SavedAdd your journal

Journals / Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi / 2010 / Cilt: 0 - Sayı: 3

The Relationship Between Multiple Intelligences and Academic Achievements Of Second Grade Students

İlköğretim İkinci Kademe Öğrencilerinin Çoklu Zeka Alanları ve Akademik Başarıları Arasindaki İlişki

F. Ebru İKİZ
Firdevs SAVİ ÇAKAR
Pages
83–92
Publication Date
2010-12-30
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Identifying the multiple intelligences of secondary school students, the differences according to the academic achievement levels of the students will contribute an awareness to the self knowledge and abilities of the students as well as to develop suggestions for programs to enhance their academic achievement levels and to be a reference for further studies.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to investigate the relation between the multiple intelligences and the academic achievement levels of secondary school students.
📊
Key Findings & Data:Participants are 250 students from secondary schools in Izmir, Turkey.
💡
Conclusion & Impact:Identifying the multiple intelligences of secondary school students, the differences according to the academic achievement levels of the students will contribute an awareness to the self knowledge and abilities of the students as well as to develop suggestions for programs to enhance their academic achievement levels and to be a reference for further studies.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:!lkö#retim ikinci kademe ö#rencileri · Çoklu zeka · Akademik ba"arı

Abstract

The aim of this study is to investigate the relation between the multiple intelligences and the academic achievement levels of secondary school students. Relational survey method is used in this study. Participants are 250 students from secondary schools in Izmir, Turkey. Data is collecting by Multiple Intelligence Scale for Students and a questionnaire. Students’ first semester accumulative grades are taken as a criteria for academic achievement. Data is analyzed by descriptive statistics. Identifying the multiple intelligences of secondary school students, the differences according to the academic achievement levels of the students will contribute an awareness to the self knowledge and abilities of the students as well as to develop suggestions for programs to enhance their academic achievement levels and to be a reference for further studies.

Özet

Bu çalı"manın amacı ilkö#retim ikinci kademe ö#rencilerinin çoklu zeka alanları ve akademik ba"arı düzeyleri arasındaki ili"kinin incelenmesidir. Bu çalı"mada ili"kisel tarama yöntemi kullanılmı"tır. Katılımcılar !zmir Merkez ilkö#retim okullarında okuyan 250 ö#renciden olu"maktadır. Ara"tırmanın verileri Selcio#lu (2005) tarafından geli"tirilen Ö#renciler !çin Çoklu Zeka Ölçe#i ve ara"tırmacılar tarafından geli"tirilen ki"isel bilgi formu ile toplanmı"tır. Akademik ba"arı ölçütü olarak ö#rencilerin birinci dönem sonu akademik ba"arı ortalamaları alınmı"tır. Veriler betimleyici istatiksel yöntemlerle analiz edilmi"tir. !lkö#retim ikinci kademe ö#rencilerinin çoklu zeka alanlarının akademik ba"arı düzeylerine gore nasıl farklıla"tı#ının saptanması, ö#rencilerin kendilerine ve yeteneklerine yönelik farkındalık kazanmalarına yardımcı olacak çalı"maların planlanmasında ve onların akademik ba"arı düzeylerinin arttırılması için alınacak önlemlerin belirlenmesinde katkı sa#layacak ve bu konuda yapılacak sonraki ara"tırmalara ı"ık tutacaktır.

🔖

Cite This Article

İKİZ, F. E., ÇAKAR, F. S. (2010). The Relationship Between Multiple Intelligences and Academic Achievements Of Second Grade Students. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Cilt: 0 - Sayı: 3, 83–92. https://ajindex.com/articles/690951

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (13)

  1. may improve their self-concept. In addition, improvements in personal skills likely affect similar gains in academic performance. Future research may examine which of the intelligence type that students believe is associated with academic achievement and self-efficiency. Akboy, R. (2004). E"itim psikolojisi ve çoklu zeka. Izmir: Dinazor Kitabevi Akboy, R. & kiz, E. F. (2007). Psikolojik danı#ma ve rehberlikte ça"da# bir yakla#ım. Ankara:
  2. Nobel Yayınevi, ISBN: 978–9944–77–128–3.
  3. Aprill, A. (2001). Toward a finer description of the connection between arts education and student achievement. Arts Education Policy Review, 102(5), 11-14.
  4. Barnard, L. & Olivarez, A. (2007). Self-estimates of multiple, g factor and school-valued intelligences. North American Journal of Psychology, 9 (3), 501-510.
  5. Butzlaff, R. ( 2000). Can music be used to teach reading? The Journal of Aesthetic Education, 34 (3- 4), 167-178.
  6. Costa-Giomi, E. (1999). The effects of three years of piano instruction on children’s cognitive development. Journal of Research in Music Education, 47(3),198-212.
  7. Costa-Giomi, E. (2004). Effects of three years of piano instruction on children’s academic achievement, school performance and self-esteem. Psychology of Music, 32(2), 139-152. Çongur Ye"ilkaya, Ö. (2006). lkö"retim 4. ve 5. sınıf müzik e"itimi derslerinde çoklu zeka kuramının uygulanması. Ulusal Sınıf Ö#retmenli#i Kongresi Bildiri Kitabı 1. Cilt ISBN: 975-499-361-0. 14- 16 Nisan 2006, Ankara.536-541.
  8. Demirsoz Selcioglu, E. & Kocaba", A. (2006). Zeka kuramına dayalı i#birlikli ö"renmenin eri#i ve hatırda tutma üzerindeki etkileri. Ulusal Sınıf Ö#retmenli#i Kongresi Bildiri Kitabı 1. Cilt ISBN: 975-499-361-0. 14-16 Nisan 2006, Ankara.522-535.
  9. Eisner, E. (1998). Does experience in the arts boots academic achievement? Arts Education. 51(1), 7- 15. Fraenkel, J. R. (1994). The evolution of the Taba Curriculum Development Project. The Social Studies, July/August, 85(4), 149-159.
  10. Furnham, A. ( 2000). Thinking about intelligence. The Psychologist, 13 (10), 510-514.
  11. Furnham, A. & Akande, A. (2004). African parents’ estimates of their own and their children’s multiple intelligences. Current Psychology: Developmental, Learning, Personality And Social, 22(4), 281-294.
  12. Furnham, A. & Chamorro-Premuzic, T (2005). Estimating one’s own and one’s relatives’ multiple intelligence: A study from Argentina. The Spanish Journal of Psychology, 8(1), 12-20.
  13. Frunham, A., Hosoe, T. & Tang, T. (2002). Male Hubris and female hum