The relationship between Gardner's multiple intelligences and students’ achievement in third year physics of high school in the Varamin city
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Abstract
Awareness of individual differences between the students is one of the most important principles for teachers in selecting of teaching methods.Using the Gardner's multiple intelligence theory in education, It seems we somewhat achieve to the education based on individual differences.In this study, we try to show that students who success in understanding physics have some components of Gardner's multiple intelligence.For this purpose, 364 male and female students who studied in third grade of high school were selected according to Cochran formula (with percent 5% error) through systematic sampling from 16 public schools in the Varamin city. In Iranian high school, there are three courses of study: technical and vocational course, career course and theoretical course. Our sample was selected from theoretical course. The theoretical course divide in three field: Mathematical/Physics, Experimental Sciences and Literate and Humanities. In this study, we focused on Mathematical/Physics; and Experimental Sciences field from theoretical course. We used the Gardner's multiple intelligence questionnaires to determine the rating of each component of intelligence and physics final exam to determine the students’ achievement in third year physics.Using the multivariate descriptive-analytic method, we examined the relationship between Gardner's multiple intelligence and student achievement in third year physics of high school in the Varamin city. We used the Gardner's multiple intelligence questionnaires to determine the rating of each component of intelligence and the physics final exam to determine the students’ achievement in third year physics. Data were analyzed Using SPSS software. To investigate the relationship between the physics score and each component of Gardner's multiple intelligence, we used the Pearson's correlation coefficient, T-test was used. We achieved important results such as: there is a positive relationship between the logical-mathematical intelligence component and the score of Physics, there is a negative relationship between the score of Physics and physical bodily-kinaesthetic intelligence and musical intelligence. Also, results showed there is no relationship between other components of intelligence and physics score.
Keywords: Gardner's multiple intelligences; students’ achievement; physics.
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