Volume 5, Issue 2 (June 2026)
IJER 2026, 5(2): 0-0 |
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Hajizadeh-Farkoush S, Behtary S, Asltaleb Maghferat A. (2026). Students’ Seat Choice and Intelligence Type: In Pursuit of a Relationship. IJER. 5(2),
URL: http://ijer.hormozgan.ac.ir/article-1-423-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-423-en.html
1- MA in ELT and Independent Researcher, Tehran, Iran
2- Lecturer in ELT, Department of English, Ard. C., Islamic Azad University, Ardabil, Iran
3- Ph.D. Candidate in Applied Linguistics/TESOL, Department of English, Faculty of Persian Literature and Foreign Languages, University of Tabriz, Iran ,asltalebmaghferat@tabrizu.ac.ir
2- Lecturer in ELT, Department of English, Ard. C., Islamic Azad University, Ardabil, Iran
3- Ph.D. Candidate in Applied Linguistics/TESOL, Department of English, Faculty of Persian Literature and Foreign Languages, University of Tabriz, Iran ,
Abstract: (65 Views)
Objective: This study aimed to investigate the possible correlation between the students' ideal seat choices and their multiple intelligence types in the classroom. Also, the study sought to identify the dominant intelligences in each row.
Methods: To this end, 107 male high school students, aged 15 to 18, from grades one, two, and three were randomly selected for participation. A two-part questionnaire, developed by Armstrong (2018), was administered to each student: the first part was concerned with the seven intelligences, and the second part asked students to indicate their preferred seat and row. Data were analyzed using Pearson correlation and the Friedman test.
Results: The results revealed significant correlations only between students' verbal/linguistic and interpersonal intelligences and their seat choices. These correlations were found to be strongly negative, indicating that students' verbal/linguistic and interpersonal intelligences tended to decrease as they moved toward the back seats of the classroom. No significant correlations were found between seat choice and the other five intelligences (logical/mathematical, spatial/visual, body/kinesthetic, musical/rhythmical, and intrapersonal). The study also found that, except for the fourth row, a dominant intelligence was identified in each row. Overall, logical/mathematical and spatial/visual intelligences were the most prominent and consistent across all rows.
Conclusions: The findings underscore the need to develop student-centered teaching strategies, curricula, and materials that take into account the dominant intelligences in the classroom.
Methods: To this end, 107 male high school students, aged 15 to 18, from grades one, two, and three were randomly selected for participation. A two-part questionnaire, developed by Armstrong (2018), was administered to each student: the first part was concerned with the seven intelligences, and the second part asked students to indicate their preferred seat and row. Data were analyzed using Pearson correlation and the Friedman test.
Results: The results revealed significant correlations only between students' verbal/linguistic and interpersonal intelligences and their seat choices. These correlations were found to be strongly negative, indicating that students' verbal/linguistic and interpersonal intelligences tended to decrease as they moved toward the back seats of the classroom. No significant correlations were found between seat choice and the other five intelligences (logical/mathematical, spatial/visual, body/kinesthetic, musical/rhythmical, and intrapersonal). The study also found that, except for the fourth row, a dominant intelligence was identified in each row. Overall, logical/mathematical and spatial/visual intelligences were the most prominent and consistent across all rows.
Conclusions: The findings underscore the need to develop student-centered teaching strategies, curricula, and materials that take into account the dominant intelligences in the classroom.
Keywords: Multiple intelligences, Seat choice, Verbal/linguistic intelligence, Interpersonal intelligence, Logical/mathematical intelligence, Spatial/visual intelligence
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/07/23 | Accepted: 2025/09/27 | Published: 2026/06/1
Received: 2025/07/23 | Accepted: 2025/09/27 | Published: 2026/06/1
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