abu ghararah
14-08-2010, 10:41 PM
Multiple Intelligences Used by Intermediate School Students and their Relationship to Achievement in the English Language
By
Wajdy A. Abu ghararah
Abstract
This study was mainly conducted to discover differences in multiple intelligences used by third year intermediate school students and their relationship to achievement in the English language. Subjects of the research consisted of 117 male and 114 female students enrolled at the third stage of the intermediate school in Al-Madinah Al-Munawwarah. They were randomly selected from public & private intermediate schools. The method used in this study was descriptive and analytic. For the purpose of the study the researcher developed a multiple intelligences questionnaire to determine the multiple intelligences most frequently used by the sample of the study. Results indicated that the sample (male and female) used a number of intelligences which were (Interpersonal, Musical, Intrapersonal, Logical–Mathematical, verbal–linguistic) intelligences. The multiple regression analysis, developed a weak correlation between (Logical–Mathematical, Verbal-Linguistic, Intrapersonal and Interpersonal) intelligences and students achievement in the English Language. In addition, results showed that the multiple intelligences that most contributed that to students` achievement were ranked respectively, (Logical–Mathematical, Verbal-Linguistic, Intrapersonal, Interpersonal, and Spatial) intelligences. This study recommended that the multiple intelligences theory and applications be an integral part of the TEFL methodology courses in the teacher preparation programs. Activities, exercises, and tests included in EFL courses should be built on the lines of the multiple intelligences theory. Workshops should provide hands-on-experience training for in-service EFL teachers on how to cater their teaching and evaluation to the applications of the multiple intelligences theory in their classrooms.
at the end you find a copy of the thesis
By
Wajdy A. Abu ghararah
Abstract
This study was mainly conducted to discover differences in multiple intelligences used by third year intermediate school students and their relationship to achievement in the English language. Subjects of the research consisted of 117 male and 114 female students enrolled at the third stage of the intermediate school in Al-Madinah Al-Munawwarah. They were randomly selected from public & private intermediate schools. The method used in this study was descriptive and analytic. For the purpose of the study the researcher developed a multiple intelligences questionnaire to determine the multiple intelligences most frequently used by the sample of the study. Results indicated that the sample (male and female) used a number of intelligences which were (Interpersonal, Musical, Intrapersonal, Logical–Mathematical, verbal–linguistic) intelligences. The multiple regression analysis, developed a weak correlation between (Logical–Mathematical, Verbal-Linguistic, Intrapersonal and Interpersonal) intelligences and students achievement in the English Language. In addition, results showed that the multiple intelligences that most contributed that to students` achievement were ranked respectively, (Logical–Mathematical, Verbal-Linguistic, Intrapersonal, Interpersonal, and Spatial) intelligences. This study recommended that the multiple intelligences theory and applications be an integral part of the TEFL methodology courses in the teacher preparation programs. Activities, exercises, and tests included in EFL courses should be built on the lines of the multiple intelligences theory. Workshops should provide hands-on-experience training for in-service EFL teachers on how to cater their teaching and evaluation to the applications of the multiple intelligences theory in their classrooms.
at the end you find a copy of the thesis