Study of secondary school students' multiple intelligence areas (Malatya case)

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dc.authoridAydemir, Hasan/0000-0002-3073-9194
dc.authoridKaralı, Yalçın/0000-0002-8977-5034
dc.authorwosidAydemir, Hasan/ABH-6293-2020
dc.authorwosidKaralı, Yalçın/ABH-6493-2020
dc.contributor.authorAydemir, Hasan
dc.contributor.authorKarali, Yalcin
dc.date.accessioned2024-08-04T21:01:15Z
dc.date.available2024-08-04T21:01:15Z
dc.date.issued2014
dc.departmentİnönü Üniversitesien_US
dc.descriptionERPA International Congress on Education (ERPA) -- JUN 06-08, 2014 -- Istanbul Univ, Istanbul, TURKEYen_US
dc.description.abstractGeneral Purpose of this research is to identify dominant intelligence areas of students according to Multiple Intelligences Theory, and to look for the elements that may have impact on distribution of students to these intelligence areas. Research universe consists of 7th grade students studying at Malatya Central District secondary schools. Sample consists of 1198 7. Grade student selected via random selection method from above mentioned schools. Research is done by using screening pattern. Cepni's (2010) CokluZekaKuramiDegerlendirmeOlcegi, which was designed by utilizing Armstrong's (2009) self-assessment scale in his Multiple Intelligence in the Classroom book, has been used in data collection. According to the outcomes of the research distribution of students' area of intelligence is naturalistic intelligence at a significant level. Low-Mid level of significant correlation is identified between distribution of students' areas of intelligence and gender, educational status of father and family's monthly total income. It is concluded that there is no significant correlation between intelligence areas and mother's educational status, place of birth, number of siblings and profession of parents. Outcomes of the research are analyzed by using SPSS 20.0 for Windows. Since the parameters used in research are categorical, Chi-Squared test for single sample is used in identifying significant deviation between observed and expected values of intelligence area categories. On the other hand, Chi-Squared test for two variables is used in order to identify according to which independent variables the intelligence areas differentiate. (C) 2014 The Authors. Published by Elsevier Ltd.en_US
dc.description.sponsorshipERPAen_US
dc.identifier.doi10.1016/j.sbspro.2014.09.175
dc.identifier.endpage172en_US
dc.identifier.issn1877-0428
dc.identifier.startpage167en_US
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2014.09.175
dc.identifier.urihttps://hdl.handle.net/11616/104200
dc.identifier.volume152en_US
dc.identifier.wosWOS:000348253300031en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherElsevier Science Bven_US
dc.relation.ispartofErpa International Congress on Education (Erpa Congress 2014)en_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectintelligenceen_US
dc.subjectmultiple intelligences theoryen_US
dc.subjectintelligences areaen_US
dc.subjectindividual differenceen_US
dc.titleStudy of secondary school students' multiple intelligence areas (Malatya case)en_US
dc.typeConference Objecten_US

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