Comparison of Multiple Intelligence Theory in Visual, Affective and Kinesthetic Learning Forms of Team and Individual Athletes in 13-16 Years Age Group

Abstract

Multiple intelligence theory is one of the most influential educational systems that have merged together the pedagogy and curricular methodologies. The current study aimed to compared the learning styles of students participating at team and individual levels of students in terms of multiple intelligence theory, highlighting the visual, affective and kinesthetic aspects. Adopting a quantitative research design, the study examined both primary and secondary data. The primary data was obtained from a research sample of 160 students, with 80 male and female students each, in ages of 13 and 16 years who were participating in individual and team sports. The secondary data was collected from documentation search and archives dealing with the theory of multiple intelligence and learning styles. Observation charts and athletics records were analyzed through SPSS 22 program to obtain reliability analysis, frequency and percentage values, arithmetic average values, and f test values and determine whether the students' intelligence field achievements differed according to the sports they did. The findings reveal a significant difference in the kind of sports each athlete participated in each of the intelligence aspect namely visual, affective, and bodily-kinesthetic. It was also observed that one intelligence type effective helped in developing another one as a result of application of multiple intelligence theory in their learning and curriculum. This study has the implications that when students are good in one intelligence level, they can also excel in other intelligence levels to a certain extent.