| المستخلص: |
This study aimed at disclosure of a significance of the differences among four different diagnostic categories varied in academic achievement in their preferences of an intelligence activities in accordance with Gardner’s theory of multiple intelligence, and then the disclosure of the discriminatory power for these preferences of the activities of each type of intelligence among the four different diagnostic categories which are varied in academic achievement, whether in Arabic or mathematics. The initial sample of the study consisted of (425) male and female students in fifth grade at six elementary schools in three provinces of the five governorates of Kingdom of Bahrain. After applying the tools of the study: non-linguistic intelligence test, diagnostic Inventory of learning disabilities, then applying on of screening criteria of diagnostic categories, the number of students in the four diagnostic categories varied achievement in an Arabic language: the language learning disabilities, slow learners, average and high achievers were (66, 18, 138, 72) students, and for the mathematics, they were (48, 18, 210, 60) students, respectively, applied them to Teele inventory of multiple intelligences (TIMI). The study found the following results: 1 .In general, the Average and high achievers in an Arabic language were more favorable to the activities of linguistic intelligence, as well as logical intelligence, compared to the students with learning disabilities and slow learners who were in turn more favorable for the activities of an intelligences: visual spatial, musical, and intra-personal, compared to an average and high achievers in an Arabic language. 2. In general, the Average and high achievers in the math were more favorable to the activities of logical intelligence, as well as, linguistic intelligence compared to the students with learning disabilities and slow learners who were in turn more favorable for the activities of an intelligences: visual spatial, musical, and body intelligences, compared to an average and high achievers in the math. 3. The most distinct preferences among the four different diagnostic categories which varied in an achievement in Arabic language was the preferences of verbal intelligence activities; and it is formed a single discriminatory function, their variables contributed with 100% of the variance among the four categories. 4. The most distinct preferences among the four different diagnostic categories which varied in math achievement were the logical intelligence activities; and the activities of each of: linguistic, intra-personal, inter-personal intelligences, and these four intelligences formed three discriminatory functions, the first function contributed with (63.4%) of the total variance among the four categories, and positively associated with each of the linguistic, and logical / mathematical intelligences, and negatively associated with both the visual spatial and musical intelligences, while the second function contributed with (24.9%) of this variance, and did not statistically significant related to each of seven intelligence activities, and the third function contributed with (11.7%) from the total variance among the four categories, and positively associated with interpersonal intelligence, and negatively associated with both the body and an interpersonal intelligences.
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