TITLE

Intelligence and Learning Style: Gender-Based Preferences

AUTHOR(S)
Sulaiman, Tajularipin; Sulaiman, Suriati; Bahruddin, Khairunnidzam; Mohamad, Azlida
PUB. DATE
July 2013
SOURCE
International Review of Social Sciences & Humanities;Jul2013, Vol. 5 Issue 2, p28
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Learning at all levels have emphasized on the development of logical-mathematical intelligence and verbal-linguistic intelligence mainly through reading and writing activities. However, Howard Gardner's theory of multiple intelligences argues that students will be better served by a broader vision of education, in which teachers use different methodologies, instructional materials and activities to reach all students. This paper attempts to provide a brief overview of the implications of Howard Gardner's theory of multiple intelligences and learning styles based on sensory modalities for teaching and learning. Multiple intelligences theory helps teachers determine their instructional strategies for effective teaching and visual, auditory, reading-writing, and kinaesthetic, or collectively known as VARK learning model helps students identify their most effective learning approach. This article also provides an overview of gender differences in intelligence and learning style to facilitate effective teaching and learning approach. Eight undergraduate students (four females, four males) were interviewed and their learning strategies were recorded. Findings showed that female students favour learning styles of visual, auditory, and kinaesthetic, which involved verbal-linguistic intelligence, visual-spatial intelligence, and bodily-kinaesthetic intelligence whereas male students prefer learning style of auditory, which involved interpersonal intelligence. The results also indicated that students with different intelligences and genders perceive or learn new information in different ways. These learning styles should be identified and employed by the students so as to maximize their learning.
ACCESSION #
90540089

 

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