Comparative analysis of multiple intelligence domains and learning styles of gifted students

The aim of present study is to describe the relationship status between the multiple intelligence domains and learning styles of gifted students in terms of gender, grade, maternal and paternal learning status. For this purpose, relational scanning model, one of the scanning models, was used in the research. The study group of the research consists of a total of 250 students, 5th, 6th and 7th students studying at Antalya/Kepez Science and Art Center in the spring semester of the 2020-2021 academic year. In the research, "Personal Information Form" prepared by the researcher, "Multiple Intelligence Domains Evaluation Scale" prepared by Gülşen (2015) and "Learning Styles Scale" prepared by Gökdağ (2004) were used as data collection tools. The data obtained from the research were analyzed by using SPSS 22,0 package program. Frequency, percentage, arithmetic mean, standard deviation, t-test for independent groups, one-way analysis of variance (ANOVA), tukey HSD and pearson correlations tests were used to analyze the data. As a result of the research, it was concluded that the multiple intelligence domains of the gifted students were at an advanced level. It was found that there was significant difference betwen "visual/spatial", "musical/rhythmic" and "interpersonal/social" intelligence domains of the students in terms of gender variable. A statistically significant difference was found between the "visual/spatial", "musical/rhythmic" "physical/kinesthetic" and "intrapersonal" intelligence domains of gifted students in terms of grade levels. While there was a significant difference between the "musical/rhythmic" intelligence domain of students in terms of maternal learning status, there was no significant difference between the multiple intelligence domains in terms of paternal learning status. When the findings related to the learning styles were examined, it was found that there was a significant difference between "auditory" learning style of students in terms of gender. In addition, a statistically significant difference was found between learning styles in terms of grade levels. While there was a significant difference between the "visual" and "kinesthetic" learning styles in terms of maternal learning status, there was no statistically significant difference was found in terms of paternal learning status. When the finding regarding the correlation between the multiple intelligence domains and learning styles of gifted students were examined, a negative, significant and weak correlation was found between the "physical/kinesthetic" intelligence domain and the "visual", "auditory" and "kinesthetic" learning styles. There was found a negative, significant and weak correlation between the students' "musical/rhythmic" intelligence domains and "visual" learning styles. In addition, a negative, significant and weak correlation was found between the students' "intrapersonal" intelligence domains and "visual" learning styles. On the other hand, there was no statistically significant correlation was found between the other dimensions of multiple intelligence domains and learning styles of gifted students.