An Investigation between Multiple Intelligences and Learning Styles

Şener, Sabriye; Çokçalışkan, Ayten

doi:10.11114/jets.v6i2.2643

Cited by 58 publications

(47 citation statements)

References 7 publications

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“…In the case of student, determining learning styles can be highly beneficial and useful. [ 11 ] In addition, the learner can enjoy decisions that may improve the outcomes of learning process and increase the student's satisfaction with the education process. [ 7 9 12 ]…”

Section: Introductionmentioning

confidence: 99%

A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015–2018)

Koohestani

Baghcheghi

2020

J Edu Health Promot

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BACKGROUND AND AIM: There is a growing interest in learning styles of undergraduate health-care professional students; however, the evidences about learning styles over time during undergraduate programs are rare. In this study, the learning styles of undergraduate health-care professional students from the beginning to the completion of the program were examined to determine changes in learning style over time. METHODOLOGY: This is a longitudinal descriptive study from 2015 to 2018. A total of 101 health-care professional students were selected by census method. Learning styles were evaluated using the Perceptual Learning-Style Preference Questionnaire three times in the study at the beginning (T1), the middle (T2), and the end of the educational course (T3). The data were analyzed using repeated measures ANOVA. RESULTS: In T1, auditory (mean = 13.99) and visual (mean = 13.54) styles were preferred as major learning styles, whereas at T2, visual style (mean = 13.6) was the only preferred major learning style. At T3, the major learning styles were kinesthetic (mean = 14.32), tactile (mean = 13.98), and visual (mean = 13.58). There were statistically significant differences in auditory, kinesthetic, tactile and group scale scores between the three time points ( P < 0.05). Group learning style was in the negative type at all three time points. CONCLUSIONS: Learning styles can change depending on the context, environment, teaching method, and the subject of learning material and are probably a flexible changing feature rather than a fixed inherent feature a student possesses.

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Section: Introductionmentioning

confidence: 99%

A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015–2018)

Koohestani

Baghcheghi

2020

J Edu Health Promot

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“…The importance of environmental issues also encourages research that examines the profile of REB and NI, although it is still rarely found. Some of the research studying students' REB profile (Ntanos, Kyriakopoulos, Arabatzis, Palios, & Chalikias, 2018;Pan et al, 2018) and some researchs are studying students' NI profile (Raskanda, Suwarma, & Liliawati, 2018;Şener & Çokçalışkan, 2018). Unfortunately, studies that examine student personality profiles are difficult to find.…”

Section: Introductionmentioning

confidence: 99%

Naturalist intelligence and personality: An understanding students’ responsible environmental behavior

Wirdianti

Komala

Miarsyah

2019

JPBI

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Notwithstanding that many efforts to overcome environmental problems have been carried out by several parties, yet the issues still occur. Improving students’ responsible environmental behavior (REB) can be an alternative to solve environmental problems. This study aimed to analyze the relation between the both variables (i.e. naturalist intelligence and personality) and students’ REB at SJHS 51 of Bandung. The research was carried out using quantitative descriptive method through a correlational approach. Naturalist intelligence, personality, and REB data were collected using questionnaires. The research data were analyzed using multiple linear regression at α = 0.05. The research results showed that there was a relation between: (1) naturalist intelligence and REB;. (2) personality and REB; and (3) the both predictor variables and REB. Therefore, empowering the both competencies (naturalist intelligence and personality) is the essential step to improve students’ REB.

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“…The instrument for IQ was 15 items of multiple choices are used. Furthermore, the instrument was valid to test because it was taken from Saputra's book (Saputra, 2015) in Seberapa Cerdaskah Anda? Berapa Nilai IQ Anda?…”

Section: Methodsmentioning

confidence: 99%

A Correlation Between Students’ Intelligence Quotient (IQ) and Their Writing Ability for the Eighth Grade

Wiratna¹,

Hamdiah

2020

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This article was focused on the correlation between students’ intelligence quotient (IQ) and their writing ability. The purpose of the study was to find out whether there is any positive correlation between students’ intelligence quotient (IQ) and their writing ability. This study was quantitative research. The sample was 25 students. To collect the data, the researchers informed the students’ an instrument in multiple-choice tests as many as 15 questions for intelligence quotient (IQ) and an essay which is a form in the descriptive text for writing ability. Descriptive statistic and hypothesis testing were used to analyze the data in this research. Furthermore, the mean score of students’ intelligence quotient (IQ) was 78.00 and 66.24 was the mean score of students’ writing. Moreover, the Standard Deviation of intelligence quotient (IQ)was 3.464 and writing was 4.772. The present researcher found out the result of the correlation coefficient was .403 at p =.046 which was lower than 0.05 (as the standard significance level in SPSS) at two tails. This implied the first Ho (null hypothesis) was rejected and first Ha (alternative hypothesis) was accepted. It means that there was a correlation between students’ intelligence quotient (IQ) and their writing ability for the eighth graders of MTs Ihya’ Ulumuddin. Keywords: Intelligence Quotient (IQ), Writing Ability, and Intelligence

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An Investigation between Multiple Intelligences and Learning Styles

Cited by 58 publications

References 7 publications

A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015–2018)

A comparison of learning styles of undergraduate health-care professional students at the beginning, middle, and end of the educational course over a 4-year study period (2015–2018)

Naturalist intelligence and personality: An understanding students’ responsible environmental behavior

A Correlation Between Students’ Intelligence Quotient (IQ) and Their Writing Ability for the Eighth Grade

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