Types of Multiple Intelligences of Kaab Bin Bursha Public School Grade 12 Students’ in the Sultanate of Oman & their Effect on Students’ Achievements in Chemistry

Abstract

The main aim of this study was to investigate the types of multiple intelligences of Kaab Bin Bursha Public School Grade 12 students’ in the Sultanate of Oman and their effect on students’ achievements in chemistry. The sample size of the study consisted of (175) male students from Kaab Bin Bursha School in Batinah North region. The study was carried out during the first semester of the academic year 2008/2009. To identify students’ common types of multiple intelligences, McKenzie’s (2000) multiple intelligences inventory was employed. The validity of the inventory was examined by a panel of experts and its stability was calculated using the Coefficient of stability. To examine the correlation between multiple intelligences and achievement, an achievement test that consisted of (24) items was used. The test was reviewed by a number of specialists, and the internal consistency of the test was calculated using the Cronbach-Alpha measuring method. The main results of the study revealed that students held different intelligences abilities and there was a statistical significance between multiple intelligences and the achievement of students in Chemistry. The study recommended performing similar studies to enrich the education field, and to develop awareness among teachers and students alike about the importance and application of multiple intelligences types. In addition, the study recommended exploring the types of multiple intelligences of students prior to their learning. This would help teachers to develop teaching styles and methods that would positively affect students’ learning and achievement.