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A valid evaluation of the theory of multiple intelligences is not yet possible: Problems of methodological quality for intervention studies
Abstract
Since Gardner suggested that human beings hold multiple intelligences, numerous teachers have adapted and incorporated the multiple intelligence theory (MIT) into their daily routine in the classroom. However, to date, the efficacy of MIT–inspired methodologies remains unclear. The focus of the present study was to perform a systematic review and a meta–analysis to assess the impact of these interventions on academic achievement through reading, maths, or science tests. The inclusion criteria for the review required that studies should estimate quantitatively the impact of an MIT–based intervention on the academic performance and that they followed a pre–post design with a control group. The final sample included 39 articles comprising data from 3009 pre-school to high school students, with diverse levels of achievement, from 14 different countries. The results showed that the studies had important methodological flaws, like small sample sizes or lack of active control groups; they also reported insufficient information about key elements, such as the tools employed to measure the outcomes or the specific activities performed during training, and revealed signs of publication or reporting biases that impeded a valid evaluation of the efficacy of MIT applied in the classroom. The educational implications of these results are discussed.
... Their distinctive way of being can influence how they approach learning and relate to others. According to Howard Gardner's theory of multiple intelligences, they show outstanding abilities in various areas and have a wide range of interests, reflecting their curiosity and motivation to explore diverse topics (Ferrero et al., 2021). ...
... Over time, the conception of high abilities has evolved from a perspective focused on academic achievement to a more holistic understanding that recognizes the diversity of skills and talents talentos (Dai & Chen, 2013;Nicholas et al., 2024). Detecting high abilities should consider a wide range of aspects to address all the characteristics and multidimensionality of the individual being evaluated (Ferrero et al., 2021;Park & Steve Oliver, 2009). These include a variety of cognitive skills that go beyond the intelligence quotient, such as creativity, engagement, and excellence in different areas (Datu et al., 2024;Sandia Rondel & Guerra Vera, 2023). ...
... The study highlights that the test demonstrates an overall level of "good" reliability, indicating acceptable consistency and precision in measuring the general variable of high abilities (Uribe et al., 2016). However, the dimension of "Creativity and Divergent Thinking" emerges as the least reliable, consistent with observations by Ferrero et al. (2021) and Park and Steve Oliver (2009), who have noted challenges in reliably measuring creativity due to its subjective and multifaceted nature. Regarding construct validity, it is found that the test items show significant correlations with the total test score, supporting the effectiveness of the test in measuring high cognitive abilities (Almeida et al., 2010). ...
High intellectual abilities reflect outstanding qualitative and quantitative performance. It involves aptitudes, talents, and skills that surpass common standards. The main objective was the construction and validation of the High Intellectual Abilities Execution Test (ACIE). The methodological process involved administering the test structured with 117 items distributed across 5 dimensions. The pilot study was conducted with 164 students from fourth to seventh grade in four schools in the capital of Ecuador. Psychometric qualities such as reliability, validity, difficulty, discrimination power, and differential analysis were identified, providing the technical conditions for the application and detection of high abilities.
... He suggests activities and practices that provide more opportunities for the integration of a number of talents and inclinations than sticking to a discrete intelligence [2]. Similarly [11], found in their studies that MI is demanding and requires an exhaustive plan for its effective implementation. The challenges for teachers, in particular, may be related to a lack of resources and overcrowded classrooms [11]. ...
... Similarly [11], found in their studies that MI is demanding and requires an exhaustive plan for its effective implementation. The challenges for teachers, in particular, may be related to a lack of resources and overcrowded classrooms [11]. ...
... Similarly [10], found in their studies that MI is demanding and requires an exhaustive plan for its effective implementation. The challenges for teachers, in particular, may be related to a lack of resources and overcrowded classrooms [11]. ...
The main purpose of the study was to investigate the effectiveness of multiple intelligence-based tasks (MIBT) in improving university students reading skills and achievements. It employed a quasi-experimental design that primarily relies on a quantitative approach. Accordingly, a total of 60 students, who were selected purposefully, participated in the study as treatment and comparison groups. The experimental process was carried out with reading tasks that were designed in light of a model for teaching the skills using multiple intelligence-driven tasks. The treatment was provided for 12 weeks, in which three lessons were conducted per week. For similar weeks, the comparison group also attended lessons but followed the conventional approach of teaching reading skills. Quantitative methods were employed to analyze the data collected through tests. Specifically, T-tests were used to generate the output for the findings. Prior to analysis, a data normality check was carried out using Shapiro-Wilk tests, and a p value of .05 was used to determine the level of significance. It was found that multiple intelligence-based reading tasks brought a significant difference in the students’ higher and lower levels of reading achievements compared to the conventional methods, with the effect size value ranging from moderate for reading aspects (i.e., reading for main ideas and understanding references) to strong for reading aspects (i.e., reading for details, guessing vocabulary, and inferring meanings from a text). The findings suggest that university teachers should use multiple intelligence-driven reading tasks to raise the comprehension levels of struggling readers in the context of the study.
... Most of the published classroom studies found improved learning through use of MI teaching methods. Bas (2016), Batdi (2017), and Ferrero et al. (2021) conducted metaanalyses of studies of the effectiveness of using MI in the classroom, and all three meta-analyses reported many studies with positive results for MI teaching. Some MI teaching strategies have focused on teaching students the different intelligences. ...
... Studies of MI teaching strategies (Ferrero et al., 2021) have not controlled for any of these many likely alternate causes for enhanced learning. Also problematic, Ferrero et al. (2021) found that most of the MI teaching studies they reviewed in their meta-analysis could not prove the effectiveness of MI for enhancing learning because these studies did not have large enough sample sizes, appropriate control groups, or reliable and valid outcome measures. ...
... Studies of MI teaching strategies (Ferrero et al., 2021) have not controlled for any of these many likely alternate causes for enhanced learning. Also problematic, Ferrero et al. (2021) found that most of the MI teaching studies they reviewed in their meta-analysis could not prove the effectiveness of MI for enhancing learning because these studies did not have large enough sample sizes, appropriate control groups, or reliable and valid outcome measures. The researchers warned that sound studies of MI in the classroom were needed before "its use in the classroom can be recommended or promoted" (Ferrero et al., 2021, p. 12). ...
A neuromyth is a commonly accepted but unscientific claim about brain function. Many researchers have claimed Howard Gardner’s multiple intelligences (MI) theory is a neuromyth because they have seen no evidence supporting his proposal for independent brain-based intelligences for different types of cognitive abilities. Although Gardner has made claims that there are dedicated neural networks or modules for each of the intelligences, nonetheless Gardner has stated his theory could not be a neuromyth because he never claimed it was a neurological theory. This paper explains the lack of evidence to support MI theory. Most important, no researcher has directly looked for a brain basis for the intelligences. Moreover, factor studies have not shown the intelligences to be independent, and studies of MI teaching effects have not explored alternate causes for positive effects and have not been conducted by standard scientific methods. Gardner’s MI theory was not a neuromyth initially because it was based on theories of the 1980s of brain modularity for cognition, and few researchers then were concerned by the lack of validating brain studies. However, in the past 40 years neuroscience research has shown that the brain is not organized in separate modules dedicated to specific forms of cognition. Despite the lack of empirical support for Gardner’s theory, MI teaching strategies are widely used in classrooms all over the world. Crucially, belief in MI and use of MI in the classroom limit the effort to find evidence-based teaching methods. Studies of possible interventions to try to change student and teacher belief in neuromyths are currently being undertaken. Intervention results are variable: One research group found that teachers who knew more about the brain still believed education neuromyths. Teachers need to learn to detect and reject neuromyths. Widespread belief in a neuromyth does not make a theory legitimate. Theories must be based on sound empirical evidence. It is now time for MI theory to be rejected, once and for all, and for educators to turn to evidence-based teaching strategies.
... Regarding environmental issues, although, to the best of our knowledge, there are no empirical studies evaluating how it has been dealt with in IR courses, it is safe to say that their incorporation in the IR classroom has been slower than other topics. Ideally this dimension should be included 6 According to Ferrero et al. (2021), MIT proposes "the idea that human beings possess not one but multiple intelligences". The proponent of the theory lists eight types of intelligence, which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, and naturalist (Gardner, 2012). ...
... On one hand, it is still hard to evaluate the effectiveness of MIT(Ferrero et al. 2021). On the other hand, there is a lack of consensus on the validity of learning styles (Young 2010) or associated multimodal teaching and learning(Grapin 2020). ...
Abstract Professors may start teaching either out of love or out of convenience, with limited resources. This article provides a brief manual for planning, designing and implementing PS&IR courses. We discuss syllabi, from the basics to the inclusion of transversal topics, then present eight active learning strategies plus traditional lectures, and debate assessments. Although we consider the context of new teachers within Brazilian universities, we believe this is useful for professors from all countries and levels of experience. Thereby, we provide practical advice for teachers to live happily ever after in their pedagogical love story (even if it did not start that way).
... These drawbacks are somehow similar when compared with studies evaluating the quality of other theories usually applied in education, such as multiple intelligences, the Mozart effect, or emotional intelligence (Ferrero et al., 2021;Pietschnig et al., 2010;Waterhouse, 2006). For example, the extensive review about multiple intelligences identified comparable pitfalls regarding experimental research designs, the need of larger samples to increase statistical power, the inclusion of active or placebo groups, or improvements in the reporting of research outcomes. ...
... For example, the extensive review about multiple intelligences identified comparable pitfalls regarding experimental research designs, the need of larger samples to increase statistical power, the inclusion of active or placebo groups, or improvements in the reporting of research outcomes. Moreover, a substantial point also highlighted in the review about multiple intelligences, is that teachers and policy-makers may strive for alternative teaching strategies in an attempt to remedy academic failure of individuals involved in more traditional teaching (Ferrero et al., 2021). Seeking for alternative paths to increase academic achievement, might be congruent in turn with a test-based accountability approach, which implies large scale testing to account for school achievement, eventually implying either school, teacher, and student rewards or sanctions (Hamilton et al., 2002). ...
In accordance with the outcomes from a number of reports, there are cognitive and academic improvements derived from chess learning and chess playing. This evidence, however, endures three key limitations: (a) ignoring theoretical premises about the concept of transfer, (b) several shortcomings regarding ideal experiment guidelines, and (c) an uncritical faith in null hypothesis significance testing (NHST) statistical analyses. The present review scrutinized the NHST outcomes from 45 studies describing chess instruction interventions (n = 12,705) in nineteen countries that targeted cognitive ability (100 tests) and academic performance (108 tests), with a mean Hedge’s effect size g = 572 (95% CI = [0.127, 1.062]). There was a lower average statistical power, a higher proportion of false positive outcomes, larger publication biases, and lower replication rates for the studies in the academic performance domain than in the cognitive ability domain. These findings raised reasonable concerns over the evidence about the benefits of chess instruction, which was particularly problematic regarding academic achievement outcomes. Chess should perhaps be regularly taught, however, regardless of whether it has a direct impact or not in cognitive abilities and academic performance, because these are far transfer targets. The more likely impact of chess on near transfer outcomes from higher quality studies remains at present unexplored.
... Sedangkan pemelajar dengan gaya belajar dominan visual akan sangat senang jika bahan ajar yang digunakan memuat gambar-gambar dan teks yang beragam bentuk dan warna. Kemudian untuk pemelajar yang dominan gaya belajar kinestetik sangat senang dengan pembelajaran yang melibatkan gerak, seperti bermain game atau mengerjakan sesuatu yang melibatkan fisik [8] [9]. ...
Keterampilan membaca dan menulis dalam pelajaran bahasa Jepang merupakan dua keterampilan yang perlu perhatian lebih, karena kebanyakan pemelajar memiliki motivasi dan pencapaian yang kurang. Maka dari itu perlu adanya pengembangan dalam pembelajaran, tidak hanya menggunakan teks dan meminta pemelajar membaca teks tetapi bisa menggunakan novel grafik mini. Penggunaan novel grafik mini mengandung lebih banyak moda dalam literasi dibanding hanya dengan menggunakan teks. Sehingga akan menunjang peningkatan motivasi serta pencapaian pemelajar bahasa Jepang.
... En este contexto, el acceso equitativo a las nuevas tecnologías, así como la generación de entornos de inclusión digital, representan desafíos cruciales para las comunidades rurales. Estos retos han comenzado a ser abordados, en parte, a través de políticas públicas nacionales orientadas a garantizar el acceso ciudadano a las TIC y a promover el aprovechamiento de su potencial formativo y comunicativo (Ferrero et al., 2021). Dichas políticas buscan fomentar la alfabetización digital a través del desarrollo de competencias básicas en el uso de herramientas tecnológicas, incluyendo el manejo de software, la comprensión de la funcionalidad de distintas aplicaciones y su integración en prácticas cotidianas y educativas. ...
Esta investigación analiza el acceso y uso de las tecnologías de la información y comunicación (TIC) en instituciones educativas del área rural, y el impacto que estas generan en la brecha tecnológica existente respecto al entorno urbano. Se empleó una revisión teórica basada en el análisis sistémico de literatura y el análisis de contenido, centrado en políticas educativas y las barreras actuales que enfrenta el desarrollo tecnológico en contextos rurales. Los hallazgos evidencian que los sectores rurales no reciben la misma atención que los urbanos en términos de acceso y uso de las TIC. No obstante, en las zonas rurales destaca una cultura colaborativa y participativa, que persiste a pesar de las desigualdades. Asimismo, se identifican limitaciones en la formación docente, escasez de recursos tecnológicos y la necesidad de fortalecer la aplicación de políticas públicas en estos contextos, se asume que, una política pública equitativa y la eliminación de barreras estructurales podrían reducir las desigualdades económicas, políticas y digitales entre los contextos urbanos y rurales, promoviendo una educación más justa e inclusiva.
... El término "evaluación" del latín evaluare significa hacer una estimación (Ferrero et al., 2021)numerous teachers have adapted and incorporated the multiple intelligence theory (MIT. Con este término se denomina al proceso o actividad gracias al cual, ya sea de manera sistemática o no, se pretende determinar el valor, la importancia o la significación de algo. ...
Introducción: La gamificación ha forjado transformaciones en la educación generando oportunidades de personificación de los aprendizajes lo que ha permitido innovar y mejorar los resultados académicos. Sin embargo, la integración de la inteligencia artificial despliega grandes desafíos éticos que se relacionan con la equidad, la justicia y los sesgos algorítmicos. Objetivo: El propósito de este trabajo fue analizar el impacto de la gamificación en la educación desde una perspectiva ética, con un enfoque en la justicia social y la equidad. Metodología: Se aplicó una metodología basada en la revisión bibliográfica ya análisis de contenidos utilizando bases de datos como Scopus, Web of Science y Google Scholar. Resultados: Los resultados muestran que a pesar de que la gamificación ofrece beneficios significativos, como la personalización del aprendizaje y la optimización de recursos, existen riesgos asociados, incluyendo la perpetuación de sesgos preexistentes y la falta de responsabilidad algorítmica. ConclusiónSe concluye que es crucial implementar políticas éticas y marcos regulatorios que garanticen la transparencia y la rendición de cuentas en el uso de la IA en la educación.
... This scale has been applied to the pre-adolescent, adolescent, and adult populations (Tirri et al., 2013;Tirri & Nokelainen, 2008, 2011. However, even though the current MI measurement instruments have examined other dimensions of MI, such as cultural intelligence (Earley et al., 2006) and ethical sensitivity (Tirri & Nokelainen, 2011), their reliability and validity need further investigation, and eight or nine-and-ahalf dimensions of intelligence still dominate the development of MI (Ferrero et al., 2021;Garmen et al., 2024). Consequently, MI assessment for older adults remains unclear and (as yet) has no gold standard (Waterhouse, 2023). ...
The present study utilized advanced psychometric methods (i.e., Rasch analysis and confirmatory factor analysis [CFA]) to evaluate the factor structure of the Multiple Intelligence Scale (MIS) and its validity among Taiwanese older adults. Methods: A cross-sectional study design using convenience sampling was conducted among 200 community-dwelling participants aged 65 years or older. Results: The Rasch analyses showed that the MIS had good structure validity and unidimensionality. Among various CFA models testing the MIS factor structure, exploratory structural equation modelling performed the best given its parsimonious and excellent fit indices. Conclusions: The MIS can be used among older adults in a culturally-fair way for understanding their multiple intelligences. Using the MIS, healthcare providers could encourage older people to assess their own strengths and weaknesses of intelligence. The results suggest that more research on older adults’ MI is needed to tailor bespoke therapeutic programs to individual needs in community settings.
... Así, en un minucioso estudio desarrollado por Ferrero et al. (2021) se afirma que la teoría de las inteligencias múltiples, al no estar comprobada empíricamente, podría explicar más o menos las dificultades que encuentran los estudiantes a la hora de aprender diferentes materias, pero esto de ninguna manera valida las existencias de diferentes tipos de inteligencia en el cerebro humano. Cuando Howard Gardner recibió el Premio Príncipe de Asturias, en 2011, también afirmó con seriedad que el concepto de inteligencias múltiples podría redefinirse como "talento". ...
Indudablemente que, durante muchos períodos históricos,
el conocimiento docente se ha manifestado de mane
ra destacada en las agendas de investigación nacionales e
internacionales. Son numerosos los trabajos que abordan
cuestiones relacionadas con las características y destinos
del conocimiento que producen los docentes en sus inves
tigaciones educativas; prueba de ello se encuentra en las
obras de eminentes pensadores en lo educacional como son
Lev Vygotsky, Jean Piaget, David Ausubel, Jerome Bruner,
Howard Gardner, entre otros.
En la contemporaneidad, se ha suscitado un incre
mento exponencial que explica la importancia de la inves
tigación educativa para entender y facilitar el desarrollo de
dimensiones como el fortalecimiento de la carrera docen
te, su cualificación didáctica, la formación en estrategias
de aprendizaje, entre muchas otras áreas de actualidad,
como la neuroeducación, la implicancia de las inteligen
cias múltiples en estos procesos, la enseñanza de la lectu
ra comprensiva y la escritura, la innovación educativa con
metodologías activas para fortalecer las competencias de
los estudiantes y del mismo profesorado. Sin embargo, son
pocos los trabajos que reconocen explícitamente a los do
centes como actores fundamentales en la producción del
conocimiento disciplinar que imparten.
15
En contraste, parece poco comprensible que exista
un acuerdo acrítico relacionado con la función primordial
que tiene el conocimiento del contenido disciplinar, gene
ralmente, producido por entidades académicas externas
a las instituciones educativas, lo cual genera en todos los
actores del sistema una sensación discriminatoria histórica
respecto a las condiciones epistemológicas, antropológicas
y posestructuralistas en las que emergen las categorías que
opera el profesorado en el aula.
En este orden de ideas, y para conjurar lo antes ex
presado, es menester resaltar y destacar las producciones
escritas por docentes investigadores de la Universidad
Indoamérica en Ambato, Ecuador, que tienen compe
tencias indiscutibles. Entre ellos está Aracelly Fernanda
Núñez-Naranjo, licenciada en Ciencias de la Educación,
mención Educación Básica, magíster en Gestión de Pro
yectos Sociales y Productivos e ingeniera en Electrónica y
Comunicaciones; también cuenta con un PhD en Humani
dades y Artes, mención Ciencias de la Educación; adicional
mente, es investigadora del Centro de Ciencias Humanas y
de la Educación (CICHE) de la Universidad Indoamérica;
Corina Elizabeth Núñez Hernández, máster en Psico
pedagogía, Planeamiento y Administración Educativa; así
como José Clemente Mora Rosales (Venezuela), investi
gador, magister en Ciencias de la Educación, mención De
sarrollo Comunitario, doctor en Ciencias de la Educación
con un postdoctorado (PhD) en Coaching Organizacional
y Personal, quien también es autor del libro Principios Bá
sicos de Metodología de la Investigación Científica. Parte I,
y Mónica Cristina Mantilla Sánchez, docente investi
gadora de la Universidad Indoamérica, magíster en Neu
rociencias, mención Neurociencia y Educación; además,
16
tiene una maestría en Educación Inicial. De igual manera,
la Universidad Indoamérica tiene entre su cuerpo docente
al profesor en Educación Básica Integral.
Por tales credenciales en la docencia, los investigado
res seleccionaron convenientemente los ejes temáticos en
los que se organiza esta obra titulada: Estrategias didácticas
innovadoras desde la lectura: pinceladas de acción para el
docente; entre los cuales se tienen los siguientes capítulos:
“Importancia del fortalecimiento de los procesos lectores
en Educación Básica”, “Animación a la lectura a través de es
trategias innovadoras en Educación Básica”, “Lúdica como
estrategia para el desarrollo de la compresión lectora” e “In
teligencias múltiples y comprensión lectora en Educación
Básica”.
Desde esta producción escrita por tan talentosos pro
fesionales de la docencia, se ofrece a los lectores, tanto do
centes en formación inicial como los más experimentados
en la didáctica de los procesos educativos, una oportunidad
apreciable para que se posicionen de estas producciones ca
pitulares en tanto su lectura sea un impulso motivacional
para de manera profesional y crítica produzcan sus propias
consideraciones respecto a los temas sugeridos, debido a
que los nuevos y variantes adelantos en tecnologías educa
tivas, neurociencia, didácticas en tiempos de incertidumbre
y virtualidad demandan docentes actualizados, que tomen
decisiones oportunas de diversificación de sus estrategias
en relación con los diferentes procesos de aprendizaje y sus
metodologías que promuevan en el estudiante un mayor al
cance de las metas propuestas.
En el capítulo I, se enfatiza sobre los procesos lectores
en la educación básica porque, a discreción de la autora,
17
estos desempeñan un papel esencial en el desarrollo
académico y personal de los estudiantes. La lectura forta
lece la comprensión, el pensamiento crítico, el vocabulario
y la expresión. Estos beneficios no solo son fundamentales
para el éxito en la escuela, sino que también convierten a
los individuos en ciudadanos informados y competentes en
la sociedad. Además, en la era digital, esta importancia se
ve acentuada por la necesidad de enseñar a los estudiantes
a discernir información confiable en línea, lo que destaca la
relevancia de los procesos lectores.
En el capítulo II, se muestra la travesía de explorar el
fascinante universo de la animación a la lectura; trazando
un recorrido repleto de estrategias didácticas, herramien
tas innovadoras y enfoques pedagógicos diseñados para
avivar el interés y la participación de los estudiantes en el
proceso de lectura. Desde la cuidadosa selección de lectu
ras atractivas hasta la integración de proyectos creativos y
el uso estratégico de la tecnología, se ha delineado un pa
norama completo que busca transformar la lectura en una
experiencia dinámica y significativa. En el centro de este
capítulo, yace la esencia de adaptar las estrategias según el
nivel educativo, las particularidades de los estudiantes y los
objetivos específicos del aprendizaje.
En el capítulo III, se especifican las estrategias lúdicas
que se pueden utilizar con el propósito de estimular el inte
rés en la lectura crítica entre los estudiantes. Esto se debe a
que estas estrategias ayudan a ampliar la perspectiva, bus
cando fomentar la creatividad e innovación como elementos
clave para cultivar un aprecio por el texto. La implementa
ción de la lúdica como estrategia requiere una planificación
del entorno educativo, asegurando su idoneidad para pro
porcionar las mejores oportunidades de aprendizaje.
18
Finalmente, en el capítulo IV, se acentúa la importancia
de fortalecer las inteligencias múltiples, lo que requiere
abordar aspectos de los estudiantes como el orden, la cla
ridad, la secuenciación, el liderazgo y desarrollar activida
des que permitan a los educandos alcanzar su potencial.
Por ello, es preciso mencionar que todas las inteligencias
múltiples son importantes y que cuanto más se desarrollen
en los estudiantes, mejores resultados conseguirán. En este
aspecto, la comprensión lectora es la capacidad de acceder
a la información circundante de forma autónoma, eficiente
y crítica, especialmente en una época en la que el conoci
miento abunda en diversas redes y se necesita disponer de
las herramientas necesarias, transformándolas en la base de
la educación de cada individuo.
En ese sentido, las escuelas son lugares adecuados
para la formación y los docentes son el núcleo de la forma
ción. En la descripción realizada acerca de las inteligencias
múltiples no se proponen instrucciones sobre cómo apli
carlas, qué actividades realizar, cómo organizar el tiempo,
qué materiales adaptativos proporcionar a los estudiantes,
pero sí se ofrece su importancia (por qué y para qué) y el
discernimiento sobre lo que sí es posible asegurar como re
sultados positivos en el proceso de enseñanza-aprendizaje.
Sin embargo, todas las alternativas son viables para mejo
rar la educación y el aprendizaje, principalmente si tienen
una base de la neuroeducación que continuamente está en
progreso.
Plasmo en este prólogo, mis mejores augurios para
lograr que esta obra imprima teleológicamente el cau
dal epistemológico aportado por los investigadores de la
Universidad Indoamérica en Ambato, Ecuador, que brindan
a los docentes en formación y en los ya experimentados,
19
pero ávidos de conocimientos actualizados, para mejorar
su ejercicio profesional; además, un gran respaldo por tal
iniciativa.
Dra. Yrida Helena Romero de Olívar
PhD en Epistemología y en Investigación Educativa
de la Universidad Pedagógica Experimental Libertador de
Venezuela. Diplomada en Estudios Avanzados en Investiga
ción (DEA). Universidad de León- España
Año 2024
... In this theory, Gardner suggested that intelligence is not solely determined by cognitive abilities but also by other factors such as emotional and social skills. He thus introduced the concept of intrapersonal and interpersonal intelligence that formed the foundation for other models of EI [9]. ...
The influence of employee personal and organizational characteristics such as emotional intelligence and job demands-resources respectively on work commitment is crucial for organizational success. Most of these employees belong to the global millennial generational cohort in the telecommunication sector. This called for investigating the personal and organizational factors impacting their work commitment. The study investigated the impact of emotional intelligence and job demands-resources on work commitment among millennial employees in Kenya’s telecommunication sector. Employing a positivist research philosophy and a cross-sectional research design, the survey was conducted among 134 millennial employees aged between 23- 43 years from international gateway operators, a segment of telecommunication companies in Kenya. Participants completed an online survey measuring their emotional intelligence, job demands-resources, and work commitment. The associations between emotional intelligence and work commitment were examined using correlational analysis. The findings revealed a significant positive relationship between emotional intelligence and work commitment. Baron and Kenny’s step wise process was used to test the moderation effect of job demands-resources on the relationship between emotional intelligence and work commitment of millennial employees. Job demands-resources were found to moderate the relationship between emotional intelligence and millennial work commitment. This study contributes to understanding millennials’ work commitment drivers and suggests implications for organizational practices and policy. The findings contribute to understanding the need for job analysis to determine the job demands and resources. The study also offers valuable insights into strategies organizations could adopt to bolster employee commitment, including fostering emotional intelligence and improving job demands- resources.
... Subsequently, other theoretical models of intelligence were developed, such as those of Cattell, Vernon, Thurstone, Guilford and Sternberg, among others. The theory of multiple intelligences has generated a great deal of debate both pedagogically and academically (Ferrero et al., 2021;Geake, 2008;Howard-Jones, 2014;Jarrett, 2014;Waterhouse, 2006;Gardner, 2020). Even so, the author of MI theory himself, Howard Gardner, after receiving the Prince of Asturias Award in 2011, argued that the concept of multiple intelligences can be reinterpreted as "talent" (Gardner, 2020). ...
Neuromyths are misconceptions arising from misinterpreted or biased data, often lacking scientific evidence and presenting unverified claims. Examples include the Mozart effect, Brain Gym, the idea that some people predominantly use one hemisphere of the brain, the belief that women are inherently better at multitasking, the notion that reggaeton benefits brain function, and the theory of multiple intelligences. Despite their initial popularity, these myths lack solid evidence. The main objective of this article is to select the most relevant neuromyths about movement that have had the greatest impact on education and society in order to demonstrate their inconsistencies and lack of scientific rigor, and then to show the most relevant academic literature that disproves them. To do so, we will refer to numerous meta-analyses, as well as quantitative and longitudinal studies. However, research on the relationship between movement and brain function has significantly expanded over the past decade. Validated tests and large sample studies provide strong evidence of the physical and cognitive benefits of movement, as thoroughly documented in numerous systematic reviews and bibliometric analyses. Nevertheless, certain educational and academic circles still promote information about movement and the brain that lacks scientific support and has questionable efficacy. Examples include claims about the relationship between crossed laterality and learning, learning styles, kinesthetic intelligence, and the notion that walking 10,000 steps a day is essential for fitness. Despite their widespread presence in some sectors, these claims have no scientific basis. This article aims to highlight neuromyths related to movement and reference high-impact publications that disprove these myths, demonstrating their inaccuracy.
... EI has been emphasized as de facto essential for teachers by various school stakeholders. Interpersonal intelligence has formed the basis for part of popular understanding of EI among educators (Ferrero et al., 2021). Concurrent with EI is the concept of EL. ...
Several psychological factors are discussed in relation to teachers’ emotional labor (EL). Ecological systems theory (EST) is used in relation to the role of emotional intelligence (EI) to provide a perspective on ways to conceptualize how to address secondary traumatic stress (STS) risk among teachers. An international selection of the literature is synthesized in relation to the factors that may affect EL in relation to STS risk among teachers who have students with adverse childhood experiences (ACEs). The concept of EI is central to this discussion of theoretical relationships between EI and STS risk relevant to teachers’ EL. While there is much literature on Bronfenbrenner’s EST and Gardner’s multiple intelligences (MI) theory separately, there is room in the literature for exploring EST to contextualize the topic of STS risk as it relates to the concept of EI. The purpose of this study is to discuss allostatic load factors that may affect teachers’ EL and to discuss potential ways to acknowledge EL.
... Therefore, it was one of the factors that affected the highest mean gain of scores in the Achievement Test taken aside from the given explanation by the researchers a while ago. Furthermore, the researchers found the findings related to the meta-analysis study of Ferrero et al (2021) on the use of MI-based materials and activities of teachers as shown in the thirty-nine (39) analyzed studies worldwide to enhance learning outcomes. This revealed that although the majority of the studies analyzed claimed that it caused significant learning improvement for the students, some studies claimed otherwise which might be due to methodological flaws by including a small sample size or failure to use control groups; or when trying to replicate previous studies on the MI-based interventions which basically reported insufficient information on the tools/devices and activities used as well as how the outcome has been measured which caused inefficacy on the application of MI in the classroom. ...
This study aimed to develop inquiry-based lessons intended for junior high school classes undertaking chemistry subjects anchored on multiple intelligences. The study employed the descriptive-developmental method of research for three homogenous classes of Grade 10 enrolled in the school year 2016 –2017 using the teaching materials innovated by the researchers. The effects of the developed inquiry lessons for multiple intelligences groups were tested using the standardized achievement test, Science ProcessSkills Inventory, and the Science Motivation Questionnaire for the attitude of students toward science in terms of motivation. Based on the analysis of the gathered data in the study, it was found that the students’ dominant intelligence varied across multiple intelligences groups: Interactive, Analytical, and Introspective. The developed lessons where the science-inquiry approach was applied were focused on the seven chemistry topics: Kinetic Molecular Theory, Boyle’s Law, Charles’ Law, Gay-Lussac’s Law, Combined Gas Laws, Avogadro’s Law and Biomolecules in 7E’s format. More basic process skills than integrated process skills were manifested. The developed inquiry lessons for multiple intelligences made a difference in the level of conceptual understanding but did not satisfy the 75% performance level in general. The attitudes developed by students in the conduct of the developed lessons of the respective groups were
intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. With these, it is a must for a teacher to consider the occurrence of multiple intelligences among students in planning and delivering the lessons. Opportunities to develop science process skills must be given to the students in any possible part of the lesson. Constant usage of varied science hands-on activities must be provided to students to develop their conceptual understanding, science process skills, and attitude toward science.
... In reality, the results of student experience are still relatively low. This is proven by research that found that the mathematical literacy of secondary school students still needs to improve, even though the international test design used in the research has been adapted to the Indonesian context Ferrero et al., (2021). Mathematics is classified as the most difficult field of learning and is hated by students. ...
Low math learning outcomes in students, especially in comparison materials, are reflected in low scores on the National Exam and learning outcomes in the classroom. Several factors, both internal and external, can cause learning difficulties experienced by students. This study aims to analyze the obstacles to students' difficulties in learning mathematics and their causes. The subjects involved were 30 students. This type of mixed research uses data collection methods through tests, interviews, and questionnaires. The instruments used are closed questionnaire sheets and interview guidelines. Data analysis techniques using data collection are interactive model data analysis techniques, especially in the data reduction and conclusion drawing sections. The results revealed that 12 students experienced difficulties in interpreting language. These difficulties include difficulty understanding the problem's core and integrating everyday language into the depth of mathematical language. The conclusion that can be formulated is that the difficulties experienced by students arise because of themselves and from people around their school environment. This research implies that educators design materials by improving concepts and mathematical literacy to overcome student difficulties.
... Today, China's music education has borrowed many famous music teaching systems on top of the existing ones, such as the Orff method, the Kodai method, the Dalcroze method, and so on, and the educational essence of these pedagogical methods has had a certain impact on the teaching of music education in China [4][5]. In recent years, the theory of multiple intelligences proposed by the American educator and psychologist Gardner has become very popular in the field of education and has added new elements to the development of music education teaching [6]. The theory of multiple intelligences has been introduced in China for more than thirty years. ...
This article discusses an innovative teaching model that integrates the theory of multiple intelligences into music education, including the design of teaching strategies and evaluation frameworks. Using fuzzy theory and credibility mechanism, the article proposes a fuzzy comprehensive evaluation model for assessing the quality of music teaching. The model realizes thorough evaluation by determining the evaluation set and the single-factor judging method. The study takes two classes of music majors as an example to conduct the factor analysis of the Students’ Music Performance Rating Scale and finds four main factors with a cumulative contribution rate of 33.36%. The results showed that the experimental group applying the Multiple Intelligences teaching strategy was significantly higher than the control group in music performance. The post-test after one year teaching experiment showed that the students in the experimental class showed highly significant improvement in bodily-kinesthetic intelligence, musical intelligence, and self-cognitive intelligence (P<0.01), as well as linguistic, spatial, and interpersonal intelligences (0.01<P<0.05). In contrast, logical-mathematical intelligences did not show any significant improvement (P>0.05). The study confirms the practical application of multiple intelligences theory in music education, shows the considerable effect of numerous intelligences teaching strategies in enhancing students’ intelligence, and provides new methods and perspectives for music teaching.
... Multiple Intelligences theory is widely popular in the current education field, which believes that human beings are composed of multiple intelligence modules and follows the principle of tailoring teaching to the needs of the students, adopting more targeted teaching methods and strategies to maximize the potential of students and promote their overall growth [7][8]. The original teaching method pays more attention to the development of students' ability of verbal expression, mathematical thinking, etc., and does not pay attention to the development of students' other intelligences, while the theory of multiple intelligences emphasizes the simultaneous cultivation of students' multiple intelligences such as verbal, logical, spatial, musical, physical movement, interpersonal, and selfcognition, etc. [9][10]. ...
This paper firstly constructs the ideological and political diversified education model of colleges and universities from the diversified view of Civic and political education, educational objectives, as well as educational evaluation on the basis of language, logic, space and music of the theory of multiple intelligences. Then, on the basis of multiple linear regression analysis models, the step-by-step regression method is used to obtain the key factors affecting the diversified education of ideology and politics and establish the regression model of education quality. Finally, through the establishment of the quality evaluation index system of the ideological and political diversified education model, the quality of the ideological and political diversified education is analyzed by ANOVA, correlation analysis and stepwise regression analysis, and the nature and effect prediction of the ideological and political diversified education model is explored. The results show that the correlation between the quality of education and diversified education ranges from 0.32 to 0.88 and is significant at the 10% level, the significance of the teachers is less than 0.05, the significance of the content of education is less than 0.05, and the significance of the form of education is less than 0.05. The students’ ideology in all dimensions has been improved by more than 1.3. The educational model based on this study can greatly improve the impact of ideological education.
... Xie, X. Research on the multi-intelligence Internet innovative computer training platform believes that every individual is moldable, and in the process of students' vocational education, which way to cultivate Optimization of Innovative Talent Cultivation Mode of Tourism Management Major Combined with Multiple Intelligences Theory 3 students' professional qualities and which way to cultivate talents are the main questions that should be considered now [7]. Ferrero, M. believes that with the rapid development of society and science and technology, human beings are likely to discover more new intelligence, which puts forward higher and stricter requirements for the comprehensive quality of talents in various industries [8]. ...
This paper first proposes the talent cultivation model of industry-academia integration on the basis of multiple intelligence theory and constructs the mathematical model of knowledge base expansion based on the three dimensions of coupling compatibility, interaction intensity and interaction time. Secondly, based on the knowledge transformation theory, it constructs the information and knowledge transformation model of industry-academia organizations and conducts the existence test of the Matthew effect. Finally, the tourism management major of University J as a research object is selected to analyze the operational development trend of the industry-academia integration talent cultivation model combined with multiple intelligences by analyzing the role relationship between system variables derived from the data. The results show that in 100 simulations, the coupling compatibility of the industry-academia fusion system of tourism management majors rises by 1.286 gradients for every 1.286 gradients, and the Matthew effect of the incremental knowledge of colleges and universities rises by one grade, indicating that the model, which has a more significant effect on the success rate of innovative talent cultivation in tourism management majors, has a more significant effect on the enhancement of the success rate of innovative talent cultivation.
... This means that students are actively involved in the learning process and learn through their own direct experience. (Ferrero et al., 2021). In addition, this method also pays attention to variations in intelligence or multiple intelligences possessed by each student, such as verbal-linguistic, logical-mathematical, visualspatial, musical, kinesthetic, interpersonal, and intrapersonal intelligence. ...
In understanding learning, interest is needed as the main factor, while to foster interest, appropriate and effective learning methods are needed, in which case the multiple intelligence-based experiential learning model is expected to be a solution. The purpose of this study was to determine the effectiveness of multiple intelligence-based experiential learning to increase MI students' learning interest. This research method is quantitative with the type of experimental study, the number of participants is 25 people who are MI students in Kab. Jember, data collection was carried out using a questionnaire technique with pre, experimental and post procedures, while for the analysis test using a paired T-Test. Based on the research conducted, it was found that multiple intelligence-based experiential learning can significantly increase MI students' interest in learning. By carrying out this research, it is expected that MI teachers can apply this learning method so that students' interest in learning increases and results in achievement in the end.
... It also proposes that a number of intelligences exist, where intelligences are understood as capabilities and potentials that a person possesses (Aguayo et al., 2021). As Ferrero, Vadillo, and León (2021) put it, instructors have embraced the versatile and flexible features of the MIT in their daily classroom teaching practices following Gardner's premise that learners possess a rich array of intelligences. ...
... shown (Ferrero et al., 2021) most of these studies have major methodological issues, such as small sizes, no control groups and so on. ...
Being able to work is one of the main pillars defining mental health. For people to function well, it becomes increasingly apparent that they need to be ‘seen’ - recognised for who and what they are. They are autonomous functioning individuals with specific capabilities who enjoy using them in relation to others to do meaningful things. Often, employees have talents that are not straightforwardly related to their jobs or a surplus of job-required talents. This kind of people can be said that in their jobs they are performing below what they have in store. They are relatively underperforming, though not necessarily underperforming according to job requirements – yet. Communities are complex structures. Work environments as well. There is pressure to perform, budgets to be cut, work is over-structured, and employees may feel dependent and therefore obliged to just do as asked. People may be functioning in their jobs adapted (consciously or unconsciously) to the idea that this is ‘just it’ and, consequently, that work is not attuned to their talents. In these circumstances, when relative underperformance becomes a trait, it becomes chronic relative underperformance. What does this do to people? This research shows that it is possible to assess which people are at risk of chronic relative underperformance and that when this risk is high, it affects functioning at work. full text at https://research.tue.nl/files/304588762/20230829_Jessurun_hf.pdf
... According to Ferrero et al. (2021), there are many different ways to describe intelligence. It is thought to be the capacity for identifying or inventing solutions to issues, which entails learning new information, having the capacity to produce valuable goods and render valuable services, and having the biopsychological ability to process knowledge that can be engaged in a cultural environment to address concerns important to a culture. ...
The current study focused to explore multiple intelligence-based education at private schools in Karachi. The study employed the qualitative research methodology to seek the in-depth knowledge of the issue. Primary and secondary teachers who are working in private schools in DHA Karachi were the population of our study. Convenient and purposive sampling was employed and 10 teachers were selected for the interviews. For data collection, a semi-structured questionnaire was prepared. The main findings of the study were the strategies to cater each intelligence and the barriers to promote Multiple Intelligence in classrooms. The research suggests that teachers should implement a mix of hands-on activities, visual-aids, group work and discussions to cater students of different intelligences. Overcoming these obstacles requires ongoing professional development, collaboration with educators, the allocation of adequate resources to support the execution of strategies that address the multiple intelligence of students
... Another important change that has occurred in dental education over time is the horizontal and vertical integration of different disciplines, allowing the correlation of information and the ability to relate theory to practice [20]. According to the theory of multiple intelligences proposed by Howard Gardner, there are numerous forms of intelligence and different people have different intellectual and learning abilities for example some can retain visual information better while others can learn more through verbal instructions [21,22]. Instructional methods for active learning include small group discussions, flipped classrooms, simulation, peer-assisted and blended learning. ...
Objective
To explore perceptions of undergraduate dental students regarding difficulties faced during endodontic procedures.
Methods
An e-questionnaire was sent to 57 fourth-year and 45 fifth-year dental students. It comprised questions regarding demographic data and difficulties faced during different steps of the endodontic treatment. The responses were recorded on a 5-point Likert scale. During dichotomization, responses where one and two were chosen were considered yes whereas responses where three, four, and five were chosen were considered no. The sample size (SS) calculated using the Qualtrics SS calculator was 89. Data were analyzed using SPSS version 20. Frequencies and percentages were calculated. A p-value of less than 0.05 was considered significant. The chi-square test was applied for comparison based on the students’ academic year and genders.
Results
Ninety students responded with an 88.2% response rate. Most students reported not facing any difficulty in differentiating healthy pulp and periapex from conditions of pulp pathosis (78.9%) and periapical pathosis (75.6%). Most males found access opening and de-roofing of the pulp chamber (35.6%) and working length determination (31.1%) difficult. Females reported having difficulty mostly in mesial and distal shift radiograph techniques (55.6%) and access openings (51.1%). No statistical difference was found based on an academic year or gender except in the use of mesial and distal shift techniques for radiograph acquisition
Conclusion
Assessing difficulties encountered by students during endodontic therapy can aid in the development of teaching strategies for preclinical and clinical instruction. Mesial and distal shift techniques, access cavity preparation, and working length determination are areas requiring more focus in the training process.
... There may be students who learn faster using image media, there are also those who absorb lessons faster when presented in the form of sound or through conversation. If you don't make developments of teaching materials based on multiple intelligences, the achievement of BIPA mastery will be hampered [14]. ...
... He defines intelligence as the capacity to solve problems that are of value in one or more ways. According to GI theory, everyone has all of the intelligences, and that everyone has a unique combination (Gardner & Moran, 2006;Ferrero et al., 2021). Intelligence is actually owned by every human being from birth or innate, although not all of the nine types of intelligence are owned by all students but will form groups of intelligence that stand out in a person. ...
In this study investigated Gardner's intelligence in physics students. The sample surveyed was 360 physics students, namely physics education study programs, physics and elementary school teacher education at several universities in Maluku. The instrument used is Gardner's 1999 intelligence with 24 questions out of 9 intelligences. The results obtained indicate that the intelligences that are superior to ethnic physics students in Maluku are Mathematical Logic, Music, Interpersonal and Naturalistic. While verbal, kinesthetic, intrapersonal, and spatial intelligence is still weak. Therefore, it is necessary to apply models, strategies, and approaches and techniques that are appropriate in increasing student intelligence. To increase Gardner science student intelligence, at least pay attention to Gardner intelligence (GI) theory in the science curriculum. These findings may help to provide some practical implications for the development of effective problem-solving, creativity, critical and communicative skills in teaching physics.
... lIf lin lplanning lrequired levaluation lso that lno loccur deviations, lso lin limplementation lprogram lalso done lsupervision land levaluation lso that lperformance lprogram lactivity Islamic boarding school land lresult lin accordance lwith lplanning. lEvaluation lcould interpreted as lwrong lone lactivity lfor lknowing lrealization lbehavior land performance teacher land lachievements student at boarding school, land lis llevel lachievement lpurpose education lin accordance lwith lwhich ldesired, lthen lis lneed held lrepair (Fathi et al., 2018;Ferrero et al., 2021). l Evaluation lIslamic boarding school at the Modern Islamic Boarding School Al-Mukhlishin Tanjung Morawa includes two things, namely evaluation within the scope of the Student Organization of the Modern Al-Mukhlishin Islamic Boarding School and within the scope of the organization's organizational structure for pesantren's sunnah activities. ...
This article aims to determine the management of the Islamic boarding school sunnah system in shaping the character of students at the Al-Mukhlishin Modern Islamic Boarding School Tanjung Morawa. This research is qualitative research. The data collection technique is done by interview, observation, and documentation study. The sources of data in this study were the leaders of the Islamic boarding school, the head of the madrasa, the ustadz (teacher) in the teaching department, the ustadz in the parenting division, and the students of the Al-Mukhlishin Modern Islamic Boarding School in Tanjung Morawa. The results of the study indicate that the Modern Islamic Boarding School Al-Mukhlishin Tanjung Morawa has implemented management in Islamic boarding school activities in the character of santri, this can be seen from the management functions implemented by these functions, including planning, implementation, and evaluation.
... The impact of the application of the above type of leadership will place the teacher as a partner and in the same position as the head of the madrasa, making it easier in terms of communication, coordination, conveying ideas, and finding solutions to problems that occur in the field (Ferrero, Vadillo, & León, 2021;Ghorbanzadeh et al., 2019). While the results of the application of the evaluation system above can develop the professional competence of teachers because tahfidz is rote, the supporting teacher will automatically be required to memorize it first before carrying out teaching and assessment (Dick & Carey, 1977;González-Calatayud, Prendes-Espinosa, & Roig-Vila, 2021). ...
This article aims to describe and analyze the leadership of the head of Madrasah Tsanawiyah Al-Ikhlas Bontang in improving the professionalism of Islamic religious education teachers. It uses a descriptive qualitative approach, and data collection techniques are conducted with in-depth interviews, participatory observation, and documentation. The results showed that planning is carried out by collecting ideas through the initial meeting of the year, forming a curriculum development team, obtaining curriculum documents, and determining an assessment program as the basis for implementing evaluations. Furthermore, management implementation through tahfidz learning in local content should be performed every morning for all students with a predetermined schedule. Evaluation through the memorization system positively impacts teachers to form a learning community, and the results of the tahfidz assessment are combined with all groups of Islamic religious subjects.
... These items are related to the notion of multiple intelligences, the idea that memory can be trained as a general ability, and the claim that psychomotricity exercises enhance reading skills. Not only are these false beliefs widespread, but they have been widely adopted by many schools and teachers to guide their practices [62,63] despite not being grounded in sound research. In fact, we drew on our personal experience and previous non-published surveys to hypothesize that the presumed effects of psychomotricity on cognitive development would be widely popular in Catalonia. ...
Background
: Several studies have revealed a common high prevalence of educational neuromyths among teachers from different countries. However, only one intervention aimed at reducing these beliefs among in-service teachers has been reported to date, and it was conducted in a non-naturalistic setting.
Procedure
: In the present study, we administered a survey to measure the prevalence of common neuromyths in a large sample (n=807) of primary and secondary teachers from 203 schools across Catalonia (Spain), and then we evaluated the impact that a 15-hour online course on neuroscience had on a sample of them as compared to a control group.
Main findings
: Results showed an initial distribution of neuromyth beliefs similar to those of previous studies and a large effect of the intervention on reducing their prevalence shortly after the training and in the long term.
Conclusions
: These findings provide evidence that an intervention addressed to in-service teachers that is low-cost and easy to implement can cast corrective effects that persist over time in neuromyth beliefs.
... Some studies find that the result is the sum of the student's academic, emotional, and social experiences, with perceptions and expectations evolving (Méndez-Vera and Gálvez-Nieto, 2018). AS is a multidimensional and complex phenomenon, which acquires value along with other variables, such as emotional intelligence (EI) (Ferrero et al., 2021). The AS Scale from Lent et al. (2005) uses 7 items with a 5-point Likert scale; they form a single factor that measure perceptions of enjoyment as well as the role of being a student (Medrano et al., 2014). ...
... Some western countries have formed a complete theoretical system by using the theory of multiple intelligences in educational reform [1]. At present, China is also further deepening education reform. ...
In recent years, China has comprehensively carried out and implemented the “national fitness campaign.” Sports have been integrated into everyone’s daily life. As a place for cultivating talents, colleges and universities have also begun to reform the physical education teaching mode and cultivate a number of talents with strong competition ability, teaching ability, and adaptability to the society. With the deepening of the reform of physical education teaching mode in colleges and universities, some colleges and universities have introduced the theory of multiple intelligences. By analyzing the concept and content of the theory of multiple intelligences and comparing it with the traditional physical education teaching mode, it fully reflects the advantages of the theory of multiple intelligences in physical education teaching. This paper uses fuzzy mathematics and fuzzy set algorithm to build a teaching model based on the theory of multiple intelligences. Moreover, we study the innovative methods of college physical education teaching, take college physical basketball teaching as the research object, and analyze the students’ sports technology, students’ teaching practice ability, and students’ thinking ability based on the theory of multiple intelligences. Experimental outcomes show that the teaching method guided by the theory of multiple intelligences was designed for the intelligent characteristics of the students in the experimental group, and the teachers and students communicated with each other during the teaching period, which significantly improved the students’ thinking ability.
... The strong persistence of neuromyth beliefs in educational settings is surprising, in light of a host of studies, conducted in the same time period, that failed to find evidence for positive learning outcomes gained from matching instruction to "learning style" preferences (Krätzig and Arbuthnott, 2006;Rogowsky et al., 2015Rogowsky et al., , 2020Knoll et al., 2017;Cuevas and Dawson, 2018;Husmann and O'Loughlin, 2019; for reviews, see Pashler et al., 2008;Aslaksen and Lorås, 2018;Rousseau et al., 2018), from matching instruction to multiple intelligences profiles (Ferrero et al., 2021;Rousseau, 2021), or from applying the Brain Gym R methods (Hyatt, 2007;Stephenson, 2009;Spaulding et al., 2010;Watson and Kelso, 2014;Cancela et al., 2015;Kroeze et al., 2016), and despite neuromyth "busting" efforts through national newspapers (e.g., Hood et al., 2017), professional journals in education (e.g., Willingham, 2005Willingham, , 2006Blanchette Sarrasin and Masson, 2015), Internet blogs/general audience electronic media (e.g., , and popular books (e.g., Adey and Dillon, 2012;De Bruyckere et al., 2015). ...
Neuromyths are misconceptions about the brain and learning, for instance Tailoring instruction to students' preferred “learning styles” (e.g., visual, auditory, kinesthetic) promotes learning. Recent reviews indicate that the high prevalence of beliefs in neuromyths among educators did not decline over the past decade. Potential adverse effects of neuromyth beliefs on teaching practices prompted researchers to develop interventions to dispel these misconceptions in educational settings. This paper provides a critical review of current intervention approaches. The following questions are examined: Does neuroscience training protect against neuromyths? Are refutation-based interventions effective at dispelling neuromyths, and are corrective effects enduring in time? Why refutation-based interventions are not enough? Do reduced beliefs in neuromyths translate in the adoption of more evidence-based teaching practices? Are teacher professional development workshops and seminars on the neuroscience of learning effective at instilling neuroscience in the classroom? Challenges, issues, controversies, and research gaps in the field are highlighted, notably the so-called “backfire effect,” the social desirability bias, and the powerful intuitive thinking mode. Future directions are outlined.
Coaching has been described as a process of partnering with clients in a thought-provoking/creative way to inspire them toward maximum personal/professional performance. Often, that work comes down to two major tasks: helping the client communicate more effectively with key stakeholders in their lives and helping clients communicate more healthily with themselves. Yet, despite the salience of this statement, few academic pursuits work to ground the coaching process in the art of emotionally intelligent communications of the interpersonal and intrapersonal sort. This chapter proposes a research-based paradigm for theoretically and practically conceptualizing the coaching process in this way. Utilizing a pracademic approach, analyzing case study, and employing the use of valid and reliable scales, this author puts forth an argument for coaching as an effective process in facilitating the improved emotionally intelligent interpersonal and intrapersonal communication of coaching clients.
Developing the ability to self-assess is a crucial skill for students, as it impacts their academic performance and learning strategies, amongst other areas. Most existing research in this field has concentrated on the exploration of the students’ capacity to accurately assign a score to their work that closely mirrors an expert’s evaluation, typically a teacher’s. Though this process is commonly referred to as self-assessment, a more precise term would be self-assessment scoring accuracy. Our aim is to review what is the average accuracy and what moderators might influence this accuracy. Following PRISMA recommendations, we reviewed 160 articles, including data from 29,352 participants. We analysed 9 factors as possible moderators: (1) assessment criteria; (2) use of rubric; (3) self-assessment experience; (4) feedback; (5) content knowledge; (6) incentive; (7) formative assessment; (8) field of knowledge; and (9) educational level. The results showed an overall effect of students’ overestimation (g = 0.206) with an average relationship of z = 0.472 between students’ estimation and the expert’s measure. The overestimation diminishes when students receive feedback, possess greater self-assessment experience and content knowledge, when the assessment does not have formative purposes, and in younger students (primary and secondary education). Importantly, the studies analysed exhibited significant heterogeneity and lacked crucial methodological information.
In this revised and updated edition of Hunt's classic textbook, Human Intelligence, two research experts explain how key scientific studies have revealed exciting information about what intelligence is, where it comes from, why there are individual differences, and what the prospects are for enhancing it. The topics are chosen based on the weight of evidence, allowing readers to evaluate what ideas and theories the data support. Topics include IQ testing, mental processes, brain imaging, genetics, population differences, sex, aging, and likely prospects for enhancing intelligence based on current scientific evidence. Readers will confront ethical issues raised by research data and learn how scientists pursue answers to basic and socially relevant questions about why intelligence is important in everyday life. Many of the answers will be surprising and stimulate readers to think constructively about their own views.
Human beings possess more than one intelligences, each one of them can be defined as the expertise with which an individual functions or solves problems or the area of creativity, which is considered as the basic inherent intelligence in the individual. Dr.Howard Gardner through his research has made it evident to the world the existence of multiple intelligences: Linguistic, logical mathematical, musical, spatial, bodily kinesthetic, interpersonal, intrapersonal, and naturalist intelligence highly depends on several factors like age, understanding of the environment and the extent of isolation of the brain. Various mechanisms like systematic review and meta-analysis using the traditional paper-and-pencil isolated tasks through several activities enabled the assessment of the intelligence inherently present in an individual in one-to-two-hour sessions and further processing of the collected data. By using Artificial Intelligence algorithms an attempt can be made to develop a framework to identify the multiple intelligence in an individual based on Multiple Intelligence Theory.
China's "double reduction" education policy is a relatively new statewide movement. A systematic understanding of the policy, such as expectations and the empirical research, is still a gap due to the early stages of policy implementation. This study identifies the cognitive structure of the policy and uses the existing literature for implications that relate to the two goals of "double reduction"-reduce workload both at school and external tutoring. In addition, it identifies some of the concerns at the preliminary stage of implementation in schools, using the content analysis of the ministry of education of the People's Republic of China (2022) and interviews with relevant stakeholders. The findings identify education ecology and student centralism as essential concepts in a double reduction to guide behavioural commitments for improving students' quality of life in the educational process. Aside from document content analysis and in-depth interviews, the 306 valid survey return provides statistical evidence that demonstrates four key predictors that influence student workload reduction and off-campus workload reduction: exam pressure reduction, increased homework accuracy, improved work content rationality, and decreased extracurricular training. This study suggests a theoretical structure for future survey-based research and questionnaire design based on the research findings. The current literature clarifies the findings, positions them, and offers theoretical and practical consequences.
This study aims to evaluate apprenticeship education and training at PPSDM MIGAS using the CIPP method. The research method used is a qualitative descriptive method where data is obtained from interviews, documentation, and photos. Respondents who are the source of data are managers, teachers, and participants in education and apprenticeship at PPSDM MIGAS Cepu. The result of this research is to evaluate from the aspect of the context of education and training which contains the background, goals, and objectives that have been implemented by the objectives, the input aspect consisting of curriculum, human resources, infrastructure, and education financing. programs and training have been carried out by the existing curriculum and with competent managers and instructors. The process aspect consisting of preparation and evaluation of the results of education and training programs has been carried out well. product aspect (outcome) which consists of the quality of participants' learning outcomes and the number of graduates participating in the training program according to their achievements.
Après la première année de la Pandémie, Boyer et Bissonnette (2021) concluent « [qu’] à la lumière des études et des résultats disponibles, il s’avère inapproprié de recommander une transformation profonde de l’école actuelle au profit d’une école virtuelle offrant uniquement un enseignement à distance ». Cette conclusion est similaire à celle d’autres auteurs et chercheurs.
À partir de sa diffusion, le texte de Boyer et Bissonnette (2021) est largement téléchargé. Des éléments du contenu sont cités dans un article du journaliste Marco Fortier au quotidien Le Devoir en janvier 2021 et le texte est référé sur le site du Scientifique en chef du gouvernement du Québec, au mois de mars 2022, dans un article sur internet. Les professeurs Stéphane Allaire, Marie-Pier Forest, Nancy Granger, Mélanie Tremblay, Nicole Monney, Patrick Charland, Patrick Giroux (2022a), comme de nombreux autres professeurs universitaires et acteurs du monde scolaire, n'ont pas eu l'heur d'apprécier (c'est un euphémisme) le texte et les conclusions de Boyer et Bissonnette (2021).
Allaire et son équipe ont critiqué à plusieurs reprises et sur de nombreux médiums le texte de Boyer et Bissonnette (2021). Le présent texte est une réponse explicite et détaillée aux critiques de Allaire et ses collaborateurs. Nous en profitons pour nommer l'innommable dans le monde scolaire que constitue l'hégémonie quasi totale d'un courant pédagogique : le constructivisme et ses dérivés. Ce courant, associé depuis quelques années au postmodernisme, est sous-jacent à presque toutes les critiques de Allaire et ses collègues. Ce courant est également à la base de l'aversion du système scolaire, des facultés de l'éducation et du ministère de l'Éducation du Québec à l'usage des données probantes, aux évaluations objectives, à la rigueur et au suivi systématique des effets des actions et des politiques.
Boyer et Morneau-Guérin, dans le présent texte, répondent explicitement et d'une manière limpide aux nombreuses assertions erronées de Allaire et ses collègues (2022a).
Il va sans dire que Boyer et Morneau-Guérin ne souhaitent pas réduire Allaire et son équipe au silence. Bien au contraire, ils les appellent même de tous leurs vœux à s’expliquer plus avant.
It is necessary to understand the measurement of academic satisfaction (AS) in a variety of cross-cultural contexts. The first aim was to evaluate the psychometric properties of AS scale, to explore its structural validity, to assess its differential item function, including gender and age invariance in university students. Study 2 aimed to assess whether AS improved after the application of a teaching instructional approach based on cooperative learning (CL), while a cross-sectional study was performed in several stages. Descriptive, confirmatory, and scale reliability analyses were carried out with indices for goodness-of-fit, such that a new scale was obtained with a single-factor structure. A reduction to 6-items in this sample exhibited better psychometric properties. Configural invariance by gender and age indicated that men and women had a similar understanding of the new scale. Given significant differences between groups, the CL group scored higher in AS.
This study aims to determine the multiple intelligence and learning styles of the learners among the selected grade six students of Private and Public schools in Manila. The study used the Independent two-tailed test and made use of descriptive-correlational method of research design to determine the significant difference on the learning styles and Multiple Intelligence of the learners. The p-value is greater than the significance level, which means it is not significant and thus fails to reject the null hypothesis. The Pearson r correlation coefficient was used to measure the significant relationship on the Learning styles and Multiple Intelligence of the learners. The p-value is less than the significance level and is significant, and it has enough evidence to reject the null. The Kinesthetic Intelligence needs to be developed based on the result that has the lowest score among the selected grade six students and it is recommended for grade six teachers to implement the Theory of Multiple Intelligence and learning styles during online learning. Teachers should make use of a certain strategy to improve kinesthetic intelligence. For example, the teachers could give their students different project/experiment kits they can use at their respective homes virtually.
The purpose of this study was to find a variation of test technique
and variety of test in Arabic Language-Tamrinul Lughah subject and
analyze it based on the theory of multiple intelligences at Darul
Muttaqien Islamic Boarding School Bogor West Java. This research
is field research conducted at Tarbiyatul Mu’allimin wal Mu’allimat al�Islamiyyah (TMI) class II since July 2018 up to August 2020. This
research is qualitative, using case study method. Methods of data
collection through interview, observation, focus group discussion,
and documentation. The steps of data analysis are carried out
qualitatively. By stages; 1) data collection, 2) data reduction, 3)
display data with analysis, 4). conclusion. The findings of this study
are Pesantren in implementing Arabic learning evaluation-Tamrinul
Lughah have applied the Non-Test and Test Techniques. While the
variety of tests includes Akhlak Mulya Test, Kepribadian Test,
Formative Test, Summative Middle Test, and Summative Final Test
both written and oral. The variety of tests has proven to be able to
develop santri’s multi-intelligence, including linguistic intelligence,
spiritual intelligence, interpersonal intelligence, and intrapersonal
intelligence. So, the evaluation of learning Arabic based on multiple
intelligences is very effective in improving student achievement
Research on multiple intelligences has been growing for the last three decades, however, the ones on interpersonal intelligence still need more investigation. This case study explored the development of Islamic school learners’ interpersonal intelligence fostered by religious extracurricular activities. It also sought the factors inhibiting the development of intelligence. The participants of the study were a school principal, vice-principal, extracurricular coach, and three teachers and students at a secondary Islamic school. Data were collected through interviews and observation. The data were then analyzed through data reduction, presentation, and conclusion. The findings revealed that joining religious extracurricular helped learners grow the characters of discipline, self-confidence, empathy or caring, politeness, and togetherness. Meanwhile, factors that inhibit the development of students’ interpersonal intelligence were the influence of surrounding people and gadgets (technology).
In today's world, in which technologies of distance communication are improving, and boundaries are increasingly blurred, business owners and managers need to be able to effectively interact with representatives of other cultures. Globalization and the ability to work remotely make it possible to collaborate with experts and employees from different countries. A remote team is a job, provided that the company does not have a physical office at all. All employees have the opportunity to work from anywhere in the world by simply connecting to the Internet and using a specific set of virtual instruments. This particular study has utilized the cultural intelligence questionnaire to study the metacognitive, cognitive, motivational and behavioral factors of influence with their respective correlation to the satisfaction rate and excellence of virtual teams in Jordan Telecom. The p-value factor is smaller than the anchor point of 0.05 for all factors demonstrating their importance in the establishment and functioning of virtual teams.
The current study sought to investigates the possible effects on vocabulary learning of the implementation of differentiated instruction (in the light of learners' multiple intelligences and learning styles). The research was carried out in the Iran Language Institute (ILI) in Urmia, with 80 Iranian intermediate female learners. Successive to homogenizing the groups, a total of 60 learners were found to enjoy the conditions for the rest of the research, and hence two 30-member groups were formed. These learners, then, sat the pretest (a vocabulary achievement test), and based on the results of multiple intelligences and learning styles questionnaires, which were administered later, the learners were divided into five separate categories termed visual-spatial (V), linguistic-auditory (L), kinesthetic-bodily (K), interpersonal (Inter), and intrapersonal (Intra). Next the learners in the experimental group were instructed based on their unique intelligence and learning styles types, whereas the other class was taught in the traditional way with no differentiation. Subsequent to the administration of posttest, the results were analyzed through the use of independent samples T-test and ANOVA. In line with the findings of the research, a significant amount of difference was found between the performances of two groups and in favor of the experimental group. Further, the performance of different learners with various intelligences and learning style was shown to vary significantly.
The main objective of this study was to compare the effectiveness of teaching strategies and methods based on multiple intelligences, learning science 7-8 years of elementary school students in Shiraz in the 2012-2013 years. The population included all children 8-7 years old girl Shiraz School District 4 the 66 students in two different classes in the second grade of elementary participated in this study were selected through stratified random sampling. And of these, 33 patients in the experimental group and 33 in the control group. The experimental group received training through multiple intelligence based teaching strategies and a control group using traditional teaching methods or conventional methods. For a period of eight weeks. The results showed that students who have been trained through multiple intelligence based teaching strategies, in terms of overall academic achievement as well as on measures of cognitive levels of knowledge, application, synthesis and evaluation, higher mean than the control group received, but of understanding and analysis, there was no significant difference between the two groups.
The purpose of this study is to compare theory of multiple intelligences with the traditional education method by looking at the science teachers' success, permanence of their information about enzyme subject. The research is experimental and it was carried out during 2010-2011 education year of Faculty of Education of Kafkas University, on Science Department's third grade students. In this research two impartial groups were formed and these two groups were used as control and experiment group. There were 30 students in control group and 30 students in experiment group. During the application, the lessons were given traditionally in control group, and in the experiment group; lessons were given according to multiple intelligence method. In the research, before application, the information level of students about enzyme was measured. After application the increase of their information was measured and four weeks later a success test was formed to determine the permanence of information. In the research a SPSS 16.0 package program was used to analyze the datum. To compare the students' points from pretest and difference of arithmetic average of an unrelated t test and experiment were used. For comparing control group's last test and performance test ; Anova test statistics was applied. To determine the meaningful distinction after Anova test, Benforroni test was applied. In the research; the significance level was .05 In the pre-test results before the beginning of application no-meaningful distinction was found between experiment and control group according to t test. After the application ; in the last test and permanence test, multiple intelligence method which was applied on experiment group has a meaningful distinction compared to traditional education method applied on control group.
The present study is a quantitative research which aims to identify the effects of instructional activities based on Multiple Intelligences Theory (MIT) on academic achievement of the Omani students with dyscalculia (OSD). The sample consisted of 14 male and female students in third and fourth grades enrolled in the resource room at Al-Ahed Primary School, Sultanate of Oman. The sample was randomly distributed to control and experimental groups each group included 7 students. The mathematics test (MT) was applied to both groups as pretest and posttest. The students in the experimental group were enrolled in instructional activities based on MIT at resource room for ten weeks, while the students in the control group were received their individual instruction at resource room at the same period. The results indicated that there were statistically significant differences between the performance of the two groups on post-MT in favour of the OSD in the experimental group.
The paper deals with the impact of teaching activities that cater for spatial-visual intelligence on students´ achievements in English for Specific Purposes (ESP). The objective of this research was to determine whether the application of a variety of language activities that encourage spatial-visual intelligence result in the improvement in learning English. The research was carried out on two groups of students (58) attending an ESP course. The first group was taught on teaching activities based on visual presentation, creating charts and bulletin boards, mind-mapping, imagination and visualization tasks. The second group was taught according to conventional language teaching practice. Students’ language knowledge was tested at the beginning and the end of the course which lasted over the period of one semester. The data analysis was carried out through quantitative analysis which included descriptive analysis and using a series of repeated measures analyses of variance (ANOVA) in Statistica statistical software. Post-hoc Scheffe tests were also employed to see if there was any significant difference among the variables. The results show better achievements at the end of semester for the group which was exposed to teaching activities suited to learners with strong spatial-visual intelligence. When students are aware of their strong and weak intelligences, this knowledge may be utilized in their future learning. Teachers may design a syllabus taking advantage of a variety of teaching activities and use different tools and materials intended to cater for certain intelligences. It also helps strengthen creativity in teaching activity, and advances interaction with students.
This study aims to examine the effectiveness of the use of teaching materials based on multiple intelligences on the understanding of high school students' material on the theme of global warming. The research method used is static-group pretest-posttest design. Participants of the study were 60 high school students of XI class in one of the high schools in Bandung. Participants were divided into two classes of 30 students each for the experimental class and control class. The experimental class uses compound-based teaching materials while the experimental class does not use a compound intelligence-based teaching material. The instrument used is a test of understanding of the concept of global warming with multiple choices form amounted to 15 questions and 5 essay items. The test is given before and after it is applied to both classes. Data analysis using N-gain and effect size. The results obtained that the N-gain for both classes is in the medium category and the effectiveness of the use of teaching materials based on the results of effect-size test results obtained in the high category.
Following a review of extant reporting standards for scientific publication, and reviewing 10 years of experience since publication of the first set of reporting standards by the American Psychological Association (APA; APA Publications and Communications Board Working Group on Journal Article Reporting Standards, 2008), the APA Working Group on Quantitative Research Reporting Standards recommended some modifications to the original standards. Examples of modifications include division of hypotheses, analyses, and conclusions into 3 groupings (primary, secondary, and exploratory) and some changes to the section on meta-analysis. Several new modules are included that report standards for observational studies, clinical trials, longitudinal studies, replication studies, and N-of-1 studies. In addition, standards for analytic methods with unique characteristics and output (structural equation modeling and Bayesian analysis) are included. These proposals were accepted by the Publications and Communications Board of APA and supersede the standards included in the 6th edition of the Publication Manual of the American Psychological Association (APA, 2010).
Chess masters and expert musicians appear to be, on average, more intelligent than the general population. Some researchers have thus claimed that playing chess or learning music enhances children’s cognitive abilities and academic attainment. We here present two meta-analyses assessing the effect of chess and music instruction on children’s cognitive and academic skills. A third meta-analysis evaluated the effects of working memory training—a cognitive skill correlated with music and chess expertise—on the same variables. The results show small to moderate effects. However, the effect sizes are inversely related to the quality of the experimental design (e.g., presence of active control groups). This pattern of results casts serious doubts on the effectiveness of chess, music, and working memory training. We discuss the theoretical and practical implications of these findings; extend the debate to other types of training such as spatial training, brain training, and video games; and conclude that far transfer of learning rarely occurs.
This article presents a methodological review of 54 meta-analyses of the effectiveness of clinical psychological treatments, using standardized mean differences as the effect size index. We statistically analyzed the distribution of the number of studies of the meta-analyses, the distribution of the sample sizes in the studies of each meta-analysis, the distribution of the effect sizes in each of the meta-analyses, the distribution of the between-studies variance values, and the Pearson correlations between effect size and sample size in each meta-analysis. The results are presented as a function of the type of standardized mean difference: posttest standardized mean difference, standardized mean change from pretest to posttest, and standardized mean change difference between groups. These findings will help researchers design future Monte Carlo and theoretical studies on the performance of meta-analytic procedures, based on the manipulation of realistic model assumptions and parameters of the meta-analyses. Furthermore, the analysis of the distribution of the mean effect sizes through the meta-analyses provides a specific guide for the interpretation of the clinical significance of the different types of standardized mean differences within the field of the evaluation of clinical psychological interventions.
Abstract: The aim of this research is to examine the effect of Math worksheets based on the Multiple Intelligences Theory on the academic achievement of students in the 4th grade primary school. The sample of the research consists of 64 (32 experimental and 32 control) students who are studying in the 4th grade in a primary school affiliated to the Ministry of National Education in the province of Bağlar, Diyarbakır in the academic year of 2016-2017. Experimental design with pre-test and post-test control group was used in the study. The obtained pre-test and post-test data were analyzed with SPSS 22.00 package program. Content analysis of interview data was conducted. According to the results of the research, it is shown that Math worksheets prepared on the basis of the Multiple Intelligences Theory has increased the academic achievements of the students in general. According to these results, it can be said that the preparation of Math worksheets according to students’ different intelligence fields can positively influence the academic achievement of the students
Gardner’s Multiple Intelligences Theory (MIT) can be a cognitive and emotional improvement if is taken into account in the standard development of the Technology lessons. This work presents a preliminary evaluation of the performance enhancement in two concomitant aspects: contents acquisition and emotional yield. The study was made on up to 150 students with ages of 12-13 years old. The control group was submitted to traditional transmission-reception lessons, whereas the experimental one was submitted to novel educational techniques that included specific activities which took into account the different intelligences styles (IS) inside the classroom. The results clearly depicted that both studied variables underwent a statistical significant enhancement through the application of the MIT-based educational method.
This study aims at exploring the effects of multiple intelligences activities versus traditional method on English writing development of the sixth grade students in Turkey. A quasi-experimental research method with a pre-test post-test design was applied. The participants were 50 sixth grade students at a state school in Ardahan in Turkey. The participants were divided as an experimental and a control group randomly. Experimental group was instructed through multiple intelligences activities while the control group was instructed through traditional method. In addition to pre-test and post-test scores, participants' reflections about the methods and their writing experiences during the study were considered in order to arrive at some implications. The findings suggest that the experimental group instructed through multiple intelligences activities showed more improvement from their pre-test to their post-test scores than the control group instructed through traditional method. Experimental group also outperformed the control group according to the post-test scores. In addition, the participants reflected on the multiple intelligences activities more positively than the traditional way of instruction.
The purpose of this study was to investigate the effect of activities based on the Multiple Intelligence Theory (MIT) of seventh grade students' conceptual learning and their retention in two consecutive subjects, namely "The Circumference and the Area of a Circle" and "The Surface Area of the Vertical Cylinder". The quasi-experimental research was conducted using 48 seventh grade students (24 for each group-control and experimental). The experimental groups were exposed to instruction based on the MIT activities whereas the control groups were exposed to traditional instruction. A Conceptual Learning Test (CLT) consisted of 10 open-ended questions which were administered to both groups as a pre-test, post-test and retained test. A 2x3 (group x time) repeated measures ANOVA was performed to determine the significant differences in the test scores. Results showed that instruction based on the MIT had a more significant effect on 7th grade students' conceptual learning and their retention than traditional mathematics instruction.
Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.
Problem Statement: The present study is of importance for designing a differentiation approach, which enables gifted students to use their present potential in mathematics effectively and enables them to develop their achievement, while looking at the effect of the approach on both gifted and non-gifted students. Within the scope of the developed differentiation approach concerning mathematics education of gifted students, the present study is one of the limited studies with such a focus, which is why it is thought that it will contribute to the literature. By the results of the study, it is of great importance. Purpose of the Study: The purpose of this research is to determine the effect of a newly-developed differentiation approach for the mathematics education of gifted middle school students on the achievements of both gifted and non-gifted students. Method: Within the scope of this current study, the model with pre-test and post-test control group among real research models in accordance with quantitative research method was used. The sample of the study was composed of 57 gifted and 60 non-gifted 5th and 6th grade students from a public school and a private school in Maltepe and Cekmekoy districts of Istanbul. Convenience and purposeful sampling were conducted within the scope of quantitative sampling in this study. ‘Mathematics Achievement Test’ and ‘Multiple-Intelligences Domains Inventory’ were used within the scope of this study. The lessons carried out using activities stated in the National Education curriculum about the related subjects were compared with lessons carried out with the activities designed according to the differentiation approach developed in three implementations conducted. Findings: The research made in private school showed that there is a significant difference between current-enriched and overall scores of gifted students in control and experimental groups after the application on behalf of the experimental group. The research made in the state school showed that there is a significant difference between current-enriched and overall scores of non-gifted students in control and experimental groups after the application on behalf of the experimental group. Conclusion and Recommendations: There was a significant increase in the achievement scores of experimental group students, where the activities designed according to differentiation approach developed within the scope of this study, when compared with the control group students during all of the implementations. This situation shows that activities and curriculum differentiation studies, which are based on elaboration, creative thinking, and multiple intelligences increase students’ academic achievements. Besides, it is seen that the changes based on creativity strategies on the content, process, product, and learning environments increase students’ academic achievements. The effectiveness of the developed differentiation approach should be researched with different grade levels, on different topics. It is suggested to use developed differentiation approach periodically for teachers and students to gain experience. It is further suggested to inform generally all teachers across the country about how they will guide the process of preparing projects and for teachers to inform their students about how they will prepare projects.
Background: We explore whether the number of null results in large National Heart Lung, and Blood Institute (NHLBI) funded trials has increased over time.
Methods: We identified all large NHLBI supported RCTs between 1970 and 2012 evaluating drugs or dietary supplements for the treatment or prevention of cardiovascular disease. Trials were included if direct costs >$500,000/year, participants were adult humans, and the primary outcome was cardiovascular risk, disease or death. The 55 trials meeting these criteria were coded for whether they were published prior to or after the year 2000, whether they registered in clinicaltrials.gov prior to publication, used active or placebo comparator, and whether or not the trial had industry co-sponsorship. We tabulated whether the study reported a positive, negative, or null result on the primary outcome variable and for total mortality.
Results: 17 of 30 studies (57%) published prior to 2000 showed a significant benefit of intervention on the primary outcome in comparison to only 2 among the 25 (8%) trials published after 2000 (χ2=12.2,df= 1, p=0.0005). There has been no change in the proportion of trials that compared treatment to placebo versus active comparator. Industry co-sponsorship was unrelated to the probability of reporting a significant benefit. Pre-registration in clinical trials.gov was strongly associated with the trend toward null findings.
Conclusions: The number NHLBI trials reporting positive results declined after the year 2000. Prospective declaration of outcomes in RCTs, and the adoption of transparent reporting standards, as required by clinicaltrials.gov, may have contributed to the trend toward null findings.
Introduction: This study describes an action research project designed to improve reading skills of fifth grade learning disabled students. Method: A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n= 30, 23 boys, 7 girls) and control (n=30, 21 boys and 9 girls). ANCOVA and Repeated Measures Analyses were employed for data analysis. Results: Findings from this study indicated the effectiveness of the program employed in improving reading skills; namely word recognition and reading comprehension skills in the target students. Disscusion: On the basis of the findings, the study advocated for the effectiveness of the multiple intelligence-based program in improving the reading skills of Learning disabled students.
The purpose of this research is to investigate the effect of Layered Curriculum Supported by Multiple Intelligences on students’ achievements and permanence. The research was conducted in Ankara Altindag Kasgarli Mahmut Primary School on 2011-2012 educational year. The implementation process, which lasted for 4 weeks, was carried out with the theme named “The World of All of Us” in Social Studies lesson at 5th grade. The research was conducted according to the protest-posttest model with control group. Success test and permanence test were used as data collection tools; the permanence test was applied after 28 days from the end of the implementation process. According to the findings, it is concluded that layered curriculum supported by multiple intelligences is more effective than the existing approaches in the curriculum not only in redoubling the academic success but also in eliciting the permanence of the knowledge.
The goal of this research is to investigate whether there is a significant difference between multiple intelligence instruction and traditionally designed science instruction on 7th grade students’ understanding of concept with the “The Structure of Material and Its Transformation” unit and attitudes toward science. Two classes, each with 27 students were randomly selected. The experimental group was instructed though MI strategies, whereas the control group was utilized with traditional methods. The measurement instruments utilized were Chemistry Achievement Test and Science Attitude Scale. As a result of this study it was found out that multiple intelligence theory, when compared to the traditional learning method, created positive effects on students’ success and attitudes toward science as a school subject.
The purpose of the present study is investigating the effect of instruction based on Multiple intelligence (MI) theory on attitude and learning of General English course among students of Islamic Azad University, Kermanshah Branch in the second semester of educational year of 2010-2011. 61 male and female students in two different classes participated in the present study that were assigned to experimental (32 students) and control (29students) groups based on random cluster sampling. A quasi experimental method of research with a pre-and post test was used. The experimental group was taught according to the theory of MI and the control group was instructed based on the traditional method of teaching General English in eight weeks time. In order to determine the effect of MI-based instruction compared with traditional method, a researcher constructed test including 30 items were utilized. In order to assess the attitude of the learners toward English, a 15 items scale of attitude toward English Language was also employed. For analyzing data we used ANCOVA and independent sample t-test. The results of the study indicated that there was a significant difference between improving in General English course between experimental and control groups. In other words, students taught based on MI theory exceeded the traditionally instructed students both in general and in each sub-skill of learning English (vocabulary, reading comprehension, and structure). The results also indicated that attitude of students towards learning English in experimental group improved significantly.
To draw causal conclusions about the efficacy of a psychological intervention, researchers must compare the treatment condition with a control group that accounts for improvements caused by factors other than the treatment. Using an active control helps to control for the possibility that improvement by the experimental group resulted from a placebo effect. Although active control groups are superior to "no-contact" controls, only when the active control group has the same expectation of improvement as the experimental group can we attribute differential improvements to the potency of the treatment. Despite the need to match expectations between treatment and control groups, almost no psychological interventions do so. This failure to control for expectations is not a minor omission-it is a fundamental design flaw that potentially undermines any causal inference. We illustrate these principles with a detailed example from the video-game-training literature showing how the use of an active control group does not eliminate expectation differences. The problem permeates other interventions as well, including those targeting mental health, cognition, and educational achievement. Fortunately, measuring expectations and adopting alternative experimental designs makes it possible to control for placebo effects, thereby increasing confidence in the causal efficacy of psychological interventions.
© The Author(s) 2013.
This study aimed to find out multiple-intelligence (MI) approach for education's impact on cognitive maturity of pre-school children. Research methodology was quasi-experimental with post-test and pre-test design. In this study, independent variablewas a plan written based on MI approach and dependent variable was the rate of cognitive development which was evaluated by Venita Kaul test. Forty female, pre-school students constituted the experimental and control groups. For statistical analysis, we used descriptive data processing and inferential statistics such as: independent and correlated t tests. Applying MI approach in the classroom as a educational method results increasing in all five domains of pre-school children‘s cognitive development with 99% significance.
This article reviews evidence for multiple intelligences theory, the Mozart effect theory, and emotional intelligence theory and argues that despite their wide currency in education these theories lack adequate empirical support and should not be the basis for educational practice. Each theory is compared to theory counterparts in cognitive psychology and cognitive neuro- science that have better empirical support. The article considers possible reasons for the appeal of these 3 theories and concludes with a brief rationale for examining theories of cognition in the light of cognitive neuroscience research findings.
Intelligence is largely viewed and accepted nowadays as modifiable and influenced by knowledge gained from various sources such as the personal experience or other systematic experiences. The person is born with a set of native abilities whose development is influenced by socio-educational factors. Education plays a significant role the identification, development and optimal utilization of the person's cognitive abili ties within various educative contexts. Capitalizing on the multiple intelligences theory, we implemented our intervention on primary school students with learning difficulties. The study combines quantitative analysis with the qualitative insight based on a series of case studies. © 2010 Published by Elsevier Ltd. Selection and pee r-review under responsibility of Masterprof team
Effect sizes are underappreciated and often misinterpreted—the most common mistakes being to describe them in ways that are uninformative (e.g., using arbitrary standards) or misleading (e.g., squaring effect-size rs). We propose that effect sizes can be usefully evaluated by comparing them with well-understood benchmarks or by considering them in terms of concrete consequences. In that light, we conclude that when reliably estimated (a critical consideration), an effect-size r of .05 indicates an effect that is very small for the explanation of single events but potentially consequential in the not-very-long run, an effect-size r of .10 indicates an effect that is still small at the level of single events but potentially more ultimately consequential, an effect-size r of .20 indicates a medium effect that is of some explanatory and practical use even in the short run and therefore even more important, and an effect-size r of .30 indicates a large effect that is potentially powerful in both the short and the long run. A very large effect size (r = .40 or greater) in the context of psychological research is likely to be a gross overestimate that will rarely be found in a large sample or in a replication. Our goal is to help advance the treatment of effect sizes so that rather than being numbers that are ignored, reported without interpretation, or interpreted superficially or incorrectly, they become aspects of research reports that can better inform the application and theoretical development of psychological research.
There are a growing number of large-scale educational Randomized Controlled Trials (RCTs). Considering their expense, it is important to reflect on the effectiveness of this approach. We assessed the magnitude and precision of effects found in those large-scale RCTs commissioned by the EEF (UK) and the NCEE (US) which evaluated interventions aimed at improving academic achievement in K-12 (141 RCTs; 1,222,024 students). The mean effect size was 0.06 standard deviations (SDs). These sat within relatively large confidence intervals (mean width 0.30 SDs) which meant that the results were typically uninformative (the median Bayes factor was 0.68). We argue that our field needs, as a priority, to understand why educational RCTs typically find small and uninformative effects.
In this study, the effect of multiple intelligence theory (MIT) on the academic achievement was examined in the context of a multi-complementary approach (McA). It aimed to reach pre-complementary information by using meta-analytical and thematic examinations based on document analysis in the first stage of McA, which consists of using different analysis programs and of three basic stages. 63 studies examining the effect of the MIT were selected for meta-analytical research. Comprehensive Meta-Analysis and MetaWin programs were used for data analysis. In order to support the meta-analysis, a qualitative dimension including a detailed examination of the thematic aspects of the data was added to the first stage. The data was analyzed via the QSR-Nvivo-8.0 program in accordance with the case study design. In the second stage of the McA, an experimental dimension and the thematic analysis based on students’ views were conducted. The working group was selected from 12th grade high school students and the data obtained from them was considered to be post-complementary information. The process of combining the data in two stages was done in order to reach complementary information in the synthesis stage. The McA is expected to contribute to the extent and reliability of the research.
The aim of this research is to examine the effects of multiple intelligences based instruction on the 9th grade students’ achievements and attitude towards the Force and Motion topics in physics. The participants of this research are composed of randomly selected 95 ninth graders, who were divided into two experimental and two control classes. The experimental groups were exposed to lesson plans based on the multiple intelligences for six weeks. In the control groups, traditional instruction was conducted. Force and Motion Achievement Test, Force and Motion Attitude Scale, Revised Student Multiple Intelligences Profile Questionnaire and Students’ Views about MI-based instruction Questionnaire were used as research instruments in this research. As a result of this research, it was found that multiple intelligences based instruction had a significant effect on students’ achievements in the Force and Motion topics. However, multiple intelligences based instruction had any significant effect on students’ attitudes towards force and motion topics. In addition, a large majority of the students in the experimental group found the courses based on multiple intelligences more enjoyable and found more instructive.
The Mind Is Not Designed for ThinkingPeople Are Naturally Curious, but Curiosity Is FragileHow Thinking Works18 × 7Implications for the ClassroomNotes
This research aims to achieve some purposes such as: to know whether mathematical problem solving ability of students who have learned mathematics using Multiple Intelligences based teaching model is higher than the student who have learned mathematics using cooperative learning; to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using Multiple Intelligences based teaching model., to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using cooperative learning; to know the attitude of the students to Multiple Intelligences based teaching model. The method employed here is quasi-experiment which is controlled by pre-test and post-test. The population of this research is all of VII grade in SMP Negeri 14 Bandung even-term 2013/2014, later on two classes of it were taken for the samples of this research. A class was taught using Multiple Intelligences based teaching model and the other one was taught using cooperative learning. The data of this research were gotten from the test in mathematical problem solving, scale questionnaire of the student attitudes, and observation. The results show the mathematical problem solving of the students who have learned mathematics using Multiple Intelligences based teaching model learning is higher than the student who have learned mathematics using cooperative learning, the mathematical problem solving ability of the student who have learned mathematics using cooperative learning and Multiple Intelligences based teaching model are in intermediate level, and the students showed the positive attitude in learning mathematics using Multiple Intelligences based teaching model. As for the recommendation for next author, Multiple Intelligences based teaching model can be tested on other subject and other ability.
Measurement error adds noise to predictions, increases uncertainty in parameter estimates, and makes it more difficult to discover new phenomena or to distinguish among competing theories. A common view is that any study finding an effect under noisy conditions provides evidence that the underlying effect is particularly strong and robust. Yet, statistical significance conveys very little information when measurements are noisy. In noisy research settings, poor measurement can contribute to exaggerated estimates of effect size. This problem and related misunderstandings are key components in a feedback loop that perpetuates the replication crisis in science.
The main purpose of this study is to determine the effect of multiple intelligences theory (MIT)-based education on students’ academic achievement. In this research, the meta-analytic method was adopted to determine this effect, and studies related to this subject carried out in Turkey were compiled. The effect sizes of the studies included in the meta-analysis were compared in terms of the variables of educational level, course type, being a postgraduate thesis or doctoral dissertation, geographical region, sample size, and duration of experimental procedure. Some specific criteria were taken into consideration for including studies in the meta-analysis. In accordance with these criteria, experimental postgraduate theses/dissertations (N = 75) were included in the research. At the end of the research, MIT-based education was determined to have a large effect size (d = 1.077) on students’ academic achievement levels. Additionally, while the effect sizes obtained in the research as a result of the meta-analysis were compared in terms of the variables of educational level, course type, postgraduate thesis/dissertation, geographical region, sample size, and duration of experimental procedure, no significant difference was seen in regard to the effect sizes of studies with respect to any variable apart from educational level.
A recent paper by Chatterjee, Rose, and Sinha (2013) reported impressively large “money priming” effects: incidental exposure to concepts relating to cash or credit cards made participants much less generous with their time and money (after cash primes) or much more generous (after credit card primes ). Primes also altered participants’ choices in a word-stem completion task. To explore these effects, we carried out re-analyses of the raw data. A number of strange oddities were brought to light, including a dramatic similarity of the filler word-stem completion responses produced by the 20 subjects who contributed most to the priming effects. We suggest that these oddities undermine the credibility of the paper and require further investigation.
This quasi-experimental research investigates how multiple-intelligence strategies and instructions can be used to improve the writing ability of students. The experimental group was taught the five multiple intelligences related to writing: verbal-linguistic, logical-mathematical, visual-spatial, interpersonal and intrapersonal. Students were also taught the five multiple-intelligence strategies related to writing which were brainstorming, topic-word association, rank ordering, mind-mapping, and metacognition. Both the experimental and the control groups were given two compositions: a narrative and an expository. After two months of training they were given a posttest to find out whether there was any significant difference in the writing ability of students. Writing ability was measured based on the Six-Trait Analytic Writing Rubric. Paired Sample T-Test, ANOVA, and MANOVA were used to analyze the data collected. Significant improvement is seen in the overall writing ability of students and also in the six traits analyzed after two months of training.
This study investigated whether there was a significant difference between multiple intelligence instruction (MII) and traditionally designed science instruction (TDSI) on fourth grade students' understanding of concepts associated with the 'Diversity of Living Things' unit. Students' intelligence types were also examined. There were two randomly-selected classes of 35 students of between 9 and 10 years old. The experimental group was instructed through Multiple Intelligence strategies while the control group employed traditional methods. The assessment tools were the Diversity of Living Things Concepts Test (DLTCT) and the Teele Inventory of Multiple Intelligences (TIMI). Before treatment, no statistically significant difference between the groups was found in terms of understanding of diversity of living things concepts. After treatment, independent t-test analysis indicated that MII produced significantly greater achievement in the understanding of diversity of living things concepts (p<0.05) and on students' retention of knowledge (p<0.05). The results of TIMI revealed that fourth grade students' most dominant intelligence was logical-mathematical intelligence both before and after treatment. However, after treatment, some variations were observed.
Objective:
To measure academic achievement of the multiple intelligence-based learning medium via a tablet device.
Material and method:
This is a quasi-experimental research study (non-randomized control group pretest-posttest design) in 62 grade 1 elementary students (33 males and 29 females). Thirty-one students were included in an experimental group using purposive sampling by choosing a student who had highest multiple intelligence test scores in logical-mathematic. Then, this group learned by the new learning medium via a tablet which the application matched to logical-mathematic multiple intelligence. Another 31 students were included in a control group using simple random sampling and then learning by recitation. Both groups did pre-test and post-test vocabulary.
Results:
Thirty students in the experimental group and 24 students in the control group increased post-test scores (odds ratio = 8.75). Both groups made significant increasing in post-test scores. The experimental group increased 9.07 marks (95% CI 8.20-9.93) significantly higher than the control group which increased 4.39 marks (95% CI 3.06-5.72) (t = -6.032, df = 51.481, p < 0.001).
Conclusion:
Although learning from either multiple intelligence-based learning medium via a tablet or recitation can contribute academic achievement, learningfrom the new medium contributed more achievement than recitation. The new learning medium group had higher post-test scores 8.75 times than the recitation group. Therefore, the new learning medium is more effective than the traditional recitation in terms of academic achievement. This study has limitations because samples came from the same school. However, the previous study in Thailand did notfind a logical-mathematical multiple intelligence difference among schools. In the future, long-term research to find how the new learning medium affects knowledge retention will support the advantage for life-long learning.
Context Although it is widely recommended that clinical trials undergo some
type of quality review, the number and variety of quality assessment scales
that exist make it unclear how to achieve the best assessment.Objective To determine whether the type of quality assessment scale used affects
the conclusions of meta-analytic studies.Design and Setting Meta-analysis of 17 trials comparing low-molecular-weight heparin (LMWH)
with standard heparin for prevention of postoperative thrombosis using 25
different scales to identify high-quality trials. The association between
treatment effect and summary scores and the association with 3 key domains
(concealment of treatment allocation, blinding of outcome assessment, and
handling of withdrawals) were examined in regression models.Main Outcome Measure Pooled relative risks of deep vein thrombosis with LMWH vs standard
heparin in high-quality vs low-quality trials as determined by 25 quality
scales.Results Pooled relative risks from high-quality trials ranged from 0.63 (95%
confidence interval [CI], 0.44-0.90) to 0.90 (95% CI, 0.67-1.21) vs 0.52 (95%
CI, 0.24-1.09) to 1.13 (95% CI, 0.70-1.82) for low-quality trials. For 6 scales,
relative risks of high-quality trials were close to unity, indicating that
LMWH was not significantly superior to standard heparin, whereas low-quality
trials showed better protection with LMWH (P<.05).
Seven scales showed the opposite: high quality trials showed an effect whereas
low quality trials did not. For the remaining 12 scales, effect estimates
were similar in the 2 quality strata. In regression analysis, summary quality
scores were not significantly associated with treatment effects. There was
no significant association of treatment effects with allocation concealment
and handling of withdrawals. Open outcome assessment, however, influenced
effect size with the effect of LMWH, on average, being exaggerated by 35%
(95% CI, 1%-57%; P=.046).Conclusions Our data indicate that the use of summary scores to identify trials
of high quality is problematic. Relevant methodological aspects should be
assessed individually and their influence on effect sizes explored.
IntroductionIndividual studiesThe summary effectHeterogeneity of effect sizesSummary points
This research aimed at fusing the multiple intelligences theories with the teaching of one chosen course: color theory. Two groups of students from a polytechnic university in central Taiwan were chosen as research subjects, and an experiment was designed and performed to explore the effects of multiple intelligences teaching on the experimental group, versus that of traditional teaching on the control group. Students from the experimental group performed significantly better than students in the control group on an actual hands-on design project assignment.
The aim of the present research was to address some fundamental innovative resolutions for EFL learners' encountered impeding dilemmas in reading comprehension. The researchers proceeded to determine the most frequent multiple intelligences (MI) of the EFL learners so as to cater for well-designed tasks to obviate any existing obstacles to ideal reading. Accordingly, by means of a reliable MI profiling questionnaire, the dominant intelligences of EFL learners were highlighted. Moreover, all intended participants were homogenized on the basis of reading proficiency test adopted from First Certificate in English (FCE) whose scores served the purpose of pre-test as well. As a consequence of observed difference between the genders concerning the dominant intelligences, the participants were randomly assigned into distinct control and experimental groups. Furthermore, some evenly selected reading sections from a number of EFL materials, namely, New Inside Out, New Opportunities, and English Online were of primary focus of attention in all groups. As a point of departure, treatment groups were exposed to reading tasks in conformity with already identified dominant intelligences, while the control groups were inclusively conducted under already approached conventional teaching methods of reading in language schools and institutes. The results crystallized the effects of MI-based reading tasks on both EFL male and female learners' reading comprehension. Lastly, findings revealed that EFL female learners emulated their male counterparts' reading comprehension. In sum, the results of such innovative intelligences-based reading task will grant opportunities to discover, value, and enhance the talents of EFL learners in better tackling reading comprehension shortcomings.
Howard Gardner’s brilliant conception of individual competence is changing the face of education today. In the ten years since the publication of his seminal Frames of Mind, thousands of educators, parents, and researchers have explored the practical implications of Multiple Intelligences (MI) theory—the powerful notion that there are separate human capacities, ranging from musical intelligence to the intelligence involved in understanding oneself. Multiple Intelligences: The Theory in Practice brings together previously published and original work by Gardner and his colleagues at Project Zero to provide a coherent picture of what we have learned about the educational applications of MI theory from projects in schools and formal research over the last decade.
This study examined the structure of perceived multiple intelligences of 1,464 Chinese gifted students using the Student Multiple Intelligences Profile. To evaluate whether perceived multiple intelligences could be applied adequately across boys and girls, a model hypothesizing different degrees of equivalence across the two gender groups was tested using multigroup confirmatory factor analysis. The results indicated that the structure of perceived multiple intelligences, which included the number and nature of dimensions, as well as the structural relationships among the 8 intelligences assessed, was largely similar for boys and girls. Subsequent second-order confirmatory factor analyses separately conducted for boys and for girls suggested that both boys and girls might perceive the 8 intelligences as falling into either the broad category of personal intelligences or one of the nonpersonal intelligences. Implications of the findings including subtle differences in the perceived strengths on the 8 individual intelligences by boys and girls are discussed.
Previous research has recommended several measures of effect size for studies with repeated measurements in both treatment and control groups. Three alternate effect size estimates were compared in terms of bias, precision, and robustness to heterogeneity of variance. The results favored an effect size based on the mean pre-post change in the treatment group minus the mean pre-post change in the control group, divided by the pooled pretest standard deviation.