The Relation between Level of Multiple Intelligences and Students' Academic Achievement at the College of Science and Arts in Al-Qaseem University – Arrass – KSA

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Elsheikh Elgaili Elsheikh Alamin

Abstract

This study aimed to identify the level of multiple intelligences among male and female students of the Faculty of Science and Arts in Arrass, in the KSA and the relation between students' level of academic achievement and the multiple intelligences. To achieve the study objectives, the descriptive method was used, applying the Nile Douglas's scale of multiple intelligences after having been tested on the Saudi environment; and its coefficients of validity and stability were calculated. The study sample was (370) male and female students of the (fifth, sixth, seventh and eighth) levels. The results showed that the overall mean of multiple intelligences was (2.76). It was found that the most common intelligences among students were in this order (from high to low): social intelligence, physical intelligence, logical-mathematical intelligence, linguistic intelligence, personal intelligence, spatial intelligence, existential intelligence, and natural intelligence. The results also showed the existence of gender differences in the personal (self) intelligence, spatial-spatial intelligence, in favour of females, and differences in logical-mathematical intelligence in favour of males. The results also found a significant relation at the level (α ≤ 0.05) between the study level and the linguistic-verbal intelligence and the personal-subjective intelligence. The results also showed a function relation at the level (α ≤ 0.05) between the specialization and the linguistic-verbal intelligence, the logical-mathematical intelligence, and the natural intelligence.

Keywords: academic achievement, specialization, multiple intelligences, study level.

 

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