Effects of Personal Intelligence Reading Instruction on personal intelligence profiles of Thai university students

Abstract

     The study investigated the impact of reading instruction using personal intelligence (PI) on Thai university students' PI profiles. Thirty-nine undergraduates majoring in English involved in the study for ten weeks. Their PI profiles were measured twice at the pre-and post-interventions. The mixed methods research design was employed. The results showed that the students developed more personal intelligence in the post-intervention profiles (x̄ = 2.72, SD = 0.80) than in their pre-intervention ones (x̄ = 2.54, SD = 0.82). The students showed a preference for intrapersonal intelligence, in goal setting (x̄ = 2.85, SD = 0.78), monitoring (x̄ = 2.85, SD = 0.74), and evaluation strategy (x̄ = 3.21, SD = 0.77). Their interaction assessed by classroom observation and student worksheets also highlighted the PI profile findings. Personal Intelligence Reading Instruction facilitated the students setting specific and achievable goals, making overt and doable plans for their reading tasks, adjusting strategies helping them understand the text better, and identifying sources of difficulties while reading.