The relationship between the primary teachers’ teaching strategies and their strengths in multiple intelligences (Their multiple intelligence types) (Sampling: Izmir and Lefkosa)

Serin, Nergüz Bulut; Serin, Oğuz; Yavuz, Mehmet Ali; Muhammedzade, Behbud

doi:10.1016/j.sbspro.2009.01.124

Cited by 17 publications

(21 citation statements)

References 3 publications

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“…With regard to the second question, it was found that except musical intelligence, kinesthetic intelligence as well as visual-spatial intelligence all other five types of intelligences namely natural intelligence, intrapersonal intelligence, interpersonal intelligence, logical intelligence, verbal intelligence were significantly associated with reflective teaching. These finding are consistent with the findings of previous studies (Ghamrawi, 2014;Mousapour & Khorram, 2015;Serin, Serin, Yavuz & Muhammedzade, 2009;Shatalebi, Sharifi, & Javadi, 2011) who concluded that there is significant relationship between multiple intelligence and language teaching style and classroom practice.…”

Section: Discussionsupporting

confidence: 93%

The Relationship between Iranian EFL Instructors’ Multiple Intelligence Ability and Reflective Teaching

Shahriari

2018

RREM

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Section: Discussionsupporting

confidence: 93%

The Relationship between Iranian EFL Instructors’ Multiple Intelligence Ability and Reflective Teaching

Shahriari

2018

RREM

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“…It was found that the teaching style of primary school teachers focused on the naturalistic approach of the environment outside the classroom compared to the teaching style of secondary school teachers which focused on learning's inside the classroom. This finding result is also similar with the findings obtained from the study conducted by Serin et al (2009), stating that primary school teachers who are naturalistically inclined tend to adopt the naturalistic approach in their teaching. In secondary schools, the teaching style of teachers emphasized mainly on interpersonal approach which involves activities like discussion, group work and students interaction.…”

Section: Discussionsupporting

confidence: 91%

“…According to Heikkinen et al (1985), teachers themselves too have a preferred method in perceiving and processing information and it is logical that teachers will communicate and teach their subject matter that is most compatible with their learning style. This can be further supported by the study conducted by Serin et al (2009) which examines the relationship between teaching styles and MI profile of primary school teachers in Izmir and Lefkosa. Based on the findings, variables including the spatial/visual, naturalistic and interpersonal intelligences play a predictive role on the teaching strategies of teachers.…”

Section: Implication Of Theory In Educationmentioning

confidence: 78%

An Analysis of Teaching Styles in Primary and Secondary School Teachers based on the Theory of Multiple Intelligences

Tajularipin¹

2011

Journal of Social Sciences

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Problem statement:The practice of contemporary teaching methods that looked into student diversity had started to dominant most classrooms. In recent years, teachers had adopted a multiple intelligences approach in teaching to meet the needs of a wider range of students. Objective of the present study was to determine the Multiple Intelligence (MI) profile and teaching styles of primary and secondary school teachers. The study also focused on identification of the difference in teaching styles adopted between primary and secondary school teachers. Approach: This study involved 310 randomly selected primary and secondary teachers had applied a descriptive design in which questionnaires were used for the purpose of data collection. Correlation based techniques were used to determine the relationship as well as the magnitude among multiple intelligences. Results: Research findings showed that significant differences were present in five MI profile (spatial, naturalistic, logic/mathematics, interpersonal and musical) with t = 2.75, 2.55, 3.56, 3.05 and -2.32 respectively and three significant differences in the teaching strategies (naturalistic, musical and intrapersonal) with t = -2.58, -3.78 and 2.70 respectively between secondary and primary school teachers. Conclusion: It can be concluded that both primary and secondary teachers had utilized the theory of Multiple Intelligence (MI) in their teaching approaches in today's classroom.

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“…However, the study revealed that males do not generally estimate their intelligences higher compared to females. Serin, Serin, Yavuz and Muhammedzade (2009) carried out a comparative study on factors affecting teaching styles and the multiple intelligence types of primary school teachers in Turkey and Cyprus. Simple random sampling was used to sample 140 (57%) female and 105 (42.9%) male primary teachers.…”

Section: Gender Difference In the Types Of Intelligencementioning

confidence: 99%

Relationship Between Types of Intelligence And Career Choice Among Undergraduate Students Of Maseno University, Kenya

2019

JEP

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Training institutions in most parts of the world place high premium on those who excel in examinations based on scholastic intelligence. In Kenya, students are admitted into available undergraduate degree programmes in public universities based on their performance in Kenya Certificate of Secondary Education (KCSE). Yet, the Bachelor of Education (B.Ed) degree programmes offered in the School of Education at Maseno University have a strong bearing on types of human intelligence and not all the students admitted can fit in them. Academic qualification remains a challenge to a majority of students (79.4%) in choosing a career; hence a significant number (94%) of students end up settling for what is available rather than their choice. Apparently, limited attention has been given to exploring the relationship between students' innate occupational skills and interests hence the current low (7%) college career satisfaction level. The purpose of the study therefore, was to establish the types of intelligence and their relationship with career choice among first-year B.Ed students of Maseno University, Kenya. The objectives of the study were to establish the types of intelligence across among male and female students and to determine the degree of relationship between types of intelligence and career choice. The study was guided by the Howard Gardner's Multiple Intelligence Theory (1983). Correlation and descriptive survey designs were adopted for the study. The target population consisted of the 490 first-year B.Ed students admitted in the Academic year 2011/2012 in the School of Education. The study sample consisted of 220 firstyears B.Ed students drawn using proportionate stratified sampling. Data was collected by use of Questionnaire and document analysis guides. The questionnaire was piloted using 10% (n = 49) of the study population. Pearson Product Moment correlation was used to determine reliability at alpha level 0.05. The questionnaire had an acceptable reliability index of 0.84. Quantitative data was coded and analyzed using descriptive statistics such as mode, frequency counts and percentages. A type of intelligence was established using percentages and mean. Further, gender difference in types of intelligence was examined using mean gender differences. Further, the degree of relationship between types of intelligence and career choice was established using cross tabulation with chi-square test and Likelihood Ratio test. Qualitative data was transcribed into text form of emerging themes and reported. The results showed that first-year students scored very high in interpersonal intelligence (90.9%) and relatively lower on visual-spatial intelligence (75.5%). The study found significant difference between male and female in logical/mathematical (df 35, p = 0.005), verbal/linguistic (df 38, p = 0.004) and existentialist (df 34, p = 0.000), music-rhythmic (df 37, p = 0.012) and bodily-kinesthetic (df 33, p = 0.015) intelligence in favour of males and no significant difference in visual-spatial (df 33, p = 0.06), ...

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The relationship between the primary teachers’ teaching strategies and their strengths in multiple intelligences (Their multiple intelligence types) (Sampling: Izmir and Lefkosa)

Cited by 17 publications

References 3 publications

The Relationship between Iranian EFL Instructors’ Multiple Intelligence Ability and Reflective Teaching

The Relationship between Iranian EFL Instructors’ Multiple Intelligence Ability and Reflective Teaching

An Analysis of Teaching Styles in Primary and Secondary School Teachers based on the Theory of Multiple Intelligences

Relationship Between Types of Intelligence And Career Choice Among Undergraduate Students Of Maseno University, Kenya

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