Abstract
Purpose. The purpose of this study was to identify, according to the MIDAS instrument, the dominant domains, specific skills, and predominant intellectual styles of a remedial community college cohort and whether there were statistically significant differences in regard to the variables of gender, age, and ethnicity. Another purpose was to determine whether there were statistically significant differences between teachers and students in the dominant domains. Methodology. This descriptive and ex post facto research study involved a remedial student cohort (n = 81) enrolled in the College Skills course at College of the Redwoods in spring 1999. The MIDAS was administered during a regular class period in order to provide a natural environment for data collection. Statistical manipulations and analysis included frequencies, percentages, and tests of differences for the population as well as disaggregated by gender, age, and ethnicity. Findings. The study revealed that the subjects rated themselves highest in Interpersonal Intelligence and lowest on Musical. Significant differences existed between Interpersonal and the other seven intelligence domains. Females rated themselves higher in all domains except Kinesthetic, but significant differences surfaced only in Linguistic for females and Kinesthetic for males. Females scored themselves higher in nineteen of the twenty-six specific skill subscales. The variable of age disclosed significant differences in Musical, Kinesthetic, and Linguistic domains. The 20–24 year old group rated themselves highest in nineteen of the twenty-six subscales. The variable of ethnicity showed no significant differences, however this may reflect the small size of the study population. Major differences appeared between the teachers and student ratings. The instructors rated themselves strongest in Linguistic, followed by Intrapersonal and Interpersonal. The teachers rated Interpersonal and Spatial similarly but with a slightly lower mean score than the students. Conclusions and recommendations. The self-identification of communication with others as a strength is a critical instructional clue. The significant differences and overall higher ratings by females and the 20–24 year old group are noteworthy. The results indicate that this remedial population has a distinct profile that may affect their success in traditional college courses where the instructor approach is predominantly linguistic. It highlights the importance of assessment that identifies abilities and interests so individuals can maximize their own intellectual potential based on specific information. In addition, it suggests that instructors need to consider teaching strategies that are meaningful to students who are not linguistically or analytically oriented. Additional research is recommended in order to develop educational reform that is more personalized and learner-centered.