61), followed by intrapersonal (M=3.656, SD=0.628) and musical (M=3.648, SD=0.863) as well as similar characteristics of creativity in two constructs (imagination and fantasy, and playfulness). To conclude, it is important to identify students' intelligence profile as well as their creativity level according to domains. This is to aid students learning, providing them with the optimum learning environment through their preferred learning medium and help them to achieve their fullest potential in their respective talented areas.
A cohort of female adolescents from 11 to 18 Years of age (n = 325) completed a questionnaire based on Gardner's theory of multiple intelligences to examine their perception of their talents as they progressed through secondary school. Results showed that the highest ranking talents were Physical and Sport Activity, and Language and Communication. The perceptions of total talent declined from Year 7 to Year 9 and then remaining relatively stable from Year 10 to Year 12. Analysis of the nine talents by the two year level groups (the younger group of Year 7 to Year 9, and the older group of Years 10 to 12) showed three trends but there was no significant difference for individual talents. Cluster analysis of the nine talent scores revealed two groups of students with one group significantly higher (n = 156) in all talents and a second group significantly lower (n = 169) in comparison. A MANOVA comparing nine talents between year levels (younger/older) and cluster (low/high) showed only one interaction in which the low perceived talent, older students were problematically low on Self-awareness. The findings are discussed in reference to students' developing accurate perceptions of their performance and enhancing the salience of past and future learning.
International Journal of Higher Education, 2020
This study aimed to recognize the differences in multiple intelligences among the students of Jordan University of Science and Technology with its relationship to gender, academic year, and achievement. The study sample consisted of 349 male and female participants. It used a descriptive analysis, the MacKenzie scale for multiple intelligences, which consisted of 9 dimensions and 10 paragraphs per dimension. According to its findings, the average range for all domains of multiple intelligences was 3.70. This value implied that the average students’ responses were accepted. It showed there was not any statistically significant differences at ∝≥0.05 in the students’ results which could be attributed to gender and academic year. Also, there were not statistically significant differences at ∝≥0.05 in the students’ results for the musical and existential dimension attributed to achievement and there were statistically significant differences for the other dimensions.
Journal of Education and Practice
Training institutions in most parts of the world place high premium on those who excel in examinations based on scholastic intelligence. In Kenya, students are admitted into available undergraduate degree programmes in public universities based on their performance in Kenya Certificate of Secondary Education (KCSE). Yet, the Bachelor of Education (B.Ed) degree programmes offered in the School of Education at Maseno University have a strong bearing on types of human intelligence and not all the students admitted can fit in them. Academic qualification remains a challenge to a majority of students (79.4%) in choosing a career; hence a significant number (94%) of students end up settling for what is available rather than their choice. Apparently, limited attention has been given to exploring the relationship between students' innate occupational skills and interests hence the current low (7%) college career satisfaction level. The purpose of the study therefore, was to establish the types of intelligence and their relationship with career choice among first-year B.Ed students of Maseno University, Kenya. The objectives of the study were to establish the types of intelligence across among male and female students and to determine the degree of relationship between types of intelligence and career choice. The study was guided by the Howard Gardner's Multiple Intelligence Theory (1983). Correlation and descriptive survey designs were adopted for the study. The target population consisted of the 490 first-year B.Ed students admitted in the Academic year 2011/2012 in the School of Education. The study sample consisted of 220 firstyears B.Ed students drawn using proportionate stratified sampling. Data was collected by use of Questionnaire and document analysis guides. The questionnaire was piloted using 10% (n = 49) of the study population. Pearson Product Moment correlation was used to determine reliability at alpha level 0.05. The questionnaire had an acceptable reliability index of 0.84. Quantitative data was coded and analyzed using descriptive statistics such as mode, frequency counts and percentages. A type of intelligence was established using percentages and mean. Further, gender difference in types of intelligence was examined using mean gender differences. Further, the degree of relationship between types of intelligence and career choice was established using cross tabulation with chi-square test and Likelihood Ratio test. Qualitative data was transcribed into text form of emerging themes and reported. The results showed that first-year students scored very high in interpersonal intelligence (90.9%) and relatively lower on visual-spatial intelligence (75.5%). The study found significant difference between male and female in logical/mathematical (df 35, p = 0.005), verbal/linguistic (df 38, p = 0.004) and existentialist (df 34, p = 0.000), music-rhythmic (df 37, p = 0.012) and bodily-kinesthetic (df 33, p = 0.015) intelligence in favour of males and no significant difference in visual-spatial (df 33, p = 0.06), interpersonal (df 47, p = 0.142,), intrapersonal (df 19, p = 0.408) and naturalistic (df 34, p = 0.16) intelligence domains. Results of the chi square test show that there is a significant relationship (r=.182, p<.000) between types of intelligence and career choice. The results of the likelihood ratio test show very high (p<.000) degree of relationship between types of intelligence and career choice. The following conclusions are drawn; Students at Maseno University can be classified into the nine Gardner's intelligence types; Gender differences exist in specific types but not all types of intelligence and that there is a significant high degree of relationship (r=.182, p<.000) between types of intelligence and career choice. The study recommended that the need to investigate factors at the university environment which influences the development of multiple intelligence among male and female students. Significantly, the study provides a useful guide to students, education policymakers and university staff for career choice, placement training and retention efforts.
International Journal of Engineering and Advanced Technology, 2019
This study was conducted to identify the significant differences between female students and male students who took the workshop's practical subjects. Therefore, three objectives of the study are to identify the multiple intelligences among students, the dominant of multiple intelligence in the workshop's practical subjects and to identify the significant differences between multiple intelligences and the gender of the 4th year student from School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia in the subject practical workshop. The design of this study is a descriptive study using quantitative data. In this study, the population identified consists of 204 4th year students of the School of Education, Faculty of Social Science and Humanities who attended the Bachelor of Technology with Education in Mechanical Engineering (SPPJ), Buildings (SPPQ), Electrical and Electronic (SPPR) and Living Skills (SPPH). A total of 180 samples were ident...
Data in Brief, 2019
According to many relevant scientific researches conducted in the last few years [1e3], the study of music-related subjects implies greater development of both intellectual and executive functions of students. Those functions comprise musical intelligence [4] and the rest of multiple intelligences [5], as well as the general and factorial intelligence [6]. The present research may help students organise and plan their studies with an improvement of their study habits, thus better self-organising their daily work. Unfortunately, the percentage of secondary students at Music Integrated Centres is less than 0.01% of the total centres; indeed, there are only 10 centres in Spain out of 34,149 total number of nonuniversity education centres of this type [7]. Hence, the sample obtained from this data collection is a rara avis of a great scientific value [8,9]. In this study, a sample of 28 first-year secondary students at a Music Integrated Centre has been collected. In Music Integrated Centres, learners simultaneously study the General Education System and music-related courses from their third year of Primary Education until the second year of Baccalaureate. In order to obtain the data, several measurement tests have been conducted, namely general and factorial intelligence, multiple intelligence and study habits. Moreover, the study collects the academic performance of students in two evaluations carried out the school year 2017e2018 of the general courses on Spanish Language (mother tongue of the students), Mathematics, Social Sciences, Natural Sciences and English as a Foreign Language, as well as the music-related subjects, in particular Musical Language, Instrument and Choir. The data gathered for this field study can be useful if related to other researches on students belonging to other levels and modalities at Secondary Education with a focus on multiple intelligences and learning strategies, among others.
The chance of gifted intelligent students’ success in career
Indian Journal of Public Health Research & Development, 2018
In some cases, in working world, workers who tend to have satisfactory academic achievement do not always have career as bright as their intellectual capacity. This study employs qualitative-phenomenological approach which is aimed at describing the chance of success in career of gifted intelligent students. Method used is interview. The subject in this study is gifted intelligent student who live in a dormitory. Soft Skill is defined as the quality of interpersonal and personal attribute that an individual has that influences success at work. This study has identified 10 soft skills that are believed to be the most important and necessary to be mastered in order to gain success in career for gifted intelligent students. The ten soft skills are Continuous Learning, Good orientation and futuristic thinking, Effort and responsibility, Hardworking, actively asking question, Enthusiastic, Self-management, Positive vibes to team or classmates, Empathy, and Respect to others. From the result of the research, in conclusion, the chance of success in career of gifted intelligent students is closely related to their soft skills.
Assessment of Mental Skills Between Inter-University Achievers and Non-Achievers
2015
The purpose of the present study was to assess the mental skills between interuniversity achievers and non-achievers. Total one hundred and six (N=106) female subjects, which includes, fifty three (n=53) achievers who got medals in the interuniversity football tournament held at Panjab university during the session 2014-15 and fifty three (n=53) non-achievers who had just participated but failed to get medals in this respective tournament were selected subjects for the present study. The purposive and random sampling techniques were used for the selection of subjects. The age of the subjects was ranged between 19 to 28 years. Mental skills were determined by administrating mental skill questionnaire developed by Hardy and Nelson (1996). The Mean, S.D., M.D., SEDM and ‘t’-values were calculated to find out the significance of differences between inter-university achievers and non-achievers. The level of significance was set at 0.05. The results revealed significant differences with r...