Abstract:
Robust gender effect has been reported in Multiple Intelligences (MI)-EFL studies across cultures. Nevertheless, research results vary in effect size, Intelligence type, overall estimation etc. The variance is mainly explained in terms of socio-cultural factors. However, although manifold MI inventories and scales are used in studies, the role of the MI-test type in creating variance has not been studied thus far. This article sets out to comparatively examine two widely used MI tests, MMII (McKenzie’s Multiple Intelligences Inventory) and the MIDAS (Multiple Intelligences Developmental Assessment Scales) in terms of gender effect. Kolmogorov-Smirnov test, paired-samples and independent-samples t-tests were applied to the data. The findings indicated non-normal distribution of MMII and normal distribution of MIDAS data. No male-gender effect was found in the MIDAS test results while in MMII results significant male effect was observed in Logical/Mathematical intelligence. While both tests showed significant female gender effects, the Intelligence types indicating the effect varied. In MMII, Spatial, Musical, Kinesthetic and Linguistic Intelligences signified female effect and in the MIDAS, Spatial, Linguistic and Musical. The study provides new insights into how MI assessment instrumentation can have significant impacts on MI-EFL research findings and MI-differentiated EFL teaching.
Machine summary:
This article sets out to comparatively examine two widely used MI tests, MMII (McKenzie’s Multiple Intelligences Inventory) and the MIDAS (Multiple Intelligences Developmental Assessment Scales) in terms of gender effect.
No male-gender effect was found in the MIDAS test results while in MMII results significant male effect was observed in Logical/Mathematical intelligence.
ir; Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran Various explanations have been suggested for the variance in gender-effect which basically relate to socio-cultural diversity of the environments in which individuals’ perceptions of their cognitive abilities and interests are formed (Bennet 2000, Bowles, 2012; Furnham, Shahidi & Baluch, 2002; Wigfield & Cambria, 2010).
After a brief review of literature on Gardner’s MI theory, MI assessment, and MI-gender effect, the present research comparatively studies the relationship between gender effect and MI instrumentation based on the findings obtained from an experiment conducted on Iranian students applying two widely used MI assessment inventories, the MIDAS (Multiple Intelligences Developmental Assessment Scales) and McKenzie Multiple Intelligences Inventory (MMII).
Based on the significant differences between the results obtained from MMII and those from the MIDAS, it is suggested that MI assessment instrumentation can have a significant effect on the validity of MI-related research.
WGHR= Within Group Highest Ratings According to Table 7, results relatively concord in that in both P-MIDAST and P-MMII, Spatial/Visual, Musical and Linguistic/Verbal intelligences exhibited female effect.
This study indicated Logical/Mathematical male-effect size and Visual/Spatial, Musical, Bodily/Kinesthetic and Verbal/Linguistic female effect in P-MMII results.