Title: The impact of verbal and mathematical intelligences as well as visual and auditory learning styles on students' academic achievements

Authors: Nazyktere Hasani; Nazmi Xhomara

Addresses: Department of Social Sciences, Faculty of Social Sciences, AAB College, Prishtina, Kosovo ' Department of Mathematics and Statistics, Faculty of Information Technology and Innovation, Luarasi University, Tirana, Albania

Abstract: The study aimed to investigate the relationship between verbal and mathematical intelligences, visual and auditory learning styles and students' achievements, as well as the impact of verbal and mathematical intelligences, and visual and auditory learning styles on students' achievements. A non-equivalent control group post-test-only quasi-experimental research design was used in the study. A structured questionnaire was used to gather the primary data from the students in the study. The results indicated that verbal-linguistic intelligence and logical-mathematical intelligence are predictors of students' academic achievements. It is found that the visual learning style as an independent variable is not a predictor of students' academic achievements. Meanwhile, the study revealed that the auditory learning style as an independent variable is a predictor of students' academic achievements. It is found that, the total variance of students' academic achievements explained by the verbal and mathematical intelligences, visual and auditory learning styles, (the whole model) is 14.5%. The study also revealed that verbal-linguistic intelligence explains 33.1% of the variance; logical-mathematical intelligence explains 1.6% of the variance; visual learning style explains 2.4% of the variance; and auditory learning style explains 19.6% of the variance in students' academic achievements.

Keywords: verbal intelligence; mathematical intelligence; visual learning style; auditory learning style; academic achievements.

DOI: 10.1504/IJLC.2022.124468

International Journal of Learning and Change, 2022 Vol.14 No.4, pp.444 - 468

Received: 11 Feb 2020
Accepted: 21 Nov 2020
Published online: 27 Jul 2022 *

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