Investigation of the Relation Between Intelligence Areas According to Multiple Intelligence Theory and Academic Success in Biology Lesson and Sex of ninth Grade Students.

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dc.creatorKURT, Murat
dc.creatorÇİNİCİ, Ayhan
dc.creatorDEMİR, Yavuz
dc.date2011-06-01T00:00:00Z
dc.date.accessioned2019-04-09T07:09:52Z
dc.date.available2019-04-09T07:09:52Z
dc.descriptionThe aim of this study is to identify the relationship between grade 9 Students’ intelligence domains in the Multiple Intelligence Theory (MIT) and biology achievement and determine the relationship between the intelligence domains and gender. Investigation is a definitive field research in which scanning model was used. Study universe was accepted also as sample and 80 students from three different ninth grade classes (9/A, 9/C, and 9/E) formed the sample. The Multiple Intelligence Evaluation Scale (MIES) and biology first and second exams points’ means used for data collection. Calculation of means, standard deviations, t; test and Pearson correlation analysis were used to analyze the data. According to the results of the study, the highest mean score of the students in intelligence domains is logical/mathematical intelligence, the lowest mean scores is linguistic intelligence. But these differences in mean scores were not found statistically significant (p>0.05). On the other hand, there were not found statistically significant differences between gender and intelligence domains in 9/A and 9/E classes (p>0.05). However there was found statistically significant differences between gender and interpersonal/social intelligence domain in favor of females in 9/C class (p
dc.descriptionThe aim of this study is to identify the relationship between grade 9 Students’ intelligence domains in the Multiple Intelligence Theory (MIT) and biology achievement and determine the relationship between the intelligence domains and gender. Investigation is a definitive field research in which scanning model was used. Study universe was accepted also as sample and 80 students from three different ninth grade classes (9/A, 9/C, and 9/E) formed the sample. The Multiple Intelligence Evaluation Scale (MIES) and biology first and second exams points’ means used for data collection. Calculation of means, standard deviations, t; test and Pearson correlation analysis were used to analyze the data. According to the results of the study, the highest mean score of the students in intelligence domains is logical/mathematical intelligence, the lowest mean scores is linguistic intelligence. But these differences in mean scores were not found statistically significant (p>0.05). On the other hand, there were not found statistically significant differences between gender and intelligence domains in 9/A and 9/E classes (p>0.05). However there was found statistically significant differences between gender and interpersonal/social intelligence domain in favor of females in 9/C class (p
dc.formatapplication/pdf
dc.identifierhttp://dergipark.gov.tr/makufebed/issue/19424/206568
dc.identifier
dc.identifier.urihttp://hdl.handle.net/11672/1555
dc.languagetr
dc.publisherMehmet Akif Ersoy University
dc.publisherMehmet Akif Ersoy Üniversitesi
dc.relationhttp://dergipark.gov.tr/download/article-file/181646
dc.sourceVolume: 2, Issue: 1 51-68
dc.source1309-2243
dc.subjectMultiple Intelligence Theory, intelligence domains, biology education, 9th graders
dc.subjectMultiple Intelligence Theory, intelligence domains, biology education, 9th graders
dc.titleInvestigation of the Relation Between Intelligence Areas According to Multiple Intelligence Theory and Academic Success in Biology Lesson and Sex of ninth Grade Students.
dc.titleDokuzuncu Sınıf Öğrencilerinin Çoklu Zekâ Kuramına Göre Zekâ Alanları ile Biyoloji Dersine Yönelik Akademik Başarıları ve Cinsiyetleri Arasındaki İlişkinin İncelenmesi
dc.typeinfo:eu-repo/semantics/article

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