College of Teacher Education: Generalist │ 2018

TEACHING STRATEGIES OF MILLENNIAL TEACHERS TO CATER TO

MULTIPLE INTELLIGENCES
Abarcar, Mollie Anne C., Garcia Lean M., II Perez, Felepe M., Martinez, Theresa
Marie A., Galliguez, Amelia E., Devera, Chrysanthimum D.

INTRODUCTION

ABSTRACT

This study is conducted to determine the teaching strategies perceived by millennial

teachers to cater to multiple intelligences in Urdaneta I Central School during the academic year
2017-2018. Especially, it sought to answer the problems: 1) What are the teachers profile in
terms of the following attributes: age, sex, number of years in teaching, highest educational
attainment. 2) What are the teaching strategies perceived by Millennial Teachers to cater to
Multiple Intelligences. (3) To what extent do the teaching strategies perceived by millennial
teachers to cater to Multiple Intelligences? (4) Is there significant difference in the teaching
strategies perceived by the Millennial Teachers to cater Multiple Intelligences across profile
variables. The research design used in the study was descriptive survey method. It was used by
the researchers to gather the needed information and the characteristic of this method were
used as tool to know what are the teaching strategies perceived by millennial teachers to cater
to multiple intelligences, to what extent do the teaching strategies perceived by Millennial
Teachers to cater to Multiple Intelligences, and is there significant difference in the teaching
strategies perceived by the Millennial Teachers to cater Multiple Intelligences across profile
variables. The subject of the study was the 36 Millennial Teachers of Urdaneta I Central School
during the school year of 2017-2018. The respondents of the study were the millennial teachers
in Urdaneta I Central School, Urdaneta City. The teaching strategies perceived by millennial
teachers to cater to Multiple Intelligences of the millennial teachers are project based learning,
jigsaw method, discovery learning, demonstration, practical work, active learning, graphic
organizers, collaborative learning, concept and word mapping, constructivist, fun oriented
approach, case method, inquiry based, issue based method, classroom experiment, community
based method, teaching with visualization, utilizing technology in the classroom, contextual
learning and role playing is it is highly and very highly perceived. In light of the findings and
conclusions, the researchers recommended that millennial teachers must continue to level up by
pursuing graduate education for further mastery and extend the used of teaching strategies for
the 21st century. Millennial teachers should continuously use and adopt different teaching
strategies to enhance the ability and knowledge of the pupils and to further motivates and
Background of the Study
encourages active participation among pupils. Millennial teachers must master and extent the
use ofTeaching
different teaching his or her
skills.own set teachers
of unique strength,
in thestrategies for the 21st century
twenty-first needs, interest
Future
and learning
should
styles.
conduct
In
studies on the extent of practice
century emphasizes diversity and on the different strategies of millennial teacher.
today’s classrooms, educators are
recognizing that each student possesses expectedMultiple
to Intelligences
provide equitable
Keywords: Teaching, Strategies, Millennial, Teachers,
opportunities for students to achieve
their full potential in all aspects of
 College of Teacher Education: Generalist │
development. Students come in the
classroom as individual with unique
culture, ethnicities, beliefs and attitudes
(McFarlane, 2011). It is believed and
assumed that educators embrace these
differences by adapting their teaching
practices to better meet the abilities,
personalities, and learning style of their
students (Levy, 2008).
According to Gouws (2007),
educators are now, more than ever,
confronted with the problems of how to
accommodate difference or meet needs
of individual learners, and how to help
them achieve their maximum potential.
According to Dryden and Vos (2005) as
cited by Gouws (2007), pointed out that
many educators throughout the world
are still teaching in ways similar to the
blackboard and chalk, desk in rows
classroom model. Hence, teaching and
learning strategies have to be adapted
to a new conceptual framework that
caters for the demands made by the
new education system. The biggest
demand on educators is to teach beyond
the traditional intelligences, namely
linguistic and logical-mathematical.
Helping students learn effectively
is a challenge to teachers. Teachers
must realize that one type of teaching
method is not sufficient (Suraiti
Sulaiman & Tajularipin Sulaiman, 2010).
According to Ball and Perry (2009) as
cited by Sulaiman (2010), effective
teaching strategies are essential in
ensuring successful teaching and
learning process. Individual qualities
within each teacher had been
recognized as a major influence on their
capacity and ability in creating
opportunities for their students to learn
effectively. Identifying teaching
strategies whereby teachers are
2018
comfortable in their teaching and
students learn in joyful and relax
environment will be beneficial for
education. It is vital that all learning
materials should include opportunities
for students to develop their strength
and strengthen their weaknesses in
each particular intelligence area (Lash,
2004).
Janelle Cox (2013) said that
effective teachers are always on the
prowl for new and exciting teaching
strategies that will keep their students
motivated and engaged. According to
Brown (2007) as cited by
Mojtahedzadeh (2012), Strategies are
defined as the specific methods of
approaching a problem or task, the
modes of operation for achieving a
particular end and the plan designs for
controlling and manipulating certain
information. According to Chamot
(2004) as cited by Mojtahedzadeh
(2012), describes learning strategies as
the thoughts and actions that individuals
use to accomplish a learning goal. Jamie
Goodwin (2016), stated that a teaching
strategy is a method used to convey
information to the students. There may
be a particular strategy that works with
group of students one year that would
not work with students the next year.
Because of this, it is important to have
guts of teaching strategies in the
toolbox.
Furthermore, Steve Armstrong
(2013), said that teaching strategies
refer to methods used to help students
learn the desired course contents and
be able to develop achievable goals in
the future. Teaching strategies identify
the different available learning methods
to enable them to develop the right
 College of Teacher Education: Generalist │
strategy to deal with the target group
identified.
In addition, the term millennial
were coined in the early 2000’s by
researchers Neil Howe and William
Strauss. Millennials are the people born
from 1980 to the start of the new
millennium. Australia’s McCrindle
research regards 1980-1994 as
Generation Y birth years. A 2013
Pricewaterhouse Coopers report used
1980-1995 as the millennial generation.
Gallup Inc, and MSW Research also
used 1980-1996. Goldman Sachs,
Resolution Foundation and a 2013 Time
Magazine cover story all used the 1980-
2000.
Therefore, this is why it has led
researchers to determine, analyze, and
evaluate the teaching strategies
perceived by millennial teachers to cater
to multiple intelligences.
Theoretical Framework
This study was based on Multiple
Intelligences Theory of Howard Gardner.
According to Gardner as cited by
Lorenzo (2013), human beings have
nine different kinds of intelligences that
reflect different ways of interacting with
the world. These are the verbal-
linguistic intelligence, mathematical-
logical intelligence, musical intelligence,
visual-spatial intelligence, bodily
kinesthetic intelligence, interpersonal
intelligence, intrapersonal intelligence,
naturalist intelligence and existential
intelligence.
The types of intelligence that a
person possesses indicates not only a
person’s capabilities, but also the
manner or method in which they prefer
to learn and develop their strengths.
2018
According to Gouws (2007), the multiple
intelligence theory now creates
opportunities for educators and
encourages then to think of teaching,
learning and assessment in a different
way, to meet the needs of a variety of
the intelligences. According to Sulaiman
et al. (2010), multiple intelligence theory
provides a platform and guidance to
teachers to use integrated strategies
and instructional activities to cater to
the different needs of students in terms
of intelligence profile, learning style and
learning preferences.
Kolb’s learning styles also known as the
four stages of learning by David Kolb.
The learning styles theory named the
four stages of learning, made clear that
there is not just one learning style but
that there are more methods and that
individuals have their own preferred
learning styles. David Kolb discover that
people are inclined to particularly
develop the learning phase they are
good at. This is why he thinks that it is
good to pay attention to the ways of
learning they are less proficient at.
Conceptual Framework
This study forwards the concept
of the study presents in the independent
variable the profile of the teachers
regarding age, sex, number of years in
teaching, and highest educational
attainment. In the dependent variable is
the teaching strategies perceived by
millennial teachers to cater to multiple
intelligences. Described in the
conceptual basis of the study, are
related to the two variables that give
importance to the independent variable
and dependent variable.
 College of Teacher Education: Generalist │ 2018
According to Eileen O’Shanassy d. highest educational
(2017), as the millennial generation attainment?
takes its place on the workforce,
changes are ensuing. Education in 2. What are the teaching strategies
particular, has undergone some method perceived by millennial teachers to cater
changes in teaching since many to multiple intelligences?
millennial teachers are coming into their 3. To what extent do the teaching
own. Characterize by qualities like strategies perceived by millennial
transparency, outspoken behavior, and teachers to cater to multiple
collaboration, these younger individuals intelligences?
are a far from the traditional teacher 4. Is there significant difference in the
stereotype. These educators are teaching strategies perceived by
changing the country’s education millennial teachers to cater to multiple
system, slowly but surely. intelligences across profile variables?

Independent Dependent Null Hypothesis

Teaching Based on the above mention

Teacher’s profile
Strategies problems, the researchers formulated
Perceived by the hypothesis of the study in its null
a. age;
Millennial form that there is no significant
b. sex;
difference in the teaching strategies
c. number of Teachers to
perceived by Millennial Teachers to cater
years in Cater to Multiple
to Multiple Intelligences across profile
teaching; and Intelligences variables. The hypothesis was analyzed
d. highest
at 0.05 level of significance.
educational
attainment? Scope and Delimitations of the
Study
This study delimited its coverage
Statement of the Problem on the thirty-six (36) Teachers of
This study determined the teaching Urdaneta I Central School. Its main
strategies perceived by millennial purpose is to study the profile and
teachers to cater to multiple perception of the millennial teachers on
intelligences in Urdaneta I Central what teaching strategies employed to
School. cater to multiple intelligences. This
Specifically, this study sought to study considers every aspect of
answer the following questions: teacher’s profile including age, sex,
1.What is the profile of the respondents number of years and highest
in terms of the following attributes: educational attainment.
a. age;
b. sex; This study covers on the project
c. number of years in teaching; based learning, jigsaw method,
and discovery learning, demonstration,
practical work, active learning, graphic
 College of Teacher Education: Generalist │
organizers, collaborative learning,
concept and word mapping,
constructivist, fun oriented approach,
case method, inquiry based, issue based
method, classroom experiment, issue
based method, classroom experiment,
community based method, teaching with
visualization, utilizing technology in the
classroom, contextual learning and role
playing perceived by millennial teachers
to cater to multiple intelligences, to
what extent do the teaching strategies
perceived by millennial teachers to cater
to multiple intelligences and is there
significant difference in the teaching
strategies perceived by the millennial
teachers to cater multiple intelligences
across profile variables.
Each respondent is given same
questionnaires to answer. Furthermore,
this study focuses on the current
teachers of the present year, 2017-
2018.
RESEARCH METHODOLOGY
Research Design
This study used descriptive
survey method. The descriptive aspects
include fact-finding study with adequate
and accurate interpretation of findings.
According to Calderon (2008) as cited
by Alberto et al. (2011), descriptive
method is also known as statistical
research, it describes data characteristic
about population or phenomenon being
study.
Respondents of Study and
Sampling Scheme
The respondents of the study were
the Millennial Teachers in Urdaneta I
Central School, Urdaneta City, during
the academic year 2017-2018. The
2018
researchers’ used convenience sampling
scheme. The teachers whose age
ranged 38 below are considered
millennial teachers.
Data Gathering Instrument
The researchers prepared a
questionnaire checklist with the
assistance of their research adviser.
Their adviser and three experts
validated the instrument. This
instrument was composed of two parts.
Part I aims to gather data about the
personal profile of teacher in terms of
age, sex, number of years in teaching
and highest educational attainment. Part
II aims to determine what are the
teaching strategies employed by
millennial teachers perceived to cater to
multiple intelligences and to what extent
do the teaching strategies employed by
millennial teachers perceived to cater to
multiple intelligences.
Procedure and Validation
The researchers sought the
permission to conduct the study from
the principal. With the help of the
teachers, the researchers administered
and retrieved the questionnaire. The
administration of the test was held on
April 19, 2018 and the retrieval of the
test was on the same day.
To validate the instrument, it was
validated by three instructors of UCU
and school principal of UICS who were
not included in the study. The main
objective of the validation was to
ascertain that every question is clearly
understood and within experience of the
actual respondents of the study. This is
 College of Teacher Education: Generalist │ 2018
to ensure that the respondents would Legend:
not find difficulty in answering the Mean Scale Descriptive
questionnaire and data to be gathered Equivalent
would be valid and reliable. 4.20-5.00 Very Highly Perceived
3.40-4.19 Highly Perceived
Ethical Consideration
2.60-3.39 Moderately Perceived
The researchers study made use 1.80-2.59 Somewhat Perceived
of anti-plagiarism to check and balance 1.00-1.79 Not Perceived
the ideas and views and the authors
cited in the review of related literature RESULTS AND DISCUSSION
and studies. This chapter presents the
presentation, analysis, and
On the other hand, a grammar interpretation of data in relation to the
check was employed using the same stated problems of the study such as:
application to rectify or correct the (1) Profile of the respondents along the
usage of grammar rules in the research following attributes: age, sex, number of
manuscript. The preliminary and years in teaching, and highest
grammar check application showed that educational attainment, (2) What are
2% were obtained in plagiarism and the teaching strategies perceived by
90% was the score of grammar millennial teachers to cater to multiple
checking, respectively. It indicates that intelligences, (3) To what extent do the
the researchers abide of the rules and teaching strategies perceived by
regulations implemented by the millennial teachers to cater to multiple
Research Center of the University. intelligences and (4) Is there significant
Likewise, the confidentiality of difference in the teaching strategies
the formal letters addressed to the perceived by the millennial teachers to
officials like the principal, the teachers, cater multiple intelligences across profile
and the instructors, as the respondents variables.
confidentially kept. Lastly, honesty also
observed in treating the responses of Table 1, presents the
the respondents in particular of their respondents profile regarding age, sex,
views and comment to serve as the data number of years in teaching and highest
bank for the presentation of analysis for educational attainment. It can be seen
the results and the discussion of the from the table that the respondent’s
findings. profile is the following characteristics,
Tool for Data Analysis with the corresponding frequency
counts and percentages.
To establish valid and reliable
results and interpretation of the data, Age. Table 1 shows that there
respondents, frequency counts are seven (7) or 19.4% respondents
percentage, average weighted mean, who are under the age of twenty to
analysis of variance (ANOVA), T-test and twenty-five years old (20-25), fifteen
Post- hoc were utilized. (15) or 41.7% of the respondents are
under the age of twenty-six (26) to
 College of Teacher Education: Generalist │ 2018
thirty (30) years old, fourteen (14) or
38.9% are under the age of thirty-one
(31) to thirty-eight (38). These indicate
that the respondents are mostly 26 to
30 years old.
Sex. Twelve (12) or 33.3% of
the respondents are male, twenty-four
(24) or 66.7% are female. These
indicate that the majority of the
respondents is female.
Number of Years in Teaching. Highest Educational
As shown in Table 1, twelve (12) or Attainment.
33.3% of the respondents are 1-5 years As shown in Table 1, twenty-
in teaching, nineteen (19) or 52.8% are seven (27) or 75.0% of the respondents
6-10 years of teaching, and five (5) or are college graduate, three (3) or 8.3%
13.9% are 11 years and above in are with MA units, and six (6) or 16.7%
teaching. These indicate that most of are MA Holder. These indicate that the
the interviewees are in 6 to 10 years in majority of the respondents are college
teaching. According to Lagmay (2000), graduate.
he emphasized that teaching experience
has a significant influence on student
achievement and teacher competency.
Teachers’ long years of experience
enable the teachers to use different
strategies to improve their teaching
performance and at the same time their
students’ academic performance.

Table 1
Profile of the Respondents’
n=36
Profile Frequency (f) Percentage (%)
Age
20-25 7 19.4
26-30 15 41.7
31-38 14 38.9
Sex
Male 12 33.3
Female 24 66.7
Number of Years in Teaching
1-5 12 33.3
6-10 19 52.8
11 and above 5 13.9
Highest Educational Attainment
College Graduate 27 75.0
With MA units 3 8.3
MA Holder 6 16.
 College of Teacher Education: Generalist │ 2018

Table 2
Extent of Teaching Strategies Perceived by Millennial Teachers
to Cater to Multiple Intelligences
n=36

Teaching Strategies Weighted Descriptive Equivalent

Mean
1.PROJECT BASED LEARNING 4.36 Very Highly Perceived
2. JIGSAW METHOD 3.94 Highly Perceived
3. DISCOVERY LEARNING 4.39 Very Highly Perceived
4. DEMONSTRATION 4.64 Very Highly Perceived
5. PRACTICAL WORK 4.33 Very Highly Perceived
6. ACTIVE LEARNING 4.42 Very Highly Perceived
7. GRAPHIC ORGANIZERS 3.92 Highly Perceived
8. COLLABORATIVE LEARNING 4.44 Very Highly Perceived
9. CONCEPT AND WORD MAPPING 3.92 Highly Perceived
10.CONSTRUCTIVIST 4.00 Highly Perceived
11. FUN ORIENTED APPROACH 4.36 Very Highly Perceived
12. CASE METHOD 3.89 Highly Perceived
13. INQUIRY BASED 4.17 Highly Perceived
14. ISSUE BASED METHOD 3.67 Highly Perceived
15. CLASSROOM EXPERIMENT 4.00 Highly Perceived
16. COMMUNITY BASED PROJECT 4.00 Highly Perceived
17. TEACHING WITH VISUALIZATION 4.50 Very Highly Perceived
18.UTILIZING TECHNOLOGY IN THE CLASSROOM 4.44 Very Highly Perceived
19.CONTEXTUAL LEARNING 4.50 Very Highly Perceived
20. ROLE PLAYING 4.08 Highly Perceived

Average Weighted Mean 4.20 Very Highly Perceived

Table 2 presents the extent of weighted mean of 4.64 that means that
the millennial teachers perceived the these teaching strategies are very highly
teaching strategies to cater to Multiple perceived by the millennial teachers.
Intelligences and these are project The issue-based method has the lowest
based learning, jigsaw method, weighted mean of 3.67 and the
discovery learning, demonstration, descriptive equivalent is highly
practical work, active learning, graphic perceived. The overall weighted mean
organizers, collaborative learning, was 4.20 and it has a descriptive
concept and word mapping, equivalent of very highly perceived.
constructivist, fun oriented approach,
case method, inquiry based, issue based
method, classroom experiment, issue
based method, classroom experiment,
community based method, teaching with
visualization, utilizing technology in the
classroom, contextual learning and role
playing. Demonstration has the highest
 College of Teacher Education: Generalist │ 2018
Table 3
Significant Difference in the Teaching Strategies Perceived by Millennial Teachers to Cater
to Multiple Intelligences Across Age
n=36
Teaching Sum of squares df Mean square F Significance Remark
strategies s
Project-Based .501 2 .250 .464 .633 NS
Learning 17.805 33 .540

Jigsaw Method 7.075 2 3.537 3.788 .033 S

30.814 33 .934

Discovery 1.513 2 .756 1.311 .283 NS

Learning 19.043 33 .577
Demonstration .044 2 .022 .051 .951 NS
14.262 33 .432
Practical work 2.495 2 1.248 2.655 .085 NS
15.505 33 .470
Active learning .864 2 .432 .717 .496 NS
19.886 33 .603
Graphic 2.945 2 1.473 1.357 .271 NS
Organizers 35.805 33 1.085
Collaborative .798 2 .399 .819 .450 NS
Learning 16.090 33 .488
Concept and 5.536 2 2.768 2.454 .101 NS
word mapping 37.214 33 1.128
Constructivist .857 2 .429 .402 .672 NS
35.143 33 1.065
Fun Oriented .229 2 .115 .157 .855 NS
approach 24.076 33 .730
Case Method .108 2 .054 0.41 .960 NS
43.448 33 1.317
Inquiry based .352 2 .176 .257 .775 NS
22.648 33 .686
Issue-based 4.495 2 2.248 1.630 .211 NS
Method 45.505 33 1.379
Classroom .481 2 .240 .237 .791 NS
experiment 33.519 33 1.016
Community 1.924 2 .962 .792 .461 NS
based project 40.076 33 1.214

Teaching with 2.314 2 1.157 2.600 0.89 NS

Visualization 14.686 33 .445
Utilizing .146 2 .073 .116 .891 NS
technology in 20.743 33 .629
the classroom
Contextual 2.529 2 1.264 2.883 .070 NS
Learning 14.471 33 .439
Role Playing 2.888 2 1.444 1.259 .297 NS
37.862 33 1.147
OVER ALL .096 2 .048 .278 .759 NS
5.697 33 .173
___________________________________________________________________________
 College of Teacher Education: Generalist │ 2018
As shown in Table 3, presents the
significant difference in the teaching
Since from the ANOVA Test from
strategies perceived by millennial
Jigsaw Method, there is significant
teachers to cater to Multiple
difference but from the Post Hoc Test, it
Intelligences. There is significant
cannot show that there is really
difference in the use of jigsaw method
significant difference among the group
perceived by millennial teachers to cater
between age 26 to 30 years old and 31
to Multiple Intelligences as shown in the
to 38 years old because there is not
F value 3.788 with the significance value
enough number of respondents to
of .033. This led the rejection of null
represents the differences among the
hypothesis. Therefore, there is
group but it is almost significant with a
significant difference in the teaching
significance value of 0.056.
strategies perceived by millennial
teachers to cater to multiple
intelligences across age.
Furthermore, Honeychurch
(2012), conducted a study on the jigsaw
method in which the students from the
expert groups had to teach other
students by posting their discussions
online and then meeting up with the
tutor to give presentation of their
discussions to the class. Overall the
students achieved marks that were
significantly higher than before as well
as a reduction in the number of failures.

Table 4
Post Hoc Test on Significant Difference in Teaching Strategies Perceived by the
Millennial Teachers to Cater to Multiple Intelligences Across Age
Teaching Age Mean Std. Error Significance Remarks
Strategy Difference
Jigsaw 26 to 30 -.900 .359 .056 NS
Method years old-
31 to 38
years old
 College of Teacher Education: Generalist │ 2018
As shown in Table 5 on the next Since from the ANOVA Test from
page, across sex there is seems to be Jigsaw Method, there is significant
significant difference in the teaching difference but from the Post Hoc Test, it
strategies perceived by Millennial cannot show that there is really
Teachers on Concept and Word significant difference among 1 to 5
Mapping. As shown in the T value of - years in teaching and 6 to 10 years in
2.798 the significance value of .008 this teaching with a significance value of
is less than significant of 0.05. .511. There is a significant difference of
Therefore, there is significant difference practical work and role playing in the
in the use of Concept and Word Post Hoc Test with a significance value
Mapping strategy to cater to Multiple of .026 and .046 respectively
Intelligences across sex.
In the Post Hoc test it is
understood that there is really a
significant difference between male and
female.
As shown in Table 6, there is
significant difference in the teaching
strategies perceived by Millennial
Teachers on the use of jigsaw method,
practical work and role playing to cater
to Multiple Intelligences as shown in the
F value 4.069, 4.129, and 4.164
respectively. With the significance value
of .026, .025, and .024 respectively.
This led the rejection of null hypothesis.
Therefore, there is significant difference
in the teaching strategies perceived by
millennial teachers to cater to multiple
intelligences across the number of years
in teaching.
 College of Teacher Education: Generalist │ 2018

Table 5
Significant Difference in the Teaching Strategies Perceived by
Millennial Teachers to Cater to Multiple Intelligences Across Sex
n=36
Teaching strategies Mean Mean t Df Sig.(2-tailed) Remarks
Difference
s
Project-Based Learning 4.33 -.042 -.161 34 .873 NS
4.38
Jigsaw Method 3.67 -.417 -1.137 34 .263 NS
4.08

Discovery Learning 4.25 -.208 -.764 34 .450 NS

4.46

Demonstration 4.75 .167 .732 34 .469 NS

4.58
Practical Work 4.33 .000 .000 34 1.000 NS
4.33

Active Learning 4.58 .250 .916 34 .366 NS

4.33
Graphic Organizers 3.75 -.250 -.667 34 .509 NS
4.00

Collaborative Learning 4.25 -.292 -1.195 34 .240 NS

4.54
Concept and Word Mapping 3.25 -1.000 -2.798 34 .008 S
4.25
Constructivist 3.83 -.250 -.692 34 .494 NS
4.08

Fun Oriented Approach 4.58 .333 1.136 34 .264 NS

4.25
Case Method 3.75 -.208 -.523 34 .605 NS
3.96

Inquiry Based 4.00 -.250 -.869 34 .391 NS

4.25

Issue Based Method 3.75 .125 .292 34 .772 NS

3.63

Classroom Experiment 3.92 -.125 -.354 34 .725 NS

4.04
Community Based Project 3.75 -.375 -.967 34 .340 NS
4.13
Teaching with Visualization 4.50 .000 .000 34 1.000 NS
4.50
Utilizing Technology in the 4.50 .083 .301 34 .765 NS
Classroom 4.42

Contextual Learning 4.33 -.250 -1.015 34 .317 NS

4.58

Role Play 3.83 -.375 -.982 34 .333 NS

4.21

Over all 4.10 -.154 -1.074 34 .290 NS

4.25
 College of Teacher Education: Generalist │ 2018
Table 6
Significant Difference in the Teaching Strategies Perceived
by Millennial Teachers to Cater to Multiple Intelligences
Across Number of Years in Teaching
n=36

Teaching strategies Sum of Squares Df Mean Square F Sig. Remarks

Project Based Learning .435 2 .217 .401 .673 NS

17.871 33 .542

Jigsaw Method 7.496 2 3.748 4.069 .026 S

30.393 33 .921

Discovery Learning .207 2 .104 .168 .846 NS

20.348 33 .167

Demonstration .224 2 .112 .262 .771 NS

14.082 33 .427

Practical Work 3.603 2 1.801 4.129 .025 S

14.397 33 .436

Active Learning 2.652 2 1.326 2.418 .105 NS

18.098 33 .548

Graphic Organizers 4.675 2 2.338 2.264 .120 NS

34.075 33 1.033

Collaborative Learning ..435 2 .218 .437 .650 NS

16.454 33 .499

Concept and Word Mapping 6.357 2 3.179 2.882 .070 NS

36.393 33 1.103

Constructivist 3.125 2 1.563 1.569 .223 NS

32.875 33 .996

Fun Oriented Approach .421 2 .211 .291 .749 NS

23.884 33 .724

Case Method .716 2 .358 .276 .761 NS

42.839 33 1.298

Inquiry Based .125 2 .063 .090 .914 NS

22.875 33 .693

Issue Based Method 3.336 2 1.668 1.180 .320 NS

46.664 33 1.414

Classroom Experiment 1.007 2 .504 .504 .609 NS

32.993 33 1.000

Community Based Project 4.028 2 2.014 1.750 .189 NS

37.972 33 1.151

Teaching with Visualization .712 2 .356 .722 .494 NS

16.288 33 .494

Utilizing Technology in the .285 2 .143 .229 .797 NS

Classroom 20.604 33 .624

Contextual Learning .546 2 .273 .548 .583 NS

16.454 33 .499

Role Playing 8.212 2 4.106 4.164 .024 S

32.538 33 .986
35

Over All .376 2 .188 1.145 .330 NS

5.462 33 .168
 College of Teacher Education: Generalist │
As shown in Table 6, there is
significant difference in the teaching
strategies perceived by Millennial
Teachers on the use of jigsaw method,
practical work and role playing to cater
to Multiple Intelligences as shown in the
F value 4.069, 4.129, and 4.164
respectively. With the significance value
of .026, .025, and .024 respectively.
This led the rejection of null hypothesis.
Therefore, there is significant difference
in the teaching strategies perceived by
millennial teachers to cater to multiple
intelligences across the number of years
in teaching.
2018
Since from the ANOVA Test from
Jigsaw Method, there is significant
difference but from the Post Hoc Test, it
cannot show that there is really
significant difference among 1 to 5
years in teaching and 6 to 10 years in
teaching with a significance value of
.511. There is a significant difference of
practical work and role playing in the
Post Hoc Test with a significance value
of .026 and .046 respectively.

Table 7
Post Hoc Test on Significant Difference in Teaching Strategies
Perceived by the Millennial Teachers to Cater to Multiple Intelligences
Across Number of Years in Teaching
Teaching NYT Mean Std. Significance Remarks
Strategy Difference Error
Jigsaw 1 to 5 years— 3.00 -1.267 .511 NS
Method 6 to 10 years

Practical Work 1 to 5 years— .697 .244 .026 S

6 to 10 years

Role Playing 1 to 5 years— -.952 .366 .046 S

6 to 10 years
 College of Teacher Education: Generalist │ 2018
SUMMARY OF FINDINGS case method, inquiry based, issue based
method, classroom experiment, issue
This study was conducted to determine
based method, classroom experiment,
to what extent do the teaching
community based method, teaching with
strategies perceived by millennial
visualization, utilizing technology in the
teachers to cater to multiple
classroom, contextual learning and role
intelligences in Urdaneta I Central
playing.
School, Urdaneta City, Pangasinan.
Demonstration has the highest
1.Specifically, it sought to answer weighted mean of 4.64 that means that
the following questions: problem this teaching strategy is very highly
number one dealt with the respondent’s perceived by the millennial teachers.
profile regarding their age, sex, number The issue-based method has the lowest
of years in teaching, and highest weighted mean of 3.67 and the
educational attainment; problem descriptive equivalent is highly
number two dealt with the teaching perceived. The overall weighted mean
strategies perceived by millennial was 4.20 and it has a descriptive
teachers to cater to multiple equivalent of very highly perceived.
intelligences. Problem number three
focused on the extent do the teaching 3.There is significant difference in
strategies perceived by millennial the teaching strategies perceived by
teachers to cater to multiple Millennial Teachers to cater to Multiple
intelligences. Problem number four deals Intelligences. There is significant
with the significant difference in the difference in the teaching strategies
teaching strategies perceived by the perceived by Millennial Teachers on the
millennial teachers to cater to multiple jigsaw method to cater to Multiple
intelligences across profile variables. Intelligences as shown in the F value
3.788 with the significance value of
1.Majority of the millennial .033. This led the rejection of null
teachers were (15 or 41.7 percent) hypothesis. Therefore, there is
belong the age bracket of 26 – 30 years significant difference in the teaching
old, female (24 or 66.7 percent), (19 or strategies perceived by Millennial
52.8 percent) are six to ten years in Teachers to cater to multiple
teaching, and (27 or 75.0 percent) are intelligences across age.
College Graduate.
There is significant difference but
2.The teaching strategies from the Post Hoc Test, it cannot show
perceived by Millennial Teachers to that there is really significant difference
cater to Multiple Intelligences are among the group between age 26 to 30
project based learning, jigsaw method, years old and 31 to 38 years old
discovery learning, demonstration, because there is not enough number of
practical work, active learning, graphic respondents’ to represents the
organizers, collaborative learning, differences among the group but it is
concept and word mapping, almost significant with a significance
constructivist, fun oriented approach, value of 0.056.
 College of Teacher Education: Generalist │ 2018
Across sex there is seems to be
significant difference in the Concept and
Word Mapping perceived by Millennial
Teachers to cater to Multiple CONCLUSION
Intelligences. As shown in the T value of
-2.798 the significance value of .008 this In light of the findings of the study, the
is less than significant of 0.05. following conclusions were drawn:
Therefore, there is significant difference 1. Most of the respondents
in the use of Concept and Word belong to 26 to 38 years old, most of
Mapping strategy to cater to Multiple them are female who have been
Intelligences across sex. working for 6 to 10 years and most of
In the Post Hoc test it is them are College Graduate.
understood that there is really a 2. With a Weighted Mean of 4.64,
significant difference between male and demonstration has the highest weighted
female in the teaching strategies mean, that means that this teaching
perceived by millennial teacher to cater strategy is very highly perceived by the
to multiple Intelligences. millennial teachers.
There is significant difference in 3. There is significant difference
the jigsaw method, practical work and in the teaching strategies perceived by
role playing perceived by the Millennial Millennial Teachers to cater to Multiple
Teachers to cater to Multiple Intelligences across profile variables.
Intelligences as shown in the F value Therefore, the null hypothesis is
4.069, 4.129, and 4.164 respectively. rejected.
With a significance value of .026, .025,
and .024 respectively. This led the
rejection of null hypothesis. Therefore,
there is significant difference in the
teaching strategies perceived by
Millennial Teachers to cater to multiple
intelligences across the number of years
in teaching.
There is significant difference but
from the Post Hoc Test, it cannot show
that there is really significant difference
among 1 to 5 years in teaching and 6 to
10 years in teaching with a significance
value of .511. There is a significant
difference of practical work and role
playing in the Post Hoc Test with a
significance value of .026 and .046
respectively.
 College of Teacher Education: Generalist │ 2018
Freedman, R.(2015).Enhanced
Possibilities for Teaching and Learning:
A Whole
School Approach to Incorporating
Multiple Intelligences and
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