The 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
The 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