رسائل ماجيستير
English
2022
The Reality of the implementation of Multiple Intelligences Theory by the Teachers of English and its Relation to their Awareness of Authentic Assessment
سعاد العبد, سندس نايف سعد الوحش
كلية العلوم التربوية-جامعة القدس · فلسطين
This study aimed at identifying the reality of the implementation of Multiple Intelligences Theory by the teachers of English and its relation to their awareness of Authentic Assessment. The descriptive correlation method was used. The study population consisted of (225) male and female teachers of English for the high basic stage in Bethlehem District for the academic year 2021/2022. While the stratified random sample was chosen and composed of (72) male and female teachers of English for 10th graders in Bethlehem District, divided into (40) male and (32) female teachers.
To achieve the objectives of the study, the researcher built two instruments (questionnaires), one of them to measure the reality of the implementation of the Multiple Intelligences Theory, and the other to measure the reality of teachers of English awareness of Authentic Assessment. The validity and reliability of the questionnaires were verified before implementing the study.
The results of the study revealed that the reality of the implementation of the Multiple Intelligences Theory was high with an arithmetic mean of (3.94). The field of Social (intrapersonal) intelligence had the highest mean, followed by the Linguistic intelligence field, the Interpersonal intelligence field, the Logical-mathematical intelligence field, and finally the Visual-spatial intelligence field.
Also, there was no statistically significant difference at the level of (α ≤ 0.05) in the reality of the implementation of the Multiple Intelligences Theory due to gender, place of residence, teachers' qualifications, or years of experience variables.
Moreover, the results showed that the reality of the awareness of Authentic Assessment was high, with an arithmetic mean of (4.02). The field of Assessment by Observation obtained the highest mean, followed by the Performance-based assessment field, the Pencil and Paper strategy field, the Assessment by Communication field, and finally the Self-reflection assessment field.
Also, there was no statistically significant difference at the level of (α ≤ 0.05) in the reality of the awareness of Authentic Assessment due to gender, place of residence, teachers' qualifications, or years of experience variables.
Furthermore, the results showed a positive correlation between the reality of the implementation of the Multiple Intelligences Theory and its relation to their awareness of Authentic Assessment strategies.
In light of the results of the study, it is recommended to train teachers of English continuously on Authentic Assessment and modern developments of Multiple Intelligences Theory, to follow up on the implementation of Authentic Assessment by school administrations and educational supervisors, and to conduct studies that explore the relationship between the remaining three intelligences and the Authentic Assessment strategies for other subjects and age stages.