Investigating The Association Between Turkish Freshman’S Multiple Intelligence Profiles And University Entrance Exam Performance

Abstract

Even though curriculum designers in Turkey considered Gardner’s multiple intelligence theory as one of the most important theories during the curricula reform in 2005, the university entrance examination system is still on the basis of the two intelligence areas only, mathematical-logical and linguistics intelligence. The aim of this study was to investigate the relation between students’ multiple intelligence profiles, gender, and the university entrance exam performance. Results of the study indicated that linguistic and logical-mathematical intelligences were the most dominant intelligence areas of the participants. Also, there was a statistically significant difference in participants’ dominant intelligence areas with respect to gender and the university entrance exam scores. Findings from this study suggest reconsiderations in using only one examination to guide students with different abilities and skills through career options and provide insights into considering alternative ways of university entrance exams that may move beyond only measuring linguistic and mathematical intelligences.