The purpose of the present study is effect of film type (artistic and non-artistic) on the intelligence and academic performance of the social sciences class of high school students. The statistical population of this study was all male high school students in Sanandaj who were selected using available sampling from three classes of 20-member social science course. Thus, that three groups of students assigned randomly to three groups: Experiment 1, Experiment 2 and Control group. The Research design is a quasi-experimental design with a pre-test post-test design with a control group. Thus, Students were randomly assigned to three experiments and control groups. Artistic films showed to the experimental group of 1, non-artistic showed to the experimental group 2, and the witness group did not see any films. Data was collected through standardized questionnaires; multiple Gardner intelligence and academic performance. For analyzing data, descriptive statistics; mean, standard deviation and inferential statistics; multivariate covariance analysis model with SPSS software have been used. The results showed that the type of film has a significant effect on interpersonal intelligence, introspection intelligence and academic performance of students'. In this way, the students in the experimental group 1 who had observed the artwork along with the teaching., have a better performance in interpersonal intelligence, interpersonal and academic performance compared to the control group students who did not see any movies and the experimental group 2 who saw non-art films along with teaching.

Background: Students have individual learning style preferences including visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from speech), read-write(R; learning from reading and writing), and kinesthetic (K; learning from touch, hearing, smell, taste, and sight).These preferences can be assessed using the VARK questionnaire.Purpose: We aimed to assess different learning styles of medical students in our collage. Methods: This study was conducted to describe learning styles of 214 Medical and Midwifery students in Mashhad University of medical sciences. By using the English version of the VARK questionnaire, we measured the difference in learning styles of medical students and midwifery students and compared with 57336 global general students who completed the test in VARK website up to Sep 2007.Results: The dominant learning preference of our students was Aural preference (30.8%) followed by Read/Write (20.6%), while (7.5%) were in Kinesthetic and (5.6%) were Visual learners; still most of the students (35.5%) represented a multimodal learning preference. No significant difference was found between males and females. The general pattern between medical student and Midwifery student is the same. There was a significant relation between Internship Entrance Exam score and thelearning styles of medical student and who were more Read/Write got higher scores. Conclusion: Knowing that our students have different preferred learning modes will help medical instructors in our faculty develop appropriate learning approaches and explore opportunities so that they will be able to make the educational experience more productive.