The relationships between seventh and tenth grade students' self-estimated intelligence dimensions and their science or physics achievement

Uysal, Emel
This study aimed to explore the self-estimated intelligence dimensions of seventh and tenth grade students, and the effect of grade level, gender, age, socio economic status (SES), physics/science achievement, and branch in school (science-math/literature-math/social sciences-literature) on these dimensions. In this study a Multiple Intelligence Inventory was used as measuring instrument. The study was conducted in randomly selected 26 elementary and 7 high schools throughout Çankaya, Keçiören and Yenimahalle districts of Ankara with a total of 3721 seventh and tenth grade students in fall 2003-2004 semester. The data obtained from the administration of the measuring instrument were analyzed by using multivariate analysis of variance (MANOVA) and bivariate correlations. Results indicated that most dominant intelligence of seventh, tenth, and all students was the interpersonal intelligence according to their self-perceptions. Results of the statistical analyses indicated that grade level of students had a significant effect on their self-estimated intelligence dimensions. Strengths and weakness of the students vary according to their grade level. Also, significant differences found in female and male students̕ self-estimated intelligence dimensions for both two different grade levels, and tenth grade students coming from three different branches. Bivariate correlations revealed low positive correlations between science achievement and interpersonal intelligence
Citation Formats
E. Uysal, “The relationships between seventh and tenth grade students’ self-estimated intelligence dimensions and their science or physics achievement,” M.S. - Master of Science, Middle East Technical University, 2004.