Multiple Intelligences and Academic Performance of the Language School Students, UCV-Trujillo 2016

Authors

  • Luz Mercedes Vilca Aguilar Universidad César Vallejo, Perú
  • Ana Cecilia Gonzales Castañeda Universidad César Vallejo, Perú
  • Edwin Eduardo Sag Universidad César Vallejo, Perú
  • Miguel Ángel Medina Lescano Universidad César Vallejo, Perú
  • Oscar Lorenzo Carrillo Verástegui Universidad César Vallejo, Perú
  • Helvidia Castillo León Universidad César Vallejo, Perú

DOI:

https://doi.org/10.18050/RevUcv-Scientia.v10n2a1

Keywords:

Multiple intelligences, Academic perfomace

Abstract

The present research was based on the curricular experiences in both English and French taught to the students of the School of Languages during the 2016-I semester. This was a causal correlational study and its objective was to determine the effect of multiple intelligences on the students' academic performance. For this purpose, the students' multiple intelligences and their academic performance in those curricular experiences were determined. Which type of intelligence had the greatest influence on their academic performance was also determined. The grades taken into account to evaluate their academic performance were the grades obtained in the first partial examination of the curricular experiences of English I, II, III, IV and V and those of French I, II, III and IV. The study of multiple intelligences was based on the theory developed by Howard Gardner. Finally, it is hoped that this information will serve as a basis for future research that supports the improvement of lessons in which both teachers and students of the School of Languages participate.

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Published

2018-12-30

How to Cite

Vilca Aguilar, L. M., Gonzales Castañeda, A. C., Sag, E. E., Medina Lescano, M. Ángel ., Carrillo Verástegui, O. L., & Castillo León, H. (2018). Multiple Intelligences and Academic Performance of the Language School Students, UCV-Trujillo 2016. UCV-Scientia, 10(2), 124–131. https://doi.org/10.18050/RevUcv-Scientia.v10n2a1

Issue

Vol. 10 No. 2 (2018): July - December

Section

Articles

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