Achievement In Arabic Language And Mathematics Subjects For Primary School Students In Relation To The Logical-Mathematical Intelligence And Spatial Visual Intelligence

Abstract

The aim of this study was to investigate the relationship between two types of multiple intelligences, namely logical-mathematical intelligence and spatial-visual intelligence, and academic achievement in the subjects of Arabic language and mathematics among primary school students. The descriptive method was used, relying on the Arabic version of the Gardner's logical-mathematical and spatial-visual intelligence scales for school-age children, translated by Mohammed (2006), as well as the results of achievement tests for the relevant subjects in the third term of the academic year 2021/2022. The study sample included 72 students from Ghania Ahmed and Abu Bakr Al-Siddiq schools in Béchar, Wadi El-Abiod, Algeria. After data analysis using the Pearson statistical method, the study results showed a statistically significant relationship between logical-mathematical intelligence and academic achievement in the subjects of Arabic language and mathematics. However, there was no statistically significant relationship between spatial-visual intelligence and academic achievement in the subjects of Arabic language and mathematics.