Through Project-Based Learning to Discuss the Relations of Knowledge Absorptive Capacity, Listening, and Multiple Intelligence Acquisition
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| Title: | Through Project-Based Learning to Discuss the Relations of Knowledge Absorptive Capacity, Listening, and Multiple Intelligence Acquisition |
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| Language: | English |
| Authors: | Cheng-Ta Lin (ORCID |
| Source: | Turkish Online Journal of Educational Technology - TOJET. 2025 24(3):1-17. |
| Availability: | Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: https://tojet.net/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Active Learning, Student Projects, Conventional Instruction, Listening Skills, Multiple Intelligences, Junior High School Students, Instructional Effectiveness, Cognitive Ability, High School Students, Foreign Countries |
| Geographic Terms: | Taiwan |
| ISSN: | 1303-6521 2146-7242 |
| Abstract: | This study aimed to investigate the relationships between knowledge absorptive capacity, listening, and multiple intelligences. Data were collected and analyzed from 79 students at Tainan First Boys' School and Anping Junior High School. An experimental design was implemented, dividing participants into two groups: a didactic instruction group and a project-based learning (PBL) group. The findings revealed that students in the PBL group demonstrated significantly higher levels of knowledge absorptive capacity, listening skills, and multiple intelligences compared to those in the didactic instruction group. Furthermore, regression analyses confirmed the following relationships: (1) Knowledge absorptive capacity positively influences multiple intelligence acquisition--students with greater absorptive capacity are more likely to develop multiple intelligences through PBL; (2) Knowledge absorptive capacity enhances listening skills--students with a higher ability to absorb knowledge tend to be more engaged listeners in the classroom; (3) Listening skills facilitate multiple intelligence acquisition--students who actively listen in class are better able to develop multiple intelligences through PBL; and (4) Listening serves as a mediating factor between knowledge absorptive capacity and multiple intelligences, reinforcing its crucial role in the learning process. These findings provide empirical support for the effectiveness of PBL in fostering knowledge acquisition, active listening, and multiple intelligence development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482952 |
| Database: | ERIC |
| Abstract: | This study aimed to investigate the relationships between knowledge absorptive capacity, listening, and multiple intelligences. Data were collected and analyzed from 79 students at Tainan First Boys' School and Anping Junior High School. An experimental design was implemented, dividing participants into two groups: a didactic instruction group and a project-based learning (PBL) group. The findings revealed that students in the PBL group demonstrated significantly higher levels of knowledge absorptive capacity, listening skills, and multiple intelligences compared to those in the didactic instruction group. Furthermore, regression analyses confirmed the following relationships: (1) Knowledge absorptive capacity positively influences multiple intelligence acquisition--students with greater absorptive capacity are more likely to develop multiple intelligences through PBL; (2) Knowledge absorptive capacity enhances listening skills--students with a higher ability to absorb knowledge tend to be more engaged listeners in the classroom; (3) Listening skills facilitate multiple intelligence acquisition--students who actively listen in class are better able to develop multiple intelligences through PBL; and (4) Listening serves as a mediating factor between knowledge absorptive capacity and multiple intelligences, reinforcing its crucial role in the learning process. These findings provide empirical support for the effectiveness of PBL in fostering knowledge acquisition, active listening, and multiple intelligence development. |
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| ISSN: | 1303-6521 2146-7242 |
