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The study's objectives are to i) develop a test kit to determine the ability of multiple intelligences (MI) to play basketball in high school and ii) measure a student's MI test ability in playing basketball. The method used is the development of instruments with analysis, design, development, implementation, and evaluation (ADDIE). The study subjects comprised five schools in five districts in Yogyakarta, Indonesia. With a total sample of 1029 students. The results showed i) that test kits developed to assess students' MI abilities meet valid and reliable requirements. It can be seen from the validity of the contents of V-Aiken (0.96) and the validity of the construct, namely the loading factor > 0.3. With the analysis of the item classically, it detects that the level of difficulty and differentiability of the problem is good and according to the criteria; ii) the results of MI capability measurements show 55% of capabilities with the "high" category, 35% with the "medium" category, and 10% with the "low" category.

This study aimed to investigate the relationship between Iranian EFL learners' interpersonal and intrapersonal intelligence and their speaking ability. To achieve this aim, 30 Iranian EFL learners whose level of proficiency was intermediate participated in this study. The participants' general English knowledge was measured via Oxford Quick Placement Test (OQPT). The placement test revealed that all participants were intermediate learners and homogenous. The other instruments of the study were the Multiple Intelligences Inventory and the speaking test. After evaluating the participants' general English knowledge, the speaking test was given to them. After collecting the speaking tests' results, the questionnaire was distributed among the participants, and they were requested to answer all the items in it carefully and honestly. The Pearson correlation coefficient test was used to show the relationship between the participants' interpersonal and intrapersonal intelligence and speaking skill. The findings revealed positive and significant relationships between the participants' interpersonal and intrapersonal intelligence and their speaking. The findings of the study would be useful for teaching and learning speaking skill and researchers in the fields of TEFL and sociolinguistics.

Learner diversity has been identified as a barrier to language learning and teaching. The purpose of this article was to conduct an analysis of the implementation of Multiple Intelligences (MI) theory in the field of English language teaching. MI theory, as introduced by Howard Gardner (1983), offers a new concept of intelligence, one that has led to a profound questioning of what we call "intelligence". As a result, he proposed an alternative view of intelligence that can be incorporated into the range of abilities, as well as the existence of nine intelligences that are distinct from one another. Several studies have explored the incorporation of MI theory in the realm of language teaching since it provides instructors with a variety of teaching strategies and enhances their ability to design teaching methods to better meet learners' expectations. Moreover, it recommends multiple testing methods based on all the proposed intelligences to evaluate students' learning, as not all intelligences can be measured using standardized tests. To implement the theory into pedagogical practice, educators should be cautious when it comes to truly understanding the theory and also be prepared to create a variety of teaching techniques in order to engage all intelligences.

Gender stereotypes, as a cause and consequence of deeply rooted attitudes, values and norms, directly affect the discovery and development of gifted potentials. Given the fact that high abilities are most successfully identified and properly developed in early school age, the aim of the study is to investigate the existence of gender differences in the perception of different abilities in boys and girls by teachers, parents, peers and self-perception in multiple intelligences. The research was conducted on 115 lower primary school students in Bosnia and Herzegovina. Mann--Whitney U test was used to determine differences in various domains of giftedness between girls and boys throughout groups of evaluators. Statistically significant difference was found in 11 of the 36 variables analysed. Most statistically significant differences were found in parents' assessments (5), while 3 were found in teachers' assessments, 2 in peers' assessments, and only one in self-assessments. Although the cultural factors, customs and traditions of the Balkan country of Bosnia and Herzegovina have a great influence on gender stereotypes, the results of research on gender discrimination in the process of identifying giftedness are largely similar to the results of developed European countries. The results of the study can be used in the context of general education as a basis for critical re-examination of negative attitudes towards females in the direction of a particular professional orientation.

The aim of the research is to investigate the effect of intrapersonal intelligence profiles of students studying at Faculty of Sport Sciences on their metacognitive awareness levels. General screening and relational screening models were used. The research group consisted of 308 students studying at Afyon Kocatepe University Faculty of Sport Sciences in the 2021-2022 academic year. In the research, Intrapersonal Intelligence part of the "Self-Assessment Inventory in Multiple Intelligence Domains" and "Metacognitive Awareness Inventory" were used as data collection tools. Frequency values, percentage values, one-way variance analysis "ANOVA" test, Independent Samples t-test, and "Tukey HSD test" were used for data analysis. In addition, Correlation and Regression tests were applied to determine the relationships between intrapersonal intelligence and metacognitive awareness levels. In conclusion, significant differences were found between the students' intrapersonal intelligence and metacognitive awareness levels and the procedural knowledge sub-dimension, according to the gender variable. According to the department variable, there were found significant differences between the sub-scales of planning, monitoring, and managing knowledge and the intrapersonal intelligence means, however there weren't seen significant differences according to the branch variable. In the correlation and regression tests, it was seen a positive and significant relationship between the level of intrapersonal intelligence and the sub-scales of metacognitive awareness.

A Multiple Intelligence and Expressive Therapies approach for counselling adolescents experiencing anxiety is proposed. Anxiety disorders are the most prevalent mental health challenges experienced by adolescents. Research reveals the association between anxiety in teenage years and psychiatric disorders in later life. Data is presented on the increasing incidence of anxiety in adolescence and the limits of commonly applied therapies. Adolescence is characterised as a time of turbulence and change, and the issues that adolescent clients bring to counselling are diverse and often complex. Evidence from several studies in counselling have shown positive outcomes through linking multiple intelligences and expressive therapies as an integrative therapy. The potential benefits of applying this combined approach to secondary school students are discussed.

This study aimed to investigate the multiple intelligence learning approaches (MILA) which were used to provide students' competence in English writing skills in an institute of IAIN Sorong, Southwest Papua Province, Indonesia. In terms of it, the MILA introduced interactive, analytic, and introspective domains which cover elements of linguistics, mathematics, visual, kinesthetic, music, intra-personal, interpersonal, naturalistic, and existential or spiritual. Those elements would be appropriately implemented to upgrade students' English writing skills. This study employed a survey method using lists of questionnaires and an English writing test to obtain qualified data which were collected from seventy-two students. The findings conclude that most respondents felt contented and interested in developing and upgrading English writing skills using the Multiple Intelligence Learning Approaches. It was supported by the findings of the English writing test showed significant upgrading of students' English writing skills. The results of this research claimed that the MILA is a suitable and precise approach to upgrading students' writing skills. Also, it is recommended to English educators formulate together the strategies to be included in MILA for teaching English writing skills as recommended by the national education curriculum.

The purpose of this study is to compare the attitudes of Turkmenistanian and Turkish university students towards environmental ethics approaches and their naturalistic intelligence (NI) field. In addition, it was investigated whether there is a gender difference in environmental ethics levels in both countries students'. Environmental Ethics Attitude Scale (EEAS) and Multiple Intelligence Areas Inventory were applied to the students. A total of 172 Turkish and 103 Turkmenistanian university students participated. A significant difference between the mean scores of Turkish and Turkmenistanian was observed in all four categories of environmental ethics [Anthropocentric, Ecocentric, Ecofeminism, Teocentric]. The analyses conducted to test gender differences showed that there was not a significant difference between male and female Turkmenistanian students' EAA mean scores. Comparison of NI levels of students from both countries suggested that Turkish students' NI levels were "developed" and Turkmenistanian students' NI levels were "moderately developed". The research findings were considered for both countries students'. [Note: The year shown on the PDF is incorrect. The correct citation for this article is v9 n1 p1-15 2023.]

The aim of this study is to reveal the opinions of Turkish language teachers about the reflection of Multiple Intelligence Theory in Turkish coursebooks. The participants of the research are 30 Turkish language teachers who teach in secondary schools in Cizre district of Sirnak province in the 2020- 2021 academic year. The data of the research were collected with semi-structured interview forms. Based on the data obtained in the research, separate categories were created for each question in the semi-structured interview form, and similar answers were grouped and included in the created categories. Highlights of the teacher's views were quoted directly. According to the results of the research, 83.33% of Turkish language teachers think that linguistic intelligence is the most frequently referred sort of intelligence in coursebooks, while 36.67% of teachers perceive logical-mathematical intelligence as the least frequently referred sort of intelligence in coursebooks. However, 56.67% of Turkish language teachers said that the texts and activities in the coursebook are not suitable for different intelligence domains. It has been determined that the rate of teachers who think that the level of including intelligence domains in the books differ according to the classes is 46.67%. The main problems faced by the teachers while creating activities for different intelligence domains were physical, cultural and equipment inadequacy of the schools in Cizre district of Sirnak province with 37.5%.

In the formal education system, teaching-learning is a process where teacher is actively engaged in providing quality education to the learners. Teacher is the only one who can recognize and identify the unique capabilities of the students. In a diverse classroom, every student is different from others, keeping this in mind, a teacher has to design teaching-learning process as per the learning needs of the learners. One way of knowing and addressing the individual needs of students is by identifying and implementing theory of multiple intelligences in classroom. Research studies have shown that profile of multiple intelligences of a teacher has a direct impact on teacher effectiveness and teaching learning practices. Studies also claim that majority of the schools tend to focus mainly on two intelligences, those associated with academic intelligence, i.e., linguistic and logical/mathematical and teachers are low when it comes to intelligences like interpersonal, intrapersonal, naturalistic and existential. Hence, the primary research question of this study is to explore about this less explored intelligences of the teachers. The present study is a cross-sectional survey study when the data about the multiple intelligences of 96 randomly selected teachers working in various schools of Delhi was collected using a pre-developed tool of multiple intelligences. The results of the study reveal that there is strong need to organize training programme to improve the multiple intelligences of the teachers. The findings also reveal that gender of the teacher has an influence on their multiple intelligences and female teachers scored better than male teachers in this regard. Also teachers from schools located in urban area were better in multiple intelligences than the teachers from schools located in rural areas. It was however observed that both government and private school teachers performed almost same and educational qualification of the teachers and their teaching experience did not have any influence on their multiple intelligences. The study also recommended about the scope of further research in this area of multiple intelligences.

This research investigates the effect of multiple intelligences (MIs) teaching strategy with technology-enriched environments on business administration students' self-efficacy, confidence, and learning outcomes. The study involved 276 participants from a university's business administration department, undergoing an international business course. A range of technology-based activities incorporating MI strategies was employed, exploring key topics such as globalization, corporate social responsibility, and market segmentation. Hypothesis testing revealed that high expectations and changes in viewpoints positively impacted self-concept, ability, and motivation, contributing to improved learning outcomes. The integration of technology in teaching facilitated these transformations, demonstrating how digital tools like virtual reality, interactive platforms, and online tutorials can enhance learning experiences. However, the effect on learning gain varied when viewpoints changed, indicating a need for further research into the differential impact of technology on learning outcomes. Despite some limitations, the study offers compelling evidence supporting the integration of MIs teaching strategy with technology-enriched environments in business administration education. Future studies should further explore the role of emerging technologies in this context.

In an era where the success of our schools is determined by standardized examinations, it is critical to allow students to utilize their creativity and the power of technology to enhance vital skills and learn in innovative ways. In today's fast-paced technological environment, we are on the verge of a technology revolution that will modify and unfold several professions in realm of education. It is critical that the educational system make an instructional transition in order for pupils to prosper as future innovators. In order to understand how students' talents may have been impacted by various intelligences by engaging in the real-world experiences that may boost confidence and self-esteem, this article examines the 4Cs of 21st century skills in relation with Bloom and Digital Bloom's Taxonomy. It also emphasizes how a 21st-century education will enable students to be creative and critically examine situations, allowing them to improve academic and social skills as they communicate and collaborate with others to organize their ideas, preparing these young minds for the workforce once they graduate. The intention of suggesting the 21st century plan to the school management and detailing the potential benefits of the educational system is to prepare the upcoming young generation for the future workforce in today's fast growing competitive and challenging environment.

The study reported on here was conducted to examine the consistency of the views of children and teachers in predicting the multiple intelligence areas of children at the end of the education programme provided in an enriched class based on multiple intelligence practices in a pre-school education institution. Using the pre-test-education-post-test experimental method, we applied the relational pattern to investigate the relationship between the 2 variables. The sample group of this study consisted of 34 children aged 5 to 6 years, 17 in the experimental and 17 in the control group. As data collection tools, the TIMI Inventory developed by Teele (1992) and an application (colour-bead system) containing assessments of the children's preferences were applied. The findings obtained in this study show that in 7 of the 17 children, the intelligence/skills area revealed by the evaluations of their preferences was similar to the results of the TIMI Inventory.

Purpose: The main objective of this study is to analyze the impact of spiritual intelligence (SI) based on its four dimensions (critical existential thinking (CET), personal meaning production (PMP), transcendental awareness (TA) and conscious state expansion (CSE)) on teachers' turnover intention (TI) through sanctification of work (SoW) and job satisfaction (JS). Design/methodology/approach: Drawing from multiple intelligence theory, this study adopted a cross-sectional design to explore the hypothesized relationships. Copies of the questionnaire were distributed to 367 teachers working in public schools in Plateau State, Nigeria, and 290 out of the retrieved copies were useable. The data collected were analyzed using variance-based structural equation modeling (SEM), Smart-PLS 4. Findings: The results suggest that SI does not significantly influence TI, while SoW and JS mediate the relationship between SI and TI. Practical implications: The result suggests that SoW and JS are significant mechanisms through which SI predicts teachers' TI. This highlights the need for educational policymakers to integrate spiritual literature as well as imbibe spiritual practices such as prayers, meditations and yoga either at work or privately to enhance the development of SI among teachers. Originality/value: The results offer an insightful understanding of SI and how it influences work outcomes. The mechanism roles of SoW and JS explain the process by which one's perceived numinous object, activity event and job experience influence a job decision.

Educational reform in China has brought about many Western educational approaches for teachers to consider as part of their pedagogy. An example of this is the theory of multiple intelligences (MI theory). This paper presents how a theory grounded in a Western context is locally reconceptualised by kindergarten teachers who grew up in a different context. A qualitative case study was selected to investigate seven kindergarten teachers' understandings of MI theory in China. Three methods were employed to gather data; semi-structured interviews, field observations and documentation. Evidence from the three sources were analysed using a thematic approach. This paper reports contextual factors that had an influence on the teachers' understandings of MI theory and thus its implementation, and argues that the introduction of new educational theories or approaches should be grounded in the local context in which the teaching will be embedded.

This study developed a local climate change curriculum that incorporates generative learning strategies and emphasizes the creation of visually engaging educational content. The curriculum's impact was assessed by examining generative learning through recall and knowledge transfer, as well as declarative knowledge across elementary students with different multiple intelligences (n = 68). The findings offer preliminary evidence of moderate learning gains. We also discuss the implications of these findings for the development of a localized climate change curriculum.

Multiple Intelligences are various skills and talents possessed by students in solving their learning problems so that students can solve learning problems amazingly. However, the application of Multiple Intelligences-based learning has not been widely applied in schools because not many people know the concepts and privileges of learning. And researchers have just found this school based on Multiple Intelligences in MI Muhammadiyah Kartasura or commonly called MIM PK Kartasura, so the researcher aims to describe the learning process and privileges of multiple intelligences-based schools at MI Muhammadiah PK Kartasura. This research uses the qualitative descriptive method. The data collection uses interview, observation, and documentation techniques. The results of the research obtained are, there are three stages in the Learning Process based on Multiple Intelligences, namely: the preparation stage, the implementation stage, and the assessment stage. While the feature of learning Multiple Intelligences is that teachers will get detailed information about the psychology of their students so that teachers should not look at students from one side but must look at the other side.

Career intelligence is of major importance for students to understand their aptitudes, interests, and abilities. The aims of this quantitative research are 1) to develop an Online Career Intelligence Test (OCIT) for Thai high school students, and 2) to confirm factor analysis of the test. Multistage random sampling was performed on a sample of 2,000 high school students from 6 regions of Thailand. The instrument was an online individual test (OCIT) to identify students' career abilities, based on several different Theories integrated into a concept with a Thai context namely Gardner's Multiple Intelligence Theory and Holland's Theory, and Career Interest. The data was analysed using confirmatory factor analysis (CFA), means (M), and standard deviation (S.D.). The results were: 1) This test was composed of 9 factors; verbal-linguistic Intelligence, logical and mathematical intelligence, spatial and visual intelligence, bodily or kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, natural intelligence, and existential intelligence, totaling 90-items. 2) The findings of CFA showed that nine components of the OCIT corresponded significantly with empirical data by CFA (x[superscript 2]= 48.89, df=17, x[superscript 2]/df=2.87, RMSEA=0.031, RMR=0.00, GFI=0.99, AGFI=0.99). The OCIT can be used to assess students both effectively and conveniently.

The aim of this study was to determine the relationship between students' metacognitive learning, critical thinking, scientific process skills, and academic achievements after the "Cell and Divisions" and "Force and Energy" units which have been processed according to different teaching methods. Furthermore, in this study, it is aimed to determine the variables that predict academic achievement. In the study, five different groups were selected from 7th grade students. In these groups, lessons were taught according to the Multiple Intelligence Approach, Problem-Based Learning, Peer Instruction, and Combined Method and the method recommended by the Ministry of National Education (2017). The sample of the study, in which the correlational survey method, one of the quantitative research approaches, was used, consists of 185 seventh grade students studying in two secondary schools in the Yakutiye district of Erzurum. As a data collection tool in research; Metacognitive Learning Strategies Scale, Critical Thinking Tendency Scale, Scientific Process Skills Test, and Academic Achievement Tests were used. As a result of the analyses made on the data of the students in different groups and the whole study group, significant relationships between variables were determined in terms of group specific and all data. In addition, in the hierarchical regression analysis, it was determined that scientific process skills were the most predictive skills for academic achievement for each group.

Intellectual development means the growth of a child's ability to think and reason. It's about how they organize their minds, ideas and thoughts to make sense of the world they live in. The government of Vietnam requests the education sector to develop hidden competencies of students, particular young learners. This study therefore analyses associated literature to propose a framework to assess the intellectual development and competence of Vietnamese students based on Sternberg's triarchic theory of intelligence. The paper discusses the theory of multiple intelligences and types of intelligence; the development of assessment framework, development path and tools to measure students' intelligence and capacity; and test results on intellectual ability and capacity development of students.

Personal intelligence concerns the ability to understand personality in oneself and others--including the understanding of motives, socioemotional traits, and abilities. We examined if people's scores on the ability-based "Test of Personal Intelligence (TOPI)" would be reflected in their narratives about someone whose personality they had learned about. In a Preliminary Study (N = 220), we collected narratives and open-ended descriptions about their learning. In Study 1 (N = 212), experts rated the respondents' open-ended narratives for their sophistication about personality, defined as their knowledge and complexity of thought around the topic. Respondents also filled out checklists concerning what they learned and their relationship outcomes. Study 2 (N = 299) was a replication and extension in which we added the TOPI. Participants who scored higher on the TOPI produced narratives higher in Sophistication, even after statistical controls for Word Count and Vocabulary (the measures also were largely independent of the Big Five). The findings here may have applications for both testing and training.

This article presents the design and evaluation processes of a new inclusive and technology-and-autonomous mediated tool named the Communicative English Language Skills Improvement Programme (CELSIP). This project was originally designed to help all kinds of learners to achieve better communicative competencies in English. An empirical mixedmethod data collection process was conducted involving 49 students in their fourth year of the Teaching of English in Primary Education Degree. To this end, a semi-structured questionnaire and participants' one-course-work self-assessment written testimony were analysed in depth. The findings were significant in that the levels of motivation reported by the students were reflected in their English language oral skills, since the use of technology affected their stimulus in multifaceted ways. This endeavour provided an enhanced version of the CELSIP, a more fitted to different learners online didactic toolset, based on the gathered data. The CELSIP has proven to be a useful source of materials for online learning and could play an important role in addressing the issue of how technology can be used to overcome the existing problems derived from diversity in regard to different types of learning styles. The pedagogical implications suggest that these students could "learn to learn" following the 21st Century Education long-life-learning guidelines after having used the CELSIP.

The main concern in this study is constituted by the possibility of implementing a music training model which has been developed on the basis of the Multiple Intelligence Theory in the music lessons of the 4th and 5th grades of primary schools. Core study group was formed by 150 fourth and fifth grades students from Ankara Tegmen Kalmaz Primary School and Mamak Primary School and as well as the music teachers working at these schools in 2005-2006 educational period, who were selected by means of a random method. The findings of the research are composed of the pre tests and post tests filled by the students and their teachers as well as the observation sheets used during lessons in which the data about the differences between the traditional method based lessons and the multiple intelligence based lessons have been analyzed by SPSS package program and frequency tables and graphics of the data has been designed, additionally a bilateral relations have been examined by using cross tables. As a result of the study, it has been concluded that the events that activate different intelligence fields are not implemented in the music lessons taught through traditional methods, the creativity of the students has not been improved by different assignments and projects, the teachers do not bring various music-related materials to the classroom and that they do not render the lessons enjoyable. Whereas, it has been understood that in the music lessons based on Multiple Intelligence Theory, the students in the period of concrete process comprehend the abstract concepts of the lesson more effectively by means of plays and different activities, their creativity demonstrates a progress, and that the theory constitute an aid for them in discovering their capabilities. When the model is considered through this aspect, it is clearly obvious that the theory is applicable to the musical training model, the teachers who are to apply the theory should undergo in-service training before the applications, that there might be certain defects during the application of the theory due to physical conditions of the state schools, and that therefore the music rooms and equipment in the state schools should be improved. In the light of these findings, it has been determined that the questionnaire and observation forms produced at the end of the studies could be implemented as an appropriate measure for a research that would be reflected on a general sense and could be practice by schools at various social and economic levels.

The aim of this study was to determine the predispositions of the studied groups of students to work in the IT sector. The basis for predisposition assessment was their voluntary self-assessment of certain preferences, which are related to the theory of multiple intelligences of Professor Gardner. The study was conducted on a reference group of IT sector employees, assuming that they will be the model, to which the results of the study will be related. The method used to obtain data about the students' predispositions was a test carried out in an auditorium mode or online. More than 500 students from several countries were surveyed and interesting statistical material was obtained allowing for comparison between groups. The most important result was to find a way to sort the students into groups in order from most similar in their aptitude to the market pattern to least. This made it possible to determine the boundary beyond which students could be considered selected for a job in the IT sector. Statistical hypotheses about the similarity of the student groups to the reference group were verified. The results were both positive, confirming that a large percentage of students have predispositions to work in the IT market, and less promising. The authors are convinced that the method can be applied all over the world, as they examined groups in very diverse countries, taking into account, for example, location, education system, culture or religion.

The aim of the study is to compare the foreign language learning achievement levels of students who participate in physical activity and have physical/kinesthetic intelligence with others. The study was designed in the causal-comparison research model from the quantitative research methods. The sample consisted of 1012 participants, studying at Karabük University, School of Foreign Languages. "Personal Information Form", "Multiple Intelligence Observation Form", "International Physical Activity Questionnaire" and "Cambridge Preliminary English Test" were used as data collection tools. As a result, a significant positive moderate relationship between the physical activity participation levels of the participants and their physical/kinesthetic intelligence domains; a significant positive moderate relationship between physical activity participation levels and foreign language achievement scores; a significant positive weak relationship between foreign language achievement scores and physical/kinesthetic intelligence and a positive, medium-strong significant relationship between the time spent as an athlete and physical/kinesthetic intelligence has been found. When the effects of multiple intelligence domains and physical activity participation levels on foreign language achievement scores have been examined, it is seen that the level of physical activity participation has a positive and significant effect on foreign language achievement scores. It is seen that physical/kinesthetic intelligence, the time spent as an athlete and physical activity level are all important factors in foreign language learning.

The Multiple Intelligence (MI) Theory has been recognised for its significance in education. This study aimed to provide a detailed examination of each intelligence and illustrate how different MIs work. The current study seeks to discover and link pre-service science teachers' numerous intellectual domains and learning style profiles. The survey method was used for the study, which included 150 pre-service science teachers. The "multiple intelligence domains inventory for educators" was utilised to collect data for the study. According to the findings, the use of MIs in science teaching is rarely mentioned, with the features of each intelligence in the context of the various science teaching methodologies. Further, the results indicated that the intelligences mentioned by Gardner could be found in the pre-service teachers in beginning their teaching. Logical-Mathematics was highly advanced among pre-service science teachers with the musical intelligence being the lowest. Gender differences were also found to exist between males and females in only two of the eight MIs, specifically, Logical-Mathematics and Visual-Spatial, which was also significant.

Premised on the theoretical assumptions of social constructivism and multiple intelligences, the purpose of this study was to investigate teaching approaches which are compatible with the learning styles of first-year accounting student teachers from both theoretical and phenomenological perspectives. Being a predominantly conceptual study in nature, data was collected from a host of sources on learning styles, teaching approaches, social constructivism and multiple intelligences to adopt a theoretical position. Focus group interviews were then used to collect data from students to establish their phenomenological perspectives. To ensure the validity of data from these focus group interviews, triangulation, peer debriefing and member checking were used. The study established that while not all first-year accounting student teachers are able or do not prefer to learn everything in the same way, social constructivist centred approaches are highly compatible with most of the students' learning styles. Based on literature verdicts and the phenomenological voices of students, the study recommends the application of the principles of social constructivism in accounting lesson presentations. It is also recommended that accounting lecturers should orchestrate all teaching and learning activities around student needs and their learning styles. Furthermore, the study findings provide a sound basis to recommend that students must always be at the centre of all teaching and learning, regardless of the pedagogical beliefs and preferred teaching approaches of the accounting lecturer.

Learners have their dominant intelligence which gave rise to the different learning styles, a dominant mode of information reception, processing, and storage. The study will determine the extent each learner group perceives the use of Facebook for learning as useful and easy to use. 213 students purposively sampled from five departments which participated in an e-learning initiative of a federal university in Southeastern Nigeria constitute the study sample. The study adopted a survey design. Barsch Learning-Style Inventory and Myers-Briggs Type Indicator (MBTI) were used to collect data for learner profiling, while a TAM questionnaire was used to measure learners' perceived usefulness, ease of use and behavioral intention to use Facebook as a learning tool. Findings from the study showed that there were more visual leaners among the study sample than other learner groups. Also, all learners irrespective of the learning style agreed that Facebook was useful and equally agree to have the intention to adopt it as a potential learning tool. It recommended that as web 2.0 technologies are being increasingly adopted and adapted for educational purposes, learners should be profiled according to the learning styles to determine which learner group would benefit most from a particular technology.

In this student reading, I use examples from dance technique classes to bring attention to the choices that students make when learning new movement via observation and repetition. Based on these examples, I frame learning in technique class not as a process of imitation but a process of translation. In doing so I hope to advocate for the intellectual practices and opportunities for student agency embedded in dance technique learning.

The current paper aimed to identify the relation between ecological intelligence (EI) and the types of multiple intelligences (MI); and pointed out how ecological awareness could be raised through activities of MI. Data were gathered from the freshman students (n = 68) who studied at the Department of Primary Education. Four measures were used in this case study: interviews, multiple intelligence inventory, ecological intelligence scale (EIS), and students' 5-min notes. Correlation analysis was used to find the relationship between the students' ecological intelligence and the types of MI. The responses to interview questions were coded into discrete themes. Findings indicated that the intelligence type which had the most correlation with the sub-dimensions of EIS was InterP. Moreover, moderate relations were determined between the sub-dimensions of EIS and the types of MI which were Bodily/Kinesthetic (BK) and Visual/ Spatial (VS). Although the students had difficulties in activities such as drama and role-playing for BK intelligence, they enjoyed, and had better motivation to learn collaboratively during the activities through visual tools. Ecological intelligence relates to various types of MI. Based on this assertion the activities of MI should be integrated in-class environmental activities for students to acquire ecological awareness and sensitivity.

This study analyzes the activities used in the English series of Action Pack textbooks in accordance with multiple intelligences theory. This series is used in teaching the English language for grades nine, ten and twelve in Jordan. The researcher analyzed 608 activities to decide which type of multiple intelligences is more common in the targeted activities. The results indicate that the linguistic and spatial intelligences were the most prevalent in the three textbooks. Also, it was revealed that the types of intelligences were not found similarly in the targeted textbooks.

This research aims at detecting and stimulating multiple intelligences of kindergarten children early by applying collaborative action research by academics and practitioners. This research moves from the most fundamental problem in early childhood education activities especially in kindergartens namely the teachers' mistreatment in learning activities. This research was conducted using collaborative action research between researchers and teachers using a qualitative approach. The subjects in this research were 40 kindergarten children's in groups 1 and 2. The research results produced multiple intelligences instruments for kindergarten children whose validity and reliability were tested. guidelines for the detection learning model and stimulation of multiple intelligences for kindergarten children. The measuring tool used is a multiple intelligences measuring tool for kindergarten children developed by Lazear (1995) based on four key instruments as follows: (a) Behavior Log; (b) Skill Games; (c) Intelligence Function; (d) Complex Problems and (e) Discovery. Also adopted from the concept of multiple intelligences developed by Armstrong (2004). Result of this research that the average stimulation of multiple intelligences of group 1 was 28.81 and group 2 was 29.38. Group 1 the largest gain was linguistic intelligence (33.84) and the lowest was interpersonal intelligence (23.89). Meanwhile. Group 2 the largest gain was linguistic intelligence (32.27) and the lowest were physical kinesthetic intelligence (24.50).

This article is qualitative-descriptive analytical research on multiple intelligences, a theory which Howard Gardner introduced. According to Howard Gardner's findings, the concept of multiple intelligences has been widely known and used in educational institutions. Multiple intelligences are also considered a theory that first recognized the diversity of human intelligence. With multiple intelligences, it can be said that no child is stupid. Therefore, each child is born with intelligence that is not always equal to each other. In Islam, the Quran is a complete guide for life. This research has discovered the powerful instruments to develop Qur'anic multiple intelligences in educational institutions through literature. With the thematic interpretation method (maudhui) approach, this study described the practical efforts, using the mindset of interpretation and reflection, to develop the concept of multiple intelligences based on the perspective of the Quran. After researching, collecting, and analyzing all terms in the Quran that relate to intelligence, it is found that the Quran is distinguishing the concept of multiple intelligences. It can be used further as a practical guide for educational institutions in developing the concept of multiple intelligences from the perspective of the Quran.

This study which used survey model aims to examine the relationship between the multiple intelligence and learning styles of the Social Sciences High School and Science High School students. Multiple Intelligence Inventory and Learning Styles Inventory were used as data collection tools, which was conducted on 761 students from Social Sciences High School and Science High School. Mann Whitney-U test and point-biserial correlation analysis were used for data analysis. According to the findings, in the comparison of Social Sciences and Science High School types, it was found that mathematical and naturalist intelligence scores were more dominant in Science High School students. It was found that there is a statistically significant difference between the types of schools in which students attended the study in sensing/intuitive learning style. When the relationship between students' learning styles and their scores on multiple intelligence was examined, there were positive relationships, albeit low, in all four learning style dimensions. In line with these data, it is thought that the dimensions of learning style and multiple intelligence, in which individual differences manifest the most, will be considered, and it is thought that students will bring awareness of their own individual differences and individual success. [Note: The issue number (1) shown in the the suggested citation on the PDF is incorrect. The correct issue number is 3.]

Contemporary museums are not only places where collections are protected and exhibited; they are also effective and efficient learning and teaching environments. However, both contemporary and traditional museums need to be improved in terms of their educational functions. This study planned and implemented a museum tour addressing multiple intelligences for first graders at primary school with the purpose of demonstrating an effective museum tour. The convenience sampling method was used for determining the participants of the study. The researcher, together with 5 primary school teachers, 120 first-grade students and 44 undergraduates from the Department of Primary Education at the Faculty of Education participated in the study. This study was designed as action research, which is one of the qualitative research designs. Data were collected using semi-structured interviews, observations, and student-recalled questionnaires. The study showed that the teachers' and the undergraduates' thoughts about the planning and implementation were mostly positive, especially in terms of students' motivation, detail planning and the undergraduates' role of the implementation as qualified staff. Moreover, the findings related to the students' learning indicated that it was stored in their long-term memory. As a result of the study, the museum tour plan addressing multiple intelligences for first graders will be an example of effective museum education for teachers and museum educators in various ways.

The purpose of the study was two-fold: The first purpose of the research was to conduct the "adaptation study of Brigance K & 1 screen II to Turkish," while the second was to "investigate the effect of the enrichment program applied to gifted children and their classmates in the 1st grade of primary education on their performance in multiple intelligence fields". The research was conducted in the screening model and experimental design. The study group consisted of 477 primary schools first grade students (6 years old). Data collection tools are as follows, Brigance K & 1 Screen II scale, Goodenough-Harris draw-a-person test, Teele Multiple Intelligence Preference Inventory (TIMI), Enrichment Program Pre-test -Post-test, and "Project Evaluation Criteria List." After the screening process, a class-wide enrichment program based on multiple intelligence was applied to gifted and talented children and their classmates. Statistical Package for the Social Sciences (SPSS) was used to analyze the data at hand. The findings of the study revealed that Brigance K & 1 Screen II scale was effective in determining gifted children attending the first grade of primary school with a rough evaluation. The enrichment program results were different from the existing school program in favor of enrichment. The class-wide enrichment program has improved all children, with a more potential for gifted children. As a part of the program, a total of 163 students were given project assignments. At the end of the evaluation, it was determined that the students improved in multiple intelligence areas.

Differentiation has become an indispensable teaching approach to meet the needs of diverse learners, and has thus garnered a lot of attention, particularly on a theoretical level. This has resulted in an abundance of differentiation models and frameworks. Despite the attention given to differentiation, most teachers still seem to struggle with implementing it in practice. The previous models have therefore failed to provide teachers with a clear and easy-to-use framework for differentiation. For this reason, we have created the 5-dimensional (5D) model of differentiation which aims to be a more accessible and tangible model than the existing ones. The model approaches differentiation through five dimensions, which are 1) "teaching arrangements," 2) "learning environment," 3) "teaching methods," 4) "support materials" and 5) "assessment." The model draws on "constructivism," "Zone of Proximal Development" (ZPD), "Theory of Multiple Intelligences" and "motivation" as its core theoretical underpinnings. The model stems from the Finnish educational context but can be transferred to and applied in various school contexts. In this article, we will first review various definitions of differentiation. We will then critically examine some of the existing models for differentiation. Finally, we will elaborate on the theoretical underpinnings and different dimensions of our 5D model.

Most parents in Indonesia are unable to provide maximum care for their children while working. Childcare includes fostering moral intelligence, which is carried out by grandmothers, household assistants, and daycare assistants. Furthermore, 178 young children (95 males and 83 females) and 178 caregivers (68 grandmothers, 54 household assistants, and 56 daycare assistants) were involved in the study. Simple regression analysis was used to examine parenthood on moral intelligence, and moderator analysis was used to test permissive non-parental childcare and moral intelligence in early childhood. The results showed that authoritative and permissive parenthood has an effect on moral intelligence and that the effects of permissiveness on moral intelligence are only moderately influenced. Permissive non-parental childcare and moral intelligence apply to the group of grandmothers and household assistants. The research provides a detailed description of the role of predictors on moral intelligence in non-parental care.

The study aimed to achieve three objectives: 1) to identify the Multiple Intelligences (MI) perceived by Heilongjiang International University (HIU) students, 2) to develop and implement a task-based English speaking course with MI features, and 3) to evaluate the extent the developed English speaking course contributes to the improvement of HIU students' speaking abilities based on complexity, accuracy, and fluency (CAF) components. The study was carried out with 30 experimental and 30 control group students at Heilongjiang International University, China. Data were collected by a questionnaire survey, the pre-test and post-test, and the final tests focusing on complexity, accuracy, and fluency components. The data were analyzed using the primary statistical measurements by identifying the Mean (M) and the Standard Deviation (SD), and the significance level. The results indicated that with regard to HIU students' self-perceived MI, Music Intelligence was perceived higher, while the Logical-mathematical Intelligence was perceived lower. As for the students' speaking ability, the results indicated that there was improvement found between the pre-test and the post-test in the COMPLEXITY with the significance value of 0.001, the ACCURACY significance value was 0.002, and the FLUENCY significance value was 0.001. The conclusion is that the task-based teaching practices with MI features contribute to the improvement of students' speaking abilities in terms of complexity, accuracy and fluency. The findings are followed by some implications for teaching and learning.

Development and dissemination of innovative pedagogies continues to be one of the challenges of the 21st century. The visible deficiencies in the educational field have highlighted the need for other types of pedagogies that promote complete student development. Gardner's theory about multiple intelligences (MIs) has great potential that has not yet been realised in practice in school contexts. With this research we aimed to analyse the relationship between the intelligences that students develop in primary education and the increase in certain cognitive and academic capacities, and to demonstrate that a pedagogy based on Gardner's theory does more to promote creativity, maturation and school performance than traditional teaching-learning pedagogies. A total of 420 participants from 2 state-funded schools participated in this study (experimental group = EG; control group = CG). The EG (n = 230) was taught using Gardner's theory and the CG (n = 190) was taught according to traditional pedagogy. There was an association between the intelligences developed by the students and their academic, creative, and maturational levels. Finally, significant differences were found between the EG and CG, with the EG obtaining a higher mean in the variables analysed in favour of the EG. In conclusion, using MIs in classrooms allows for a more mature and creative development and greater academic performance.

This study aims to develop multiple intelligence-based textbooks seventh grade junior high school students with material on equations and inequalities. It is hoped that the results of the development of this textbook can improve student learning outcomes, especially in the ability of mathematical representation. The population used was students of SMP/MTs in Medan, by taking several research samples 108 students. The development model of this textbook uses the 4D development model (define, design, development, dissemination), but due to the situation during COVID-19 and time constraints it only reaches the development of the expert validation section and limited trials. Thus in this development it only comes to the analysis of validation and practicality of textbooks, but for effectiveness will be continued in next research. The analysis shows that multiple intelligence-based textbooks on equations and inequalities in class VII are declared valid and practical.

This research aimed to examine the effects of problem-based learning with character emphasis and naturalist intelligence on the students' critical thinking skills and curiosity. This study was conducted at Islamic Senior High School in Mataram and it employed 3x2 treatment by level design. Three treatments; the problem-based learning with character emphasis (PBL-CE) (A1), the problem-based learning (PBL) (A2), and the regular learning (RL) (A3) were given to two groups; the students with high naturalist intelligence (B1) and low naturalist intelligence (B2). The data on the students' naturalist intelligence and critical thinking were collected through the test and the data on the students' curiosity was collected through self-assessment and observation sheets. The data were analyzed using MANOVA at 0,05 significance level. The results of the study showed that: (1) the PBL-CE affect the students critical thinking skills and curiosity, (2) the naturalist intelligence does not have a significant effect on the students critical thinking skills and students curiosity, and (3) the interaction between the PBL-CE and naturalist intelligence did not affect the students critical thinking skills and curiosity. PBL-CE can be applied as alternative learning to develop students' critical thinking and curiosity.

Research consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton's (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers' beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers' understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures.

The complexity of physics concepts in online learning environment probably will only benefit certain group of students. Thus, there are suggestions that the approach of delivering physics concepts in online learning environment shoud be conducted in various ways. The purposed of research was to investigate the effect of online multiple intelligence-based learning on achievement in physics' motion concept among 10th grade students. The one group pre-test and post-test design were used in this research with purposive sampling, with 30 students in a science junior high school in Malaysia. In the research, the data were obtained from Multiple Intelligence Test and Physics Force and Motion Concept Test, which were analyzed using one-way ANOVA and non-parametric test Wilcoxon and Friedman. The findings reveal that online multiple intelligence-based learning had an effect on the achievement in physics' force and motion concepts with mathematical logic and Intrapersonal intelligence group performed significantly better than others.

The disparity in the results of the study of the correlation between religiosity and multiple intelligences is an important use of meta-analysis, so that it can be used as credible literature by looking at multiple intelligences not only as analytical intelligence. This study involved 3242 samples that varied, age, culture, and academics, from 18 publications and non-publication articles, from 1998 to 2016. The results of the study showed that there is a significant correlation between religiosity and multiple intelligences, which obtained an r value of 0.41 with a confidence interval range of 0.164 to 0.518, so this correlation is in the medium category.

This study aims to determine the opinions of high school principals on their cultural intelligence levels, to determine the activities of these principals to increase their cultural intelligence levels, the advantages of their having a high level of cultural intelligence, the factors that prevent them from increasing their cultural intelligence levels, and their suggestions to increase their cultural intelligence levels. The data obtained from the interview forms were analyzed by the content analysis method. The findings were organized and presented under themes and sub-themes. The study group of the research consisted of 40 school principals working in Mersin central districts in the 2020-2021 academic years. According to the study results; most of the participants stated that they had a high level of cultural intelligence while some participants stated that they had a low level of cultural intelligence. Regarding the activities to increase their level of cultural intelligence, principals stated that they did activities such as increasing their knowledge, going abroad, and developing social relations. The principals expressed three different opinions on the advantages of having a high level of cultural intelligence: organizational advantages, professional advantages, and individual advantages. It was determined that factors preventing principals from increasing their cultural intelligence levels were factors unrelated to principal and factors related to principal. The principals expressed two different opinions on what could be done to increase their cultural intelligence levels: The things to be done by the superiors and the things to be done the principal.

The Cattell-Horn-Carroll (CHC) or three-stratum model of intelligence envisions human intelligence as a hierarchy. General intelligence (g) is situated at the top, under which are a group of broad intelligences such as verbal, visuospatial processing, and quantitative knowledge that pertain to more specific areas of reasoning. Some broad intelligences are people-centered, including personal, emotional, and social intelligences; others concern reasoning about things more generally, such as visuospatial and quantitative knowledge. In the present research, we conducted a meta-analysis of 87 studies, including 2322 effect sizes, to examine the average correlation between people-to-people intelligences relative to the average correlation between people-to-thing-centered intelligences (and similar comparisons). Results clearly support the psychometric distinction between people-centered and thing-centered mental abilities. Coupled with evidence for incremental predictions from people-centered intelligences, our findings provide a secure foundation for continued research focused on people-centered mental abilities.