Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico

Chavarría-Garza, Wendy Xiomara; Santos-Guevara, Ayax; Ibarra, José Rubén Morones; Gutierrez, O. Aquines

doi:10.3390/su14084631

Cited by 4 publications

(4 citation statements)

References 38 publications

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“…In previous works, we have also observed notable gender differences, particularly in the development of multiple intelligence among students [40], which, in conjunction with this study, reaffirms the importance of further investigating observable differences among students to reduce the gender gap. Therefore, gaining a deeper understanding of our students through study allows us to identify their needs and create an environment of equity, respect, and social responsibility, aligning with the university's founding principles.…”

Section: Discussionsupporting

confidence: 89%

Exploring the Gender Gap: Motivation, Procrastination, Environment, and Academic Performance in an Introductory Physics Course in a Human-Centered Private University in Northeast Mexico—A Case Study

Martínez-Huerta,

Chavarría-Garza,

Aquines-Gutiérrez

et al. 2024

Education Sciences

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Progress has been made in recent decades toward achieving gender equality, but today, the gender gap is still noticeable, especially in STEM fields. In support of Goal 5 of the 2030 Sustainable Development Agenda: achieve gender equality and empower all women and girls, we analyze the context of a private university in northeastern Mexico using a sample of 249 students (157 males and 92 females) enrolled in the first-year engineering course Physics I. The sample presents better academic performance in favor of women by the end of the course as reported through the final course score (F); thus, we explore potential gender differences in student profiles, such as their motivation and level of procrastination using Kruskal–Wallis correlation tests, and measuring the effect size with Cohen’s d. Our tests reported here reveal significant differences in extrinsic motivation (EMO) and intrinsic motivation (IMO), where females obtained higher means in IMO, while males reported higher levels of procrastination (PRO). Contrary to other cases in the literature, the sample presents better academic performance in favor of women. Our findings here aim to encourage programs and strategies that strengthen women’s intrinsic motivation to support women’s empowerment and keep reducing the gender gap.

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Section: Discussionsupporting

confidence: 89%

Exploring the Gender Gap: Motivation, Procrastination, Environment, and Academic Performance in an Introductory Physics Course in a Human-Centered Private University in Northeast Mexico—A Case Study

Martínez-Huerta,

Chavarría-Garza,

Aquines-Gutiérrez

et al. 2024

Education Sciences

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“…Despite the common belief that engineering students may succeed by relying solely on their logical-mathematical intelligence, the need for other types of intelligences has also been acknowledged by the students surveyed. Interestingly, the literature has reported the differences in the MI profiles among first-year engineering students (107 females and 214 males) recruited in seven academic programs (including Engineering Management) [42]. Surprisingly, the students in the study had a more developed interpersonal intelligence than expected.…”

Section: Intelligence Assessmentmentioning

confidence: 70%

“…This teaching approach does not adapt the content and formats to the wide range of students in the classroom in terms of level of knowledge and learning ability. There is therefore a need to adapt inclusive instructional practices and assessment methods that are both consistent with the teaching strategies at HEIs and sensitive to students' idiosyncrasies [42].…”

Section: Multiple Intelligencesmentioning

confidence: 99%

Multiple Intelligence Informed Resources for Addressing Sustainable Development Goals in Management Engineering

et al. 2022

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The competence-based model focuses on acquiring skills and abilities, yet each student’s individual circumstances condition the way in which they learn, develop, and implement them. Accordingly, there is a growing interest in defining learning activities that consider the diverse range of intelligences, abilities, and prevailing mindsets in each individual in order to promote inclusive education and sustainable development. This article seeks to design a methodology for the teaching–learning resources associated with the nature of the prevailing intelligence in the competence-based model. Thus, the “competence-intelligence-resource triangle” was proposed for promoting inclusive education in the degree in Management Engineering at the University of the Basque Country (UPV/EHU). A total of 99 teaching–learning resources, 11 competences, and 9 types of intelligence were combined. As far as the multiple intelligence approach is concerned, the 50 students surveyed prioritized logical–mathematical, interpersonal, intrapersonal, linguistic, and spatial intelligences. As a conclusion, the use of teaching–learning resources designed for promoting different types of intelligence in the competence-based model constitutes an adaptive strategy for the students to successfully acquire competences.

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“…Sig. should be lower than 0.05 to be interpreted as significantly different (Chavarría-Garza et al, 2022). From the test, it is obvious that there were no significant differences among the eight intelligences in terms of gender.…”

Section: Volume: 8 Nomor : 3 Bulan : Agustus Tahun : 2022mentioning

confidence: 91%

Investigating Students Characteristics and Gender Differences Based on Multiple Intelligences Tendency

Ishak¹,

Talib

Bouti

2022

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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 live their daily lives. Even though the Kruskal-Wallis test showed no gender differences in all the eight intelligences, the item analysis showed that female and male respondents are different in 23 items. Males showed more interest in more expressive, active, and analytic activities, while females are better in items related to self-regulation. The information from MI Inventory can be an initial data for English teacher to decide which activities to include as learning input to match with students preferences. It is the first phase of need analysis to develop such an MI-based student-centred learning. Keragaman karakteristik siswa perlu diidentifikasi dan difasilitasi pada tahun pertama di sekolah menengah pertama untuk menentukan preferensi dan kesulitan belajar mereka. Penelitian ini bertujuan untuk menyelidiki: (i) karakteristik siswa berdasarkan kecenderungan kecerdasan majemuk (MI) mereka; (ii) perbedaan gender pada kecenderungan MI mereka. Penelitian dilaksanakan pada dua puluh tujuh siswa kelas tujuh (delapan laki-laki dan 19 perempuan) di SMP Negeri 4 Randangan Satu Atap pada tahun ajaran 2021-2022 dengan menggunakan metode survei deskriptif sekali tembak. Hasil MI Inventory menunjukkan bahwa kecerdasan interpersonal sangat berkembang dan tujuh kecerdasan lainnya pada level berkembang. Latar belakang demografis berkontribusi dalam dominasi tiga kecerdasan (interpersonal, naturalis, dan linguistik verbal) karena ketiga jenis kecerdasan ini menjadi dasar bagaimana para siswa yang berasal dari keluarga petani, nelayan, dan pedagang kecil yang tinggal di daerah pedesaan memecahkan masalah dan menghasilkan karya untuk menjalani kehidupan sehari-hari mereka. Meskipun tes Kruskal-Wallis tidak menunjukkan perbedaan gender dalam kedelapan kecerdasan tersebut, analisis item menunjukkan bahwa responden perempuan dan laki-laki berbeda dalam 23 item. Laki-laki menunjukkan lebih banyak minat pada kegiatan yang lebih ekspresif, aktif, dan analitik, sementara perempuan lebih baik dalam hal-hal yang berkaitan dengan pengaturan diri. Informasi dari MI Inventory dapat menjadi data awal bagi guru bahasa Inggris untuk memutuskan kegiatan mana yang akan dimasukkan sebagai input pembelajaran agar sesuai dengan preferensi siswa. Ini adalah fase pertama analisis kebutuhan untuk mengembangkan pembelajaran yang berpusat pada siswa berbasis MI.

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Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico

Cited by 4 publications

References 38 publications

Exploring the Gender Gap: Motivation, Procrastination, Environment, and Academic Performance in an Introductory Physics Course in a Human-Centered Private University in Northeast Mexico—A Case Study

Exploring the Gender Gap: Motivation, Procrastination, Environment, and Academic Performance in an Introductory Physics Course in a Human-Centered Private University in Northeast Mexico—A Case Study

Multiple Intelligence Informed Resources for Addressing Sustainable Development Goals in Management Engineering

Investigating Students Characteristics and Gender Differences Based on Multiple Intelligences Tendency

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