The Degree of Employing the Kinetic Intelligence Strategy in Education: A Descriptive Study on a Sample of First-cycle Teachers

Abstract

The study aimed to identify the degree to which first-cycle teachers employ the kinesthetic intelligence strategy in the educational process. To achieve the study's objectives, the researcher designed a questionnaire consisting of 11 items and administered it to a sample of 334 first-cycle teachers (male and female). The psychometric properties of the instrument were verified through face validity and expert validity. Reliability was confirmed by calculating Cronbach's alpha coefficient and the split-half coefficient, which reached a value of 0.888.

The results of the study revealed that the level of first-cycle teachers' employment of the kinesthetic intelligence strategy was high. Additionally, there were differences among first-cycle teachers in their use of this strategy based on the qualification variable, in favor of the Diploma qualification. The results also showed differences based on the school type variable, in favor of private schools. Based on these results, the researcher put forward several proposals:

1. Conducting comparative studies on the employment of kinesthetic intelligence across different educational stages or different geographical regions to measure the variance and analyze its causes.


2. Investigating the relationship between kinesthetic intelligence and students' academic achievement, and the extent of the teacher's contribution to its development through well-studied strategies.