Comparative analysis of intellectual abilities differences of Mongolian and Chinese students

Shi, Haibao, Namjildagva Raash, Munkhgerel Baatarjav, Munkhtsetseg Narantsetseg*

* Corresponding Author: Munkhtsetseg Narantsetseg

Inner Mongolia Trade Vocational Institute of China, 49145020@qq.com

School of Educational Studies, Mongolian National University of Education, namjildagva@msue.edu.mn
School of Educational Studies, Mongolian National University of Education, bmunkhgerel3@gmail.com

*School of Educational Studies, Mongolian National University of Education, munkhtsetseg.n@msue.edu.mn

Digital Object Identifier: 

https://doi.org/10.53468/mifyr.2024.04.02.15

Abstract – H. Gardner’s test with 108 questions in 9 chapters to assess the intellectual abilities of Mongolian and Chinese students (language, logic, mathematics, spatial, musical, physical movement, interpersonal communication, self-management of human culture, communication with nature, existence) [2 ] conducted a study to identify and provide study advice tailored to their differences. The survey was translated into Mongolian and Chinese and data was collected online between September 11-21, 2023. In processing the research results, using SPSS 29 software, summary statistics, Reliability Statistics, Independent Samples Test and ANOVA test methods were used. Correlation analysis was performed to estimate correlation between groups. According to some results, for all the students involved in the study, the competencies of self-management (88.3%), existence (84.5%), and communication with nature (82%) are relatively high, as well as spatial competence (72.5%), physical ability (64.9%). ), interpersonal skills (61.3%) have reasonable indicators, but language (56.6%), music (55.5%), logical mathematics (55%) have weak results, Music, interpersonal, human internal culture, self-management, nature Students from both countries had statistically significant differences in communication and social skills.

Keywords – Intellectual ability, Mongolian Chinese students

Article History: Received 19 March 2024, Received in revised form 21 March 2024, Accepted 8 April 2024

Download file : httpsdoi.org10.53468mifyr.2024.04.02.15