{"references": ["J.A. McClellan. Development of An Indicator to identify Multiple Intelligences Preferences of Adult Learners. PhD Thesis, University of Oklahama, 2006.", "J.A. McClellan and G.J. Conti. Identifying the Multiple Intelligences of Your Students. Journal of Adult Education, Vol 37, No 1, 2008, pp 13 \u2013 32.", "Y. Delgoshaei and N. Delavari. Applying multiple-intelligence approach to education and analyzing its impact on cognitive development of pre-school children. Procedia - Social and Behavioral Sciences, 32, 2012, pp 361 \u2013 366.", "G.H.S. Al Sulim. Prediction of the Correlation between the Strategies of the Teaching Methods and the Multiple Intelligence of Some Graduate Female Students at Imam Mohammad Ibn Saud Islamic University. Procedia - Social and Behavioral Sciences, 47, 2012, pp 1268 \u2013 1275.", "S.A. Razmjoo. On the Relationship between Multiple Intelligences and Language Proficiency. The Reading Matrix, Vol. 8, No. 2, 2008, pp 155 \u2013 174.", "T. Sulaiman, A.R. Abdul Rahman and S.S. Abdul Rahim. Teaching Strategies Based on Multiple Intelligences Theory among Science and Mathematics Secondary School Teachers. Procedia Social and Behavioral Sciences, 8, 2010, pp 512\u2013518.", "M.R. Noruzi. Multiple Intelligences, A New Look to Organizational Effectiveness. Journal of Management Research, Vol. 2, No. 2: E4, 2010, pp 1 \u2013 15.", "Z. Ozdilek. To what extent do different multiple intelligences affect sixth grade students' achievement level on the particle model of matter? Procedia Social and Behavioral Sciences, 2, 2010, pp 4858\u20134862.", "N. Yenice and H. Aktamis. Determination of multiple intelligence domains and learning styles of the teacher candidates. Procedia Social and Behavioral Sciences, 2, 2010, pp 3274\u20133281.\n[10]\tB.O. Beceren. Determining multiple intelligences pre-school children (4-6 age) in learning process. Procedia Social and Behavioral Sciences, 2, 2010, pp 2473\u20132480.\n[11]\tL.S. Almeida, M.D. Prieto, A.I. Ferreira, M.R. Bermejo, M. Ferrando and C. Ferrandiz. Intelligence assessment: Gardner multiple intelligence theory as an alternative. Learning and Individual Differences, 20, 2010, pp 225 \u2013 230.\n[12]\tN. Akkuzu and H. Akcay. The design of a learning environment based on the theory of multiple intelligence and the study its effectiveness on the achievements, attitudes and retention of students. Procedia Computer Science, 3, 2010, pp 1003\u20131008.\n[13]\tZ. Seifoori and M. Zarei. The relationship between Iranian EFL learners' perceptual learning styles and their multiple intelligences. Procedia - Social and Behavioral Sciences, 29, 2011, pp 1606 \u2013 1613.\n[14]\tF. Malekian and Z. Maleki. A survey on relation between the amount of multiple intelligences (Gardner) and entrepreneurship sense among university students. Procedia - Social and Behavioral Sciences, 51, 2012, pp 891 \u2013 896.\n[15]\tN. Karamikabir. Gardner's multiple intelligence and mathematics education. Procedia - Social and Behavioral Sciences, 31, 2012, pp 778 \u2013 781.\n[16]\tY.P. Chua and Z. Mohd Don. Predictors of multiple intelligence abilities for Malaysian school Leaders. Procedia - Social and Behavioral Sciences, 116, 2014, pp 5164 \u2013 5168.\n[17]\tS. Narl, K. Ozgen and H. Alkan. In the context of multiple intelligences theory, intelligent data analysis of learning styles was based on rough set theory. Learning and Individual Differences, 21, 2011, pp 613\u2013618.\n[18]\tI. Kok. Study on the Relationship between Learners' Listening Comprehension Achievements and their Multiple Intelligence Groups.Procedia - Social and Behavioral Sciences, 89, 2013, pp 182 \u2013 186.\n[19]\tH.J. Doyle. Community College and Technical College Students' perceptions of their learning success based upon understanding Multiple Intelligences: a mixed method research study. PhD Thesis, Faculty of Argosy University - Twin Cities, 2011.\n[20]\tA. Hammoudi. Multiple Intelligences and Teaching English as a Foreign Language The Case of Second -Year Pupils at MalikaGaid Secondary School S\u00e9tif. PhD Thesis, Ferhat Abbes University \u2013 Setif, 2010.\n[21]\tB. Kolloffel. Exploring the relation between visualizer\u2013verbalizer cognitive styles and performance with visual or verbal learning material.Computers& Education, 58, 2012, pp 697\u2013706.\n[22]\tP. Savas. Pre-service English as a foreign language teachers' perceptions of the relationship between multiple intelligences and foreign language learning. Learning and Individual Differences, 22, 2012, pp 850\u2013855.\n[23]\tA. Saban. Multiple Intelligence Theory and Education (Coklu seka teorisi ve egitim), Ankara: Nobel Publishers, 2012.\n[24]\tH. Gardner. Frames of Mind: The Theory of Multiple Intelligences, Basic Books, 1983."]}

This study attempts to determine kinesthetic, verbal and visual intelligences among mechanical engineering undergraduate students and explores any probable relation with students’ learning styles and academic performance. The questionnaire used in this study is based on Howard Gardner’s multiple intelligences theory comprising of five elements of learning style; environmental, sociological, emotional, physiological and psychological. Questionnaires are distributed amongst undergraduates in the Faculty of Mechanical Engineering. Additional questions on students’ perception of learning styles and their academic performance are included in the questionnaire. The results show that one third of the students are strongly dominant in the kinesthetic intelligent (33%), followed by a combination of kinesthetic and visual intelligences (29%) and 21% are strongly dominant in all three types of intelligences. There is a statistically significant correlation between kinesthetic, verbal and visual intelligences and students learning styles and academic performances. The ANOVA analysis supports that there is a significant relationship between academic performances and level of kinesthetic, verbal and visual intelligences. In addition, it has also proven a remarkable relationship between academic performances and kinesthetic, verbal and visual learning styles amongst the male and female students. Thus, it can be concluded that, academic achievements can be enhanced by understanding as well as capitalizing the students’ types of intelligences and learning styles.