The impact of university coursework on students’ logical-mathematical intelligence: A cross-cultural study
Mamoon M. Al-Shannaq, Suhail Al-Zoubi, Fatema Al Malki, Abdulnaser Fakhrou, Abdelouahab Djennad
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Source: Crossref
Published: Sep 23, 2026
DOI: 10.20448/jeelr.v13i3.9395
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This descriptive cross-cultural study aimed to identify the impact of university coursework on improving logical–mathematical intelligence (LMI) from the perspective of undergraduate mathematics students. A convenience sample of 431 undergraduate mathematics students at universities in Oman, Jordan, Qatar, Bahrain, and Algeria participated in this study. These participants responded to the LMI scale. The LMI scale consisted of 24 items distributed across 4 sub-dimensions: logical reasoning, mathematical problem solving, spatial reasoning, and data reasoning. Google Forms was used in designing the LMI scale, and its link was distributed to participants. The results showed that there was a high impact of coursework on LMI from the perspective of undergraduate mathematics students. The results also showed that there were statistically significant differences in the impact of university coursework on LMI according to the following study variables: gender, college, grade point average (GPA), year level, and country. The significant impact of university courses on LMI reflects the quality of academic programs, teaching methods, and activities offered to mathematics students at universities. Therefore, the study recommended improving the LMI of mathematics students in colleges of education. It also recommended promoting LMI for students with good or lower GPA averages, and students in academic levels of two years or less.
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