PERC 2025 Abstract Detail Page
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| Abstract Title: | Impact of Multiple-Intelligences on Student Performance and Confidence in Preparatory Physics Course |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | This study explores how multiple intelligences (MI) impact academic performance and confidence in the Preparatory Physics Foundation (PPF) Course. Using Howard Gardner's MI framework, 268 students were classified as analytical, introspective, or interactive. Findings show that over 51% of students identified as having introspective intelligence, 23% analytical and 26% interactive. By the end of the course, nearly half 47% experienced a decrease in confidence, 31% remained unchanged, and 22% reported increased confidence. Performance data revealed that analytical students excelled on early exams, whereas introspective and interactive learners scored lower initially. All groups experienced declines on the final exam. Statistical analysis, including Chi-square and Ordinal Regression, indicated no significant correlation between MI type and confidence change or overall performance. These findings suggest that while MI influences initial academic patterns, it does not serve as a reliable predictor of confidence or success, highlighting the complex nature of learning styles in PPF. |
| Session Time: | Poster Session A |
| Poster Number: | A-140 |
Author/Organizer Information | |
| Primary Contact: |
Christopher Ezike Lamar University Beaumont, TX 77710 Phone: 2813822131 |
| Co-Author(s) and Co-Presenter(s) |
Binod Nainabasti, Lamar University |
