Correlations between Academic Choices and Learning Preferences: Insights from an Experimental Study on Multiple Intelligences and Experiential Learning at Roma Tre University

In this paper, Gardner's Multiple Intelligences inventory is applied within a high-level education technical context to identify distinctive learning preferences among students. The aim is to determine which students may benefit most from participating in Experiential Learning groups at the university level. This objective was achieved through the administration of a questionnaire to two groups of individuals. The first group consisted of students participating in Experiential Learning activities, while the second was a control group, composed of other students with the same background. The initial analysis involved a straightforward comparison of the responses given by the two groups, applying standard statistical analysis and the Student's t distribution hypothesis. Statistically significant characteristic differences with an appropriate confidence coefficient were identified. A se cond st udy fo cused on analyzing the correlation matrix among the dimensions examined, but limited to the group of interest. This analysis also revealed some correlations. Although this research is quantitatively limited, the insights it provides are quite interesting and align well with expectations regarding the goals of the Experiential Learning activities.