The Reality of Educational Practices on the Development of a University Education System in Light of Multiple Intelligence Theory from the Point of View of Faculty Staff

Abstract

The study aimed to discover the views of a sample of faculty teaching staff  about the educational reality practiced by the university in developing the university education system in light of multiple intelligence theory. The study used the descriptive-analytical method, involving a sample of (74) faculty staff, (39) male and (35) female members.

The results showed that the field of the objectives of preparation of students ranked first with the highest arithmetic mean, while the educational content came in the last rank. Statistically significant differences of gender impact in all areas and the overall score except for the educational content area and the differences were in favor of the males. There were also statistically significant differences attributable to the impact of specialization in all fields and the overall score  content, and they were in favor of the scientific specialization.

On the level of years of experience, there were statistically significant differences between (5-10) on the one hand and each of (11-15) and (16 years or more) on the other. The differences came in favor of (5-10) with regard to the goals of student preparation, the mechanism for achieving goals, the university environment, Human resources, educational system, and the total score. With differences between (5-10) on the one hand and each of (11-15) and (16 years or more) on the other. The differences were in favor of (5-10).

On the other hand, it found that there were differences between  (11-15) and (16 years or more) favoring (11-15) regarding the preparation of the faculty staff.