| Summary: | 碩士 === 國立新竹教育大學 === 人資處社會學習領域碩士班 === 98 === Abstract
The purpose of this study to understand Jhubei City primary school children of new immigrants learning styles and multiple intelligences of the current situation, and the difference situation and the relevance. The study sample was 97 academic year three Jhubei City primary schools for three to sixth grade children of new immigrants .
The use of "Learning style checklist" and "Multiple Intelligences Assessment Scale", as this research was to collect quantitative data research tools. The questionnaire survey data was analyzed through descriptive statistics, independent samples T-test, one-way ANOVA, univariate ANOVA, Pearson product-moment correlation analysis.
The results are as follows:
1. Jhubei City primary school children of new immigrants learning style
majority was the interpersonal learning style .
2. Jhubei City primary school children of new immigrants , the multiple
intelligences taken intrapersonal intelligence as its superiority intelligence, music intelligence for its weak trend intelligence.
3. Jhubei City primary school children of new immigrants , the different
background variables of learning style performance, the grade(year
section) and the location of the school to achieve significant
differences.
4. Jhubei City primary school children of new immigrants ,the different background variables of multiple intelligences performance, the sex, the grade(year section), the mother nationality, the father education process degrees, the family socio-economic status and the location of the school to achieve significant differences.
5. The overall learning style and the whole of the relevant circumstances of multiple intelligences to achieve a significant moderate positive correlation. Learning styles at all levels and at all levels of the relevant circumstances of multiple intelligences, the mastery learning style and
spatial intelligence, body – kinesthetic intelligence and intrapersonal
intelligence to achieve a significant low positive correlation; The
understanding learning style and spatial intelligence to achieve a
significant moderate positive correlation with the other seven kinds of
intelligence to achieve a significant low positive correlation;
The interpersonal learning style and language intelligence, logical –
mathematical intelligence, spatial intelligence, interpersonal intelligence
and intrapersonal intelligence to achieve a significant low positive
correlation; The self-expressive learning style and spatial intelligence
and bodily－kinesthetic intelligence to achieve a significant low positive
correlation .
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