Analyzing the Reality of the Education Process at Najran University in Light of the Theory of Multiple Intelligences among Faculty Members

The current study aimed to identify the reality of the education process at the University of Najran in light of the theory of multiple intelligences among faculty members by analyzing aspects of the education process according to the theory of multiple intelligences, and a questionnaire was used to assess aspects of the education process, The study sample consisted of (480) faculty members, and the results of the study showed that the faculty members evaluation of the reality of the learning process at Najran University was moderate, and the results showed that there were no statistically significant differences in the reality of the educational process at the University of Najran in light of the theory of multiple intelligences according to the gender variable. The results also found that there were statistically significant differences in the reality of the educational process at the University of Najran in light of the theory of multiple intelligences according to the variable of the type of college in favor of the practical colleges, and a vision for the development of the education process at Najran University was also developed in light of the theory of multiple intelligences, The study recommended the need to take into account the individual differences between students in their multiple intelligences, and the necessity to encourage students to discover their multiple intelligences, which helps the teacher to define appropriate teaching methods and strategies and educational activities, and to adopt new evaluation methods based on assessing the multiple aspects of intelligence.

The Research is Financed by the Deanship of Scientific Research at Najran University, Kingdome of Saudi Arabia. No. NU/SHED/17/032

INTRODUCTION:
The educational process is of interest to any educational institution that seeks to graduate students with competence in one of the available cognitive disciplines, so analyzing and evaluating the reality of the educational process has become a necessity for its improvement. The theory of multiple intelligences has taken upon itself the task of developing the educational process in various aspects and axes of that process, whether with regard to the teacher (faculty member), the learner, the educational curriculum, classroom management, evaluation and follow-up, and that is through the necessity to take into account the diversity and difference between learners in their abilities. And various intelligences, given that this theory has indicated the existence of different types of intelligences that learners enjoy, requiring special methods and methods for the development of these different types of intelligences, and to satisfy the needs of students.
Also, the theory of multiple intelligences has made a qualitative leap in the field of educational practices and teaching, through its As for what is related to the learner, it has earned him an understanding of himself and his abilities and special intelligences that he must work on and develop in order to become more able to acquire knowledge that serves and satisfies his needs, and is commensurate with his abilities and intelligence, as for the educational curriculum. The theory of multiple intelligences indicated that it is flexible, appropriate for students 'abilities, and its inclusion in various educational activities that work to develop students' various intelligences, with the need for diversity in teaching strategies to suit the different personality styles of students, given that each type of these intelligences has a special teaching method and style.
In the field of classroom management, the theory of multiple intelligences has indicated the need to change the perception of classroom management so that it is not limited to controlling the system or maintaining the behavior of students in the classroom, but the teacher's preservation of running everything safely to ensure the ability to effectively teach and optimize the potential and capabilities of students. And the development of their multiple intelligences so that it is not limited to the development of linguistic or logicalmathematical intelligence, but also includes other neglected intelligences within the classroom, such as social, musical, physical, spatial, natural and personal intelligence, which guarantees us an increase in the effectiveness of performance in the classroom (Fathi, Nassef, and Hashem, 2002 AD) ) As for evaluation and follow-up, evaluation is considered one of the most influential links in the educational system. Any development in evaluation methods includes, in its essence, an evolution of the whole system. Hence, the theory of multiple intelligences indicated the necessity of diversifying evaluation methods to ensure targeting and developing the multiple aspects of students 'intelligences to include all types of students' multiple intelligences, and not only on developing linguistic or logical-mathematical intelligence, but extending to include other neglected intelligences in the classroom such as social and musical intelligence, the physical, the spatial, the natural, and the personal (Sheikh, 2009  were and still use one method that addresses one type of intelligence, and the theory of multiple intelligences sees the possibility of developing and enriching learners' abilities in all areas of excellence and creativity, given that intelligence is not a single type, but rather different and multiple types that include different fields. The theory of multiple intelligences also focuses on the educational content based on diversity and emphasizes the difference that must be taken into account when presenting educational programs, whether in the diversity of teaching strategies, evaluation methods, and the method of dealing with students according to the different styles of their personalities and intelligence in a manner that meets their needs and develops their capabilities. It is worth noting that the educational system of the Ministry of Higher Education in the Kingdom of Saudi Arabia urgently needs to emphasize the importance of developing the axes of the educational process in order for it to be a constructive development and change tool to face any future challenges, especially since the results of previous studies indicated that higher education institutions focus only on theoretical aspects. And lacks practical applications of the materials recorded by students, in addition to the fact that most of the teaching methods and strategies followed are below the required level in terms of their reliance on rote memorization, memorization and the ability to recall information, and their lack of addressing higher mental abilities, and only addressing the faculties of the left side of the brain such as analytical, linguistic and logical thinking, mathematical thinking, while the functions of the right side of the brain are in constant decline, such as visual-spatial thinking and creative, spatial and social thinking. This requires the need to activate the functions of the right side of the brain alongside the functions of the left side, and work on adopting and employing the hypotheses of the theory of multiple intelligences that focus on developing these functions of all kinds, given that intelligence is not one type but rather different types (Al-Oweidi, 2012).

The Problem of the study:
In light of the above, the current study will try to identify the reality of the educational process, its elements and its various aspects, the teacher (faculty member), the learner, the educational curriculum, class management, and evaluation methods) at the University of Najran in light of the theory of multiple intelligences by answering the study questions, which will be represented in the following: Aims of the study: The current study aims to: 1-Knowing the reality of the educational process at Najran University in light of the theory of multiple intelligences. The limits of the study: • Spatial limits: Najran University Time limits: applying the study tool to a random sample of faculty members for the 2019/2020 academic year.

Terms of study:
• A faculty member: He is the university teacher who practices the teaching process at the university.
• The educational process: is all the procedures and practices practiced by the educational system with the aim of developing the personality of the learner from all its elements, which interact and integrate with each other to achieve the desired goal.

Educational process:
The educational process includes many of the basic axes that must be taken care of, and showed a clear lack of professional development.
The faculty members in us are concerned with modern teaching strategies, especially those who belong to non-educational colleges in some higher education institutions.
The educational process consists of several basic aspects, namely: • A member of the faculty (teacher): is considered the basis of the educational process, and is one of the most influential factors on the quality of the educational process. As the quality and efficiency of education can only be achieved by the presence of a qualified teacher who is able to perform his role effectively, and he is able to know the weaknesses and strengths of his students, which helps him to direct them soundly and provide them with the ability to think logically, and the educational qualities of the teacher must be available In order for him to fulfill his roles appropriately, including: scientific mastery, understanding students' tendencies, aptitudes and intelligence, and taking into account individual differences among students (Hussein, 2005) The learner (the student): The learner is

Previous studies:
There are many previous studies that aimed to identify the effectiveness of teaching using

Study instrument:
To achieve the goal of the study, the two researchers referred to the theoretical literature and previous studies related to the subject of the study, then they designed a questionnaire that consisted in its final form of (50) items according to Likert's five-point scale, and the paragraphs were distributed into five areas (faculty member, student, evaluation and follow-up, class management, Educational curriculum).

Validate the study instrument:
• The validity of the referees: To verify the validity of the tool, a questionnaire was constructed aimed at assessing and analyzing aspects of the educational process in light of the theory of multiple intelligences and by referring to the educational literature and previous studies related to the subject of the study. A questionnaire was designed and presented to (10) arbitrators to verify the relevance of the paragraphs to the subject of the study and its safety the language are free from errors and the paragraphs link with its dimensions.
• Validity of consistency: To verify the validity of consistency, the study tool was applied to an exploratory sample from outside the study sample consisting of (30) faculty members.
Pearson correlation coefficient was calculated between the field and the total score of the tool. (2) shows that    There is no doubt that analyzing and evaluating the reality of the educational process has become necessary to improve that process, and the theory of multiple intelligences has taken upon itself the task of developing the educational process in the various fields and axes of that process, whether with regard to the teacher, the learner, the educational curriculum, class management, evaluation and follow-up. The field of the faculty member (the teacher) came in that educational process at Najran University and as indicated by the results in Table (      There is no doubt that analyzing and evaluating the reality of the educational process has become necessary to improve that process.
The theory of multiple intelligences has taken upon itself the task of developing the educational process in various fields and axes of that process, whether with regard to the teacher, the learner, the considering that this quality can only be achieved in the presence of a qualified teacher who is able to perform his role effectively, and who is aware of the need to take into account the diversity and difference in the abilities and intelligence of students, and to know the weaknesses and strengths of his students, which helps him guide them Proper guidance to ensure the graduation of students with competence in one of the cognitive disciplines available within the university.

Recommendations:
In light of the results of this study, the following recommendations can be made: • The necessity to encourage students to discover their multiple intelligences, which helps the teacher to define teaching methods and strategies as well as appropriate educational activities to teach them.
• The necessity to continue the diversity in educational activities, teaching methods and strategies, as well as the various educational activities inside or outside the classroom, in proportion to the students' multiple intelligences.
• The necessity to take advantage of the intelligence, so that we ensure that graduates acquire the skills of the twenty-first century.