The Relationship between Social Sciences High School and Science High School Students' Multiple Intelligence Levels and Learning Styles
Abstract views: 335
/ 
PDF downloads: 163
DOI:
https://doi.org/10.33200/ijcer.877570Keywords:
Multiple intelligence, learning style, science high school, social science high schoolAbstract
This study which used survey model aims to examine the relationship between the multiple intelligence and learning styles of the Social Sciences High School and Science High School students. Multiple Intelligence Inventory and Learning Styles Inventory were used as data collection tools, which was conducted on 761 students from Social Sciences High School and Science High School. Mann Whitney–U test and point-biserial correlation analysis were used for data analysis. According to the findings, in the comparison of Social Sciences and Science High School types, it was found that mathematical and naturalist intelligence scores were more dominant in Science High School students. It was found that there is a statistically significant difference between the types of schools in which students attended the study in sensing/intuitive learning style. When the relationship between students' learning styles and their scores on multiple intelligence was examined, there were positive relationships, albeit low, in all four learning style dimensions. In line with these data, it is thought that the dimensions of learning style and multiple intelligence, in which individual differences manifest the most, will be considered, and it is thought that students will bring awareness of their own individual differences and individual success.
References
• Alrabah, S., Wu, S. H., & Alotaibi, A. M. (2018). The Learning Styles and Multiple Intelligences of EFL College Students in Kuwait. International Education Studies, 11(3), 38-47.
• Anuar, N., Abdullah, N., & Hod, S. N. S. (2020). Pre-university students' learning styles and attitude towards mathematics achievements. Advances in Science, Technology and Engineering Systems, 5(6), 269-273.
• Aygül, İ., & Koç, C. (2016). Tunceli Üniversitesi Meslek Yüksekokulu öğrencilerinin çoklu zeka alanları ile öğrenme stillerinin incelenmesi [Researching of Tunceli University Vocational School Students’ Multiple Intelligence Domains and Learning Styles]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi [Mehmet Akif Ersoy University Journal of Education Faculty], 1(37), 112-132.
• Baleghizadeh, S., & Shayeghi, R. (2014). The relationship between perceptual learning style preferences and Multiple Intelligences among Iranian EFL learners. Innovations in Education and Teaching International, 51(3), 255-264.
• Boydak, A. (2001). Öğrenme Stilleri [Learning Styles]. Beyaz Yayınları, No:136, İstanbul.
• Can, A. (2007). Baskın çoklu zeka boyutları ile öğrenme stilleri arasındaki ilişkiler [Relationships Between Dominant Multiple Intelligence Dimensions and Learning Styles]. 16. Ulusal Eğitim Bilimleri Kongresi [16th National Educational Sciences Congress], 5-7 Eylül Gazi Osman Paşa Üniversitesi Eğitim Fakültesi, Tokat.
• Chamorro-Premuzic, T. (2013). Personality and individual differences. British Psychological Society and Blackwell Publishing.
• Demir, R. (2010). Dokuzuncu sınıf öğrencilerinin öğrenme stilleri ve çoklu zeka alanlarının incelenmesi [Learning styles for students of ninth grade and field study of multiple intelligence]. (Unpublished master's thesis), Cukurova University, Turkey.
• Denig, S. J. (2004). Multiple intelligences and learning styles: Two complementary dimensions. Teachers College Record, 106(1), 96-111.
• Danso, S., & Mushayikwa, E. (2017, October). Exploring students’academic achievements in electricity and magnetism through learning styles and learning style-based instructional strategies in mthatha high schools. In Proceedings of the International Conference on Education 3, 1, 64-76.
• Erden, M., & Artun, S. (2006). Öğrenme stilleri [Learning Styles]. İstanbul: Morpa Yayıncılık)
• Felder, R.M., & Siverman, L. (1988). Learning and teaching styles in engineering. Education. Engineering Education, 78(7), 674-681.
• Felder, R.M., & Henriques, E.R. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annuals, 28(1), 21-31.
• Fer, S. (2003). Matematik, fizik ve kimya öğretmenligi öğrencilerinin öğrenme biçemlerine göre kolay öğrendikleri öğrenme etkinlikleri. [Learning activities that mathematics, physics and chemistry teaching students learn easily according to their learning styles]. Çağdaş Eğitim [Contemporary Education], 28(304), 33-43.
• Gardner, H. (1983). Frames of mind: the theory of multiple intelligences. New York: Basic Books.
• Gardner, H. (1993). Multiple intelligences: The theory into practice. New York: Basic Books.
• Gregorc, A.F. (1982). Gregorc style delineator: Development, technical, and administation manual. Maynard, M4: Gabriel Systems
• Güllü, M., & Tekin, M. (2009). Spor Lisesi öğrencileri ile genel lise öğrencilerinin çoklu zekâ alanlarının karşılaştırılması [Comparison of Multiple Intelligence Areas of Students at Sports High Schools and Public High Schools]. Niğde Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi [Nigde University Physical Education and Sport Sciences], 3(3), 247-258.
• Güven, M., & Kürüm, D. (2006). Öğrenme stilleri ve eleştirel düşünme arasındaki ilişkiye genel bir bakış [An overview of the relationship between learning styles and critical thinking]. Sosyal Bilimler Dergisi [Journal of Social Sciences], 1, 75-90.
• Harms, G. D. (1998). Self-perceptions of multiple intelligences among selected third-, seventh-, and eleventh-grade students in South Dakota. Dissertation Abstracts International. 59(8), 2850.
• Ismail, A., Hussain, R.M.R., Jamaluddin, S. (2010). Assessment of students’ learning styles preferences in the faculty of science, Tishreen University, Syria. Social and Behavioral Sciences, 2(2), 4087-4091, DOI:10.1016/j.sbspro.2010.03.645
• Kaplan, E.J., & Kies, D.A. (1995). Teaching styles and learning styles: Which came first? Journal of Instructional Psychology, 22(1), 29–33.
• Karasar, N. (2011). Bilimsel Araştırma Yöntemleri. Ankara: Nobel Yayınları.
• Keskin Samancı, N., & Özer Keskin, M. (2007). Felder ve Soloman öğrenme stili indeksi: Türkçeye uyarlanması ve geçerlik -güvenirlik çalışması [The Felder and Soloman Index of Learning Styles: Translation to Turkish and The Study of Validity-Reliability]. Kırşehir Eğitim Fakültesi Dergisi [Ahi Evran University Journal of Kırşehir Education Faculty], 8(2), 37-54.
• Kolb, A.Y. & Kolb, D.A. (2005). Learning styles and learning spaces: Enhancing experiential learning. Academy of Management Learning & Education, 4(2), 193-212.
• Korkmaz, Ö. & Yeşil, R. (2011). Ortaöğretim son sınıf öğrencilerinin öz algıları çerçevesinde çoklu zeka profilleri [Multiple Intelligence Profiles of Senior High School Students within the Framework of Their Self-Perceptions]. İnönü Üniversitesi Eğitim Fakültesi Dergisi [Inonu University Journal of the Faculty of Education], 12(3), 117-135.
• Koura, A.A., & Al-Hebaishi, S.M. (2014). The relationship between multiple intelligences, self-efficacy and academic achievement of Saudi gifted and regular intermediate students. Educational Research International, 3(1), 48-70.
• Krechevsky, M., & Seidel, S. (1998). Minds at work: Applying multiple intelligences in the classroom. In R. J. Sternberg & W. M. Williams (Eds.). Intelligence, instruction, and assessment (pp. 17–42). Mahwah, NJ: Lawrence Erlbaum.
• Mutlu, M. (2006). The Relation between the Learning Styles of the Students In Anatolian High Schools, Anatolian Teachers’ High Schools Science High Schools and Their Attitudes towards Biology Course. International Journal of Environmental and Science Education, 1(2), 148-162.
• Nelson, K. (1998). Developing students’ multiple intelligences. New York: Scholastic.
• Oral, B. (2001) Branşlarına göre üniversite öğrencilerinin zeka alanlarının incelenmesi [An Investigation of University Students' Intelligences Categories According to Their Fields of Study]. Eğitim ve Bilim [Education and Science], 122, 19-31.
• Panahandeh, E., Khoshkhoonejad, A., Mansourzadeh, N., & Heidari, F. (2015). On the relationship between Iranian EFL learners' multiple intelligences and their learning styles. Theory and Practice in Language Studies, 5(4), 784-791.
• Prashnig, B. (2005). Learning styles vs. multiple intelligences (MI). Teaching Expertise, 9, 8-9.
• Saban, A. (2005). Çoklu Zekâ Teorisi ve Eğitim [Multiple Intelligence Theory and Education]. Ankara: Nobel Yayın Dağıtım.
• Seifoori, Z., & Zarei, M. (2011). The relationship between Iranian EFL learners’ perceptual learning styles and their multiple intelligences. Procedia-Social and Behavioral Sciences, 29, 1606-1613.
• Şeker Sır, N., Karataş, H., & Çeliköz, N. (2015). Öğretmen adaylarının öğrenme stili tercihlerine ilişkin bir inceleme [An Investigation on The Learning Style Preferences of Pre-Service Teachers’]. Education Sciences ,10(4). 237-252.
• Şener, S., & Çokçalışkan, A. (2018). An investigation between multiple intelligences and learning styles. Journal of Education and Training Studies, 6(2), 125-132.
• Snyder, R. F. (1999). The relationship between learning styles/multiple intelligences and academic achievement of high school students. The High School Journal, 83(2), 11-20.
• Tekiner, A. (2005). The Relationship Between Perceptual and Social Learning Styles and Multiple Intelligences and Their Effects on English Proficiency of Turkish Young Adults Learning English as Foreign Language. (Unpublished master's thesis), The Middle East Technical University, Turkey.
• Terzi, Y. (2018). Temel İstatistik II Ders Notlar [Basic statistics II lecture notes]. Retrieved from: http://ist.fef.omu.edu.tr/tr/hakkimizda/ders-notlari/TEMEL%20%C4%B0ST%20II-2018.pdf
• Tomlinson, B. (2001). Materials development. In R. Carter & D. Nunan(Eds.), Teaching english to speakers of other languages (pp. 66–71). Cambridge : Cambridge University Press.
• Yeşilyurt, E. (2019). Öğrenme Stili Modelleri: Teorik Temelleri Bağlamında Kapsayıcı Bir Derleme Çalışması [Learning Style Models: A Comprehensive Review in the Context of Theoretical Basics]. Uluslararası Toplum Araştırmaları Dergisi [International Journal of Society Researches],14(20), 2171-2226.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Bülent KESKİN, Esra ÖZAY KÖSE, Fadime GÜLOĞLU
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
