Exploring Multiple-Intelligences and their Connection to Students’ Challenges in Preparatory Physics Class

For over two decades, Lamar University's Department of Physics has offered the Preparatory Physics Foundational (PPF) course to better equip intended STEM students for calculus-based Physics 1. This study investigates how multiple intelligences (MI) affect academic performance and confidence in the course. Using Howard Gardner's MI framework, 232 students were classified as analytical, introspective, or interactive. Half were introspective, with the remaining students split evenly between the other two types. At end of the semester students were asked to report their confidence level to pursue their STEM degree, revealing that one-third of students felt less confident by the end, while almost half had no change. The primary goal of this research is to help teachers tailor their teaching strategies to better align with students' diverse intelligence types. Our results show that interactive learners demonstrated the greatest academic growth, as reflected in exam scores from our current way of teaching. Additionally, the results will serve as a guide for educators to run their class by using different teaching methods to effectively communicate course material and support all learners, regardless of their intelligence profile.