نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه آموزش ریاضی، واحد بینالملل اروند، دانشگاه آزاد اسلامی، آبادان، ایران،
2 کارشناسی ارشد آموزش ریاضی، آموزش و پرورش استان بوشهر، برازجان، ایران.
3 ستادیار گروه آموزش ریاضی، واحد بینالملل اروند، دانشگاه آزاد اسلامی، آبادان، ایران،
4 کارشناسی ارشد آموزش ریاضی آموزش و پرورش استان خوزستان، آبادان، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
This study aimed to examine the relationship between the dimensions of Gardner’s multiple intelligences and mathematical performance among eighth-grade students. In terms of purpose, the study was applied, and in terms of method, it employed a descriptive correlational design. The statistical population consisted of all male and female eighth-grade students enrolled in lower secondary schools in Borazjan during the 2022–2023 academic year, totaling 1,923 students. Based on the Krejcie and Morgan sample size table, 320 students were selected through cluster sampling. Data were collected using two instruments: the 80-item Gardner Multiple Intelligences Questionnaire, measuring eight dimensions of intelligence, including logical–mathematical, verbal–linguistic, visual–spatial, musical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic intelligence; and a researcher-developed mathematics performance test based on the first four chapters of the eighth-grade mathematics textbook. Data were analyzed using descriptive and inferential statistics, including Pearson’s correlation coefficient and multiple linear regression analysis, through SPSS version 26. The results indicated significant relationships between some dimensions of multiple intelligences and mathematical performance. Regression analysis showed that the model predicting mathematical performance based on the dimensions of multiple intelligences was statistically significant, F(8.311)=61.606, p<0.001, and explained approximately 61.3% of the variance in students’ mathematical performance. Among the examined dimensions, logical–mathematical intelligence was the strongest positive predictor of mathematical performance, while musical intelligence also emerged as a significant positive predictor. In contrast, some dimensions did not show a significant predictive role in the regression model. The findings suggest that students’ mathematical performance is associated with multiple cognitive and individual abilities and cannot be reduced to a single factor. Therefore, considering students’ individual differences and employing diverse instructional strategies may help improve mathematics learning. However, given the correlational nature of the study, the findings should not be interpreted as evidence of causality or as a full confirmation of the theory of multiple intelligences.
کلیدواژهها [English]
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