Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico

Sustainability

Wendy Xiomara Chavarría-Garza¹  Osvaldo Aquines-Gutiérrez¹  Ayax Santos-Guevara¹  José Rubén Morones-Ibarra² 

[1] Department of Physics and Mathematics, Universidad de Monterrey, Av. Morones Prieto 4500, San Pedro Garza García 66238, Nuevo León, Mexico;Faculty of Physical-Mathematical Sciences, Autonomous University of Nuevo León, Av. Universidad S/N, Ciudad Universitaria, San Nicolás de los Garza 66455, Nuevo León, Mexico;

关键词: engineering education;    gender;    inclusive education;    programs;    multiple intelligences;    sustainability;   

DOI  :  10.3390/su14084631

来源: DOAJ

【 摘 要 】

In sustainable education, it is important to analyze student diversity in order to create strategies that allow for the implementation of inclusive education based on the differences observed among students. To achieve this, a sample of 321 first-year engineering students (107 females and 214 males) at a private university in northeast Mexico was analyzed during the 2020 academic year. Students were classified according to their gender, engineering program, and the development of their multiple intelligences according to Howard Gardner theory of multiple intelligences. To verify the effect of gender and program factors on the development of multiple intelligences, Kruskal–Wallis tests were performed with α = 0.05. The analysis of the effects of gender identified significant differences in four intelligences: linguistic and interpersonal (for which the female students obtained higher mean scores) and mathematical and visual (for which the male students obtained higher mean scores). The analysis of the effects of the engineering program identified significant differences in five intelligences: mathematical, visual, and musical (for which civil engineering students obtained a higher mean score than the students in the other programs); kinesthetic (for which computer science students obtained a lower mean score than students in the other programs); and naturalistic (for which sustainability engineering students obtained a higher mean score than students in the other programs). These differences allowed us to observe the characteristics of the students and to develop more inclusive courses in order to make the teaching and learning process more optimal and sustainable.

【 授权许可】

Unknown