1

Chapter I

The Problem

Introduction

In life, there is a need of people who are collectively good at different

things. A well-balanced world, well-balanced organizations, and teams

comprised of individuals who possess different intelligences. Talking about the

word intelligence, the concept of IQ testing may immediately come to mind.

Intelligence is often defined as individual intellectual potential; something

individual are born with; something that can be measured and a capacity that

is difficult to change (Cherry, 2017). In recent years, however, other views of

intelligence have emerged. One such conception is the theory of multiple

intelligences proposed by Harvard psychologist Howard Gardner.

Gardner (1991) has identified nine distinct intelligences, namely,

naturalist, musical/rhythmic, logical/mathematical, existential, interpersonal,

bodily/kinaesthetic, verbal/linguistic, intrapersonal, and visual/spatial This

theory has emerged from recent cognitive research and documents the extent

to which students possess different kinds of minds and therefore learn,

remember, perform, and understand in different ways, according to Gardner

(1991). This theory states that, “Individuals are all able to know the world

through language, logical-mathematical analysis, spatial representation,

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musical thinking, and the use of the body to solve problems or to make things,

an understanding of other individuals, and an understanding of each self.

Where individuals differ is in the strength of these intelligences - the so-called

profile of intelligences -and in the ways in which such intelligences are invoked

and combined to carry out different tasks, solve diverse problems, and progress

in various domains."

Gardner (1991) says that these differences challenge an educational

system that assumes that everyone can learn the same materials in the same

way and that a uniform, universal measure suffices to test student learning.

Indeed, as currently constituted, our educational system is heavily biased

toward linguistic modes of instruction and assessment and, to a somewhat

lesser degree, toward logical-quantitative modes as well.

Gardner (1991) also argues that, a contrasting set of assumptions is

more likely to be educationally effective. Students learn in ways that are

identifiably distinctive. The broad spectrum of students - and perhaps the

society as a whole - would be better served if disciplines could be presented in

a numbers of ways and learning could be assessed through a variety of means.

Gardner’s multiple intelligences theory can be used for curriculum

development, planning instruction, selection of course activities, and related

assessment strategies. Instruction which is designed to help students develop

their strengths can also trigger their confidence to develop areas in which they

are not as strong. Students’ multiple learning preferences can be addressed

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when instruction includes a range of meaningful and appropriate methods,

activities, and assessments. In expressing ideas or feelings, some would prefer

to write or speak while other would prefer to draw, or even dance and sing.

However, despite this reality, student’s assessment is often done without

considering how students learn (Silverman, 2006).

Cherry (2017) explained that, in order to capture the full range of

abilities and talents that people possess, Gardner suggests that people do not

have just an intellectual capacity, but have many intelligences including

musical, interpersonal, spatial-visual and linguistic intelligences.While a

person might be particularly strong in a specific area, such as musical

intelligence, they most likely possess a range of abilities. For example, an

individual might be strong in verbal, musical and naturalistic intelligence.

With the knowledge of students’ multiple intelligences, teachers can

employ and use suitable teaching aids and strategies to facilitate learning.

Curriculum and instructional material implementers will be able to design

flexible course requirements and materials that will fit to the identified multiple

intelligences of students and administrators will be provided with data relevant

to the making of policies and decisions for the improvement of curriculum

programs (Shore, 1992).

This study addressed the need to determine the multiple intelligences of

the students. Specifically, the dominant multiple intelligences of BPE-SPE

students, whether the results show significant or no significant correlation

 4

between the variables, the findings of this study will be of great help to the

teachers in understanding how their students learn.

According to Cimatu (2008) there is a gap between the way the teacher

teach and how the students learn. Learning styles and multiple intelligences

appear to close the gap. If a child cannot learn the way the teachers teach, may

be the teacher should teach the way they learn (Estrada, 2002).

On this account, Calimbo (2011) point out that, it is then imperative to

design instructional strategies and materials in consonance with the varied

learning styles and the multiple intelligences of students.

Conceptual Framework

Figure 1 presents the conceptual framework of the study, both the

BPE-SPE students and multiple intelligences.

The theory of Multiple Intelligences was developed by Gardner (1983),

professor of education at Harvard University. It suggests that the traditional

notion of intelligence, based on IQ testing, is far too limited. Instead, Gardner

(1983) proposes eight multiple Intelligences to account for a broader range of

human potential in children and adults. And now 1 intelligence was added and

now it is nine multiple intelligences namely, Visual/spatial, Intrapersonal,

Verbal/Linguistic, Bodily/ Kinesthetic, Interpersonal, Logical, Musical,

Naturalist, and Existentialist (Armstrong, 1999).

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This theory appears to be particularly true outside one’s own cultural

experience and may help to explain why multicultural classrooms often

challenge teachers and students as they seek to assign values to one another’s

unique contributions.

For example, a student with a highly developed spatial intelligence

may show a preference for and superiority in, learning about new things

through pictures , drawing activities, videotapes and computer programs

containing graphics.
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Multiple Intelligences:

 Naturalist
 Musical
BPE-SPE  Logical
 Existential
Students
 Interpersonal
 Bodily/ Kinesthetic
 Verbal/Linguistic
 Intrapersonal
 Visual/spatial

Figure 1.The Schematic Diagram of the Study.

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Statement of the Problem

This study attempted to determine the different multiple intelligences

among the BPE-SPE students of Bukidnon State University in the S.Y. 2017-

2018.

Specially, it seeks to answer the following question:

1. What are the dominant Multiple Intelligences of BPE-SPE students?

Significance of the study

The researchers believe that the result of the study can give benefits to

the following stakeholders;

The teachers of Bukidnon State University, the knowledge of their

students’ multiple intelligence can help them match their teaching strategies

of students to facilitate effective teaching and successful learning.

Instructional materials designers and implementers will be able to design

materials that will fit to the identified multiple intelligences of students as they

affect academic achievement.

Curriculum designers will be able to include flexible course requirements

that will likewise match to the different multiple intelligences of the students.

Administrators will be provided with data relevant to the making of

policies and decisions for the improvement of curriculum programs.

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Definition of Terms

Multiple of Intelligence- Multiple of Intelligence (MI) is a theory developed

by Howard Gardner, Harvard Graduate Professor in the School of Education, in

1983. Gardner’s theory sustains that each person possesses several

intelligences which are used to carry out specific tasks (Heming, 2008).

Bodily/kinesthetic Intelligence – refers to the ability to control body

movements and handle objects skillfully. Kinesthetic learners express

themselves through movement.

Existential Intelligence – can be defined as the ability to be sensitive to,

or have the capacity for, conceptualizing or tackling deeper or larger questions

about human existence, such as the meaning of life, why are we born, why do

we die, what is consciousness, or how did we get here (Wilson. 1997).

Interpersonal Intelligence – refers to the ability to relate and understand

others. The learners try to see things from other people’s point of view in order

to understand how they think and feel. They often have an uncanny ability to

sense feelings, intentions and motivations.

Intrapersonal Intelligence – refers to the ability to self-reflect and be

aware of one’s inner state of being. These learners try to understand their

inner feelings, dreams, relationships with others, and strengths and

weaknesses.
 9

Logical/Mathematical Intelligence – refers to the ability to use reason,

logic and numbers. These learners think conceptually in logical and numerical

patterns making connections between pieces of information. Always curious

about the world around them, these learners ask lots questions like to do

experiments.

Musical/Rhythmic Intelligence – refers to produce and appreciate music.

Musically inclined learners think in sounds, rhythms and patterns. They

immediately respond to music either appreciating or criticizing what they hear.

Naturalist Intelligence – deals with sensing patterns in and making

connections to elements in nature. People possessing enhanced levels of this

intelligence may also be very interested in other species, or in the environment

and the earth (Wilson, 1998)

Verbal/ Linguistic Intelligence – refers to the ability to use words and

language. Verbal learners have highly developed auditory skills and are

generally elegant speakers. They think in words rather than pictures.

Visual/Spatial Intelligence – refers to the ability to perceive the visual.

Visual learners tend to think in pictures and need to create vivid mental

images to retain information. They enjoy looking at maps, charts, pictures,

videos, and movies.

Delimitations of the Study

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The study will be delimited to the determining of the extent of preference

in the different multiple intelligences among the 148 3rd year BPE-SPE

students in Bukidnon State University 20% from that population will be our

respondents in this school year 2017-2018. 30 students from 3rd year BPE-SPE

students will be randomly selected as a respondent of this study.

The study focuses on the nine classifications of intelligences by Howard

Gardner, namely, bodily/kinesthetic intelligence, existential intelligence,

interpersonal intelligence, intrapersonal intelligence, logical/mathematical

intelligence, musical/rhythmic intelligence, naturalist intelligence, verbal/

linguistic intelligence, and visual/spatial intelligence. In data gathering, the

study used of the Multiple Intelligence Survey revised by Walter Mackenzie

(1999).
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Chapter 2

Review of Related Literature

This chapter presents a review of theories, concepts, and studies which

have had bearing to this study.

Intelligence can be defined in several unique ways. It is considered to be

the potential for finding or creating solutions for problems, which involves

gathering new knowledge the ability to create products and to provide valuable

services and a 4 bio psychological potential to process information that can be

motivated in a cultural setting to solve problems that are of value in a culture.

Most people maintain that there is a single intelligence; typically people think

of intelligence using the Stanford Binet IQ test which measured the

chronological age and maturation age of a person to determine IQ. The MI

theory holds that each person possesses eight intelligences, and uses them to

carry several kinds of tasks (Great performances, 2002; Shearer, 2004;

Gardner, 2006).

The Multiple Intelligence Theory (MI) was developed by Howard Gardner,

Harvard Graduate Professor in the School of Education, in 1983. Gardner’s

theory sustains that each person possesses several intelligences which are

used to carry out specific tasks (Heming, 2008).

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Gardner’s theory debuted in his first book entitled Frames of Mind, where

he defined seven intelligences. Those first seven intelligences were:

Interpersonal, Intrapersonal, Kinesthetic, Linguistic/Verbal,

Logical/Mathematical, Musical, and Spatial (Concept to Classroom, 2004).

Interpersonal intelligence allows one to appreciate and work with others.

It is usually found in people who have effective verbal and nonverbal

communication, the capacity to note distinctions among others, and have the

capability to entertain multiple perceptions. Students often to identify with this

intelligence when they are ones who favour working in a group, are involved in

several extracurricular activities, and enjoy thinking about major issues such

as poverty and war. Highly Interpersonal people are leaders among their peers,

skilful at communicating, and seem to understand other’s feelings and motives.

Anyone who deals with people usually possesses a high interpersonal

intelligence: teachers, therapists, salespersons, and politicians (Shepard, 2004;

Gardner, 2006)

Intrapersonal intelligence is defined as, knowledge of the internal aspects

of a person: access to one’s own emotions life, one’s range of feelings, the

capacity to make discriminations among these emotions and eventually to label

them and to draw on them as a means of understanding and guiding one’s own

behaviour. (Gardner, 2006, p.17)

People with a high Intrapersonal intelligence would rather work alone

then be forced to work in a group, and are often labelled shy. They are very
 13

conscious of their own feelings, and are self-motivated. Intrapersonal

intelligence deals more with the individual self. It is the ability to know oneself

and to understand one’s own inner workings. Psychologists, spiritual leaders,

and philosophers have all been labelled as taking high intrapersonal

intelligence. These professionals practice this intelligence to help people solve

their personal problems. Oprah Winfrey and Mother Teresa are well known for

their Intrapersonal intelligence because of their understanding and obligation

of people. Though these two historical figures are not considered to be loners,

they are very aware of their own feelings and self-motivated which is why they

represent the Intrapersonal intelligence (Nolen, 2003; Shepard, 2004; Shearer,

2004; York, 2008).

Students who desire working alone, enjoy helping others, and believe

everyone must be treated fairly tend to have a dominant Intrapersonal

intelligence. In a classroom it is often difficult for a student with intrapersonal

intelligence to express themselves. This can be aided with imagination

exercises, music, language pieces, or similar tasks where students are

expressing themselves. (Gardner, 2006, p. 228)

Linguistic/Verbal intelligence is defined as everything having to do with

language, speech, reading, and writing. It is supposed to be the most widely

shared human competence. Poets, journalists, and novelists tend to have the

highest level of understanding to this intelligence. Maya Angelou and John

Grisham are thought to possess a high Linguistic intelligence. Even in deaf

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populations where a manual language is not explicitly taught, children will

often invent their own manual language and begin to use it, which is evident of

strong Linguistic intelligence. Students who have a high Linguistic intelligence

enjoy writing, reading, telling stories or doing crossword puzzles. They are often

great storytellers and joke tellers. They are also able to express themselves

rhetorically and poetically. Language helps make memorization easy for these

students. These students often recall subjects better if they take notes; they

love to read and journal, and enjoy public speaking (Shepard, 2004; Fogarty,

2005; Gardner, 2006; York, 2008)

Spatial intelligence is defined as the capacity to observe the visual world

accurately through transforming, modifying and recreating the aspects of one’s

individual real world. To specific this is known simply as Visual intelligence.

Blind people also have the ability to improve spatial intelligence. Mental

imagery, spatial reasoning, graphic skills, and imagination are all part of

Spatial intelligence. Spatial intelligence contracts mainly with the concrete

world, and is considered the ability to think in three dimensions. Spatial

problem solving is used in navigation and in using maps, and requires a great

deal of spatial intelligence (Nolen, 2003; Gardner, 2006; Scherer, 2006).

The Logical/Mathematical intelligence and Linguistic intelligence have

traditionally been highlighted in our schools. Logical/Mathematical intelligence

is calculating, creating hypotheses, and finalizing mathematical operations. It

can be defined as management of objects and problem solving, and is dominant

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in the fields of science and mathematics. Any physicist, chemist, and

mathematician are assumed to have a prominent Logical/Mathematical

intelligence, but it can also be found in detectives. Albert Einstein and Marie

Curie are well known for their high level of Logical/Mathematical intelligence.

Students with this intelligence are frequently working on patterns, math

problems, strategy games or brain teasers and experiments. These students are

often very ordered, appreciate schedules and structure, and are quick to ask

for assistance when they do not understand a task. It is said that individuals

with high Logical/Mathematical intelligence regularly show an attention in

music (Shepard, 2004; Gardner, 2006).

Musical intelligence includes the ability to understand pitch, rhythm,

and tone as well as thinking in sound. Being able to manipulate music and

combine its elements is a portion of musical intelligence. Many people with

Musical intelligences can often hear 8 and remember sounds that others might

miss. Musicians, vocalists, composers and conductors all have a high musical

intelligence. Students with an advanced Musical intelligence regularly create a

rhyme to memorize information, can easily find patterns in things, and are

often confused when a radio or television is on while they are trying to work.

Singers such as Whitney Houston and The Beatles are thought to have high

musical intelligence (Shepard, 2004; Gardner, 2006; York, 2008).

Bodily/Kinesthetic intelligence is the ability to think in movement, using

the ability to control objects and several physical skills. This includes a sense
 16

of timing and perfection of skills done by mind-body unison, which goes further

than eye-hand coordination. Careers in this field embrace athletes, dancers,

surgeons, actors, mimes, technician, typists, programmers, and jugglers.

Mikhail Baryshnikov and Michael Jordan are both considered to have high

Bodily/Kinesthetic intelligence. Students who have an extreme

Bodily/Kinesthetic intelligence are often not able to sit still for long periods of

time, learn better by doing rather than watching, and are usually involved in

outdoor games or sports (Shepard, 2004; Stager, 2008).

Naturalist intelligence is showed in a person who is, “keenly aware of

how to distinguish the diverse plans, animals, mountains, or cloud

configurations in their ecological niche” (Gardner, 2006, p.19). People with

advanced Naturalistic intelligence have gratefulness for the natural world. They

are very concerned with the present, and the future of the world and preserving

our planet for future generations. They often show an expertise in recognition

and ordering of plants and animals. Charles Darwin, the founder of evolution

theory, is a prime example of the Naturalist theory. Careers such as a botanist

or a chef would have high levels of the Naturalist intelligence. Students who

enjoy spending time outdoors, love to group items together, and always want to

recycle are said to have high naturalist intelligence (Armstrong, 2000; Nolen,

2003; Shepard, 2004; Gardner, 2006).

There is still some argument about the last intelligence of Existentialism.

It has not been formally added by Gardner as of 2008, but it is rumoured to be

 17

considered. The Existential intelligence involves deep questions about human

existence, such as the meaning of life, why people die, and how the human

race ended up on planet Earth. Gardner seems hesitant about adding this

intelligence because it is too close to a moral boundary that he does not want

to cross. He reveals, “I may well be persuaded that there are additional

intelligences to be added to the list and perhaps adequate evidence will accrue

to deem Existential intelligences as a separate frame of mind” (Nine types,

2001; Gardner, 2004, p.216)

A basic consideration each of these intelligences shows that they can

work together or separate. For example, a dancer can excel in his art only if he

has a strong Musical intelligence to distinguish the different rhythms and

patterns in the music, Interpersonal intelligence to grasp how he can

expressively move his audience through his movements, as well Bodily-

Kinesthetic intelligence to complete the actions successfully (Fogarty, 2005).

The Multiple Intelligences classroom supports students realize how

smart they are by providing them with different outlets of learning. More time

in planning and preparation might be essential when using Gardner’s theory.

The Multiple Intelligences classroom looks different than the typical

Linguistic/Mathematical classroom. It requires a few important ingredients

such as: administrative support, student choice in planning, and patience and

persistence in working through initial resistance to MI activities by both

students and colleagues (Shearer, 2004, p.10; Shepard, 2004, p. 210).

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Chapter 3

Research Methodology

This chapter presents the research design, the research locale, the

respondents, the sampling procedure, and the instrument, the administrator of

instruments, the scoring procedure, and the statistical treatment of data.

Research Design

The research design used in this study was descriptive since it uses

checklist in determining the multiple intelligence of third year BPE-SPE

students.

Research Locale

The study was conducted at Bukidnon State University, Fortich St,

Malaybalay City, Bukidnon. Bukidnon State University is located in the capital

town of Malaybalay City, Bukidnon and is strategically positioned to serve

Region 10, the CARAGA Region and other outlaying cities and provinces of

Mindanao. It is also known as a special place for teaching and learning.

The BPE-SPE students are mostly having their classes at the University

Gymnasium or at the University Covered Court.

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Figure 2. Bukidnon State University Campus Map

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Participants of the Study

The participants of this study were the third year BPE-SPE students of

Bukidnon State University, Fortich St, Malaybalay City, Bukidnon enrolled

during the School Year 2017-2018 First Semester. There were 148 enrolled

BPE-SPE students and only 20% students will be chosen as the respondents.

There are a total of 30 randomly selected respondents of this study.

Sampling Procedure

Participant’s purposive sampling exclusive to 3rd Year BPE-SPE students

who are enrolled during the School Year 2017-2018 First Semester.

Research Instruments

The instrument in this study was adapted from McKenzie’s (1999)

Multiple Intelligence Inventory cited by Pastrana (2015). It consists of nine

modes, namely; naturalist, musical/rhythmic, logical/mathematical,

existential, interpersonal, bodily/kinesthetic, verbal/linguistic, intrapersonal,

and visual/spatial. Each mode has ten (10) statements or descriptions

intended to determine the processing strengths of the respondents.

Scoring Procedure

A rating scale was provided which was a modification of the scoring

procedure indicated in the instruments. In determining the general extent of

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preference of both perceptual and processing learning styles, the following

scale was used: very high extent (4:21-5.0); high extent (3.41-4.20); moderate

(2.61-3.40); low (1.81-2.60) Very low. (1.0-1.80). It was adapted from

McKenzie’s (1999) cited by Pastrana (2015).

Raw Score Weighted Qualitative Qualifying Statement

Mean Description
5 4.21-5.0 Always The Intelligence is Most
Dominant

4 3.41-4.20 Often The Intelligence is More

Dominant

3 2.61-3.40 Sometimes The Intelligence is

Dominant

2 1.81-2.60 Rarely The Intelligence is Less

Dominant

1 1.0- 1.80 Never The Intelligence is Least

Dominant

Statistical treatment

The data will be summarized using frequencies and means. In

determining the different Multiple Intelligence of the respondents, frequencies

are used.
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Chapter 4

Presentation, Analysis and Interpretation of Data

Table 2 shows the visual and spatial intelligences of third year BPE-SPE

students. Out of the ten indicators, eight of them have the qualitative

description always, while the other two have the qualitative description often.

This specifies that these students are visually and spatially intelligent as it is

indicated by the over-all mean of 4.33.

Based on the table, the two highest indicators specified that the students

could always picture things in their mind which indicated by the mean 4.53.

Also, they could always recall things by forming pictures of them in their mind

which indicated by the mean of 4.53. However, the two lowest indicators

specified that the students often good at reading maps and blueprints which

indicated by the mean of 3.86. Also, they often make fond of playing three

dimensional puzzles which indicated by the mean of 4.00.

Visual/spatial intelligence is the capacity of a person to perceive the

visual world precisely through recreating the aspects of one’s individual real

world (Nolen, 2003; Gardner, 2006; Scherer, 2006). This signifies that spatial

students can learn well or better if they can see, use or manipulate pictures,

graphic organizers, charts, graphs, tables, maps, blueprints and three

dimensional materials.
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Table 2. Visual and Spatial Intelligence of third year BPE-SPE Students

_____________________________________________________________________________
Visual and Spatial Intelligence Indicators Mean SD Qualitative
Description
______________________________________________________________________________
1. I can picture things in my mind. 4.53 .62 Always
2. Rearranging a room and redecorating
are fun for me. 4.23 .62 Always
3. I enjoy creating my own works of art. 4.43 .67 Always
4. I remember better using graphic organizers. 4.40 .62 Always
5. I enjoy all kinds of entertainment media
(such as TV, video games and movies) 4.50 .57 Always
6. Charts, graphs and tables help me interpret
data. 4.40 .62 Always
7. A music video can make me more
interested in a song. 4.46 .68 Always
8. I can recall things by forming pictures
of them in my mind. 4.53 .57 Always
9. I am good at reading maps and blueprints. 3.86 .73 Often
10. Three dimensional puzzles are fun. 4.00 .74 Often
______________________________________________________________________________
Over-all Mean 4.33 .55 Always
______________________________________________________________________________

Table 3 presents the intrapersonal intelligence result of third year BPE-

SPE students. Most of the qualitative description were often which implies that

the third year BPE-SPE students are not totally intrapersonal intelligent. It is

indicated by the over-all mean percentage of 3.90.

Based on the table, the two highest indicators specified that the students

always need to know why they should do something before they agree to do it

which indicated by the mean of 4.36. Also, social justice issues always interest

them. However, the two lowest indicators specified that the students often like

to be involved in activities that help others which indicated by the mean of

3.53. Also, they often considered working alone can be just a productive as

working in a group. It is indicated by the mean of 3.73.

 24

Intrapersonal intelligent students are very mindful of their own feelings,

and are self-motivated. Students with a high intrapersonal intelligence would

likely work alone than work with others.

This signifies that BPE-SPE students who are intrapersonal intelligent

learn effectively by involving any activities that help others, by working alone

and by knowing what is right or wrong.

Table 3. Intrapersonal Intelligence of third year BPE-SPE Students

_____________________________________________________________________________
Intrapersonal Intelligence Indicators Mean SD Qualitative
Description
______________________________________________________________________________
1. My attitude affects how I learn 3.80 .61 Often
2. I like to be involved in activities
that help others. 3.53 .86 Often
3. I know what is right and what is wrong. 3.80 .71 Often
4. I learn best when I like the subject. 3.76 .81 Often
5. Fairness is important to me. 3.76 .77 Often
6. Social justice issues interest me. 4.10 .75 Often
7. Working alone can be just a
productive as working in a group. 3.73 1.01 Often
8. I need to know why I should
do something before I agree to do it. 4.36 .71 Always
9. When I believe in something
I give more effort towards it. 4.10 .84 Often
10. I am willing to protest or sign a
petition to right or wrong. 4.03 .76 Often
______________________________________________________________________________
Over-all Mean 3.90 .52 Often
______________________________________________________________________________

Table 4 illustrates the verbal intelligence of the BPE-SPE students.

Based on the data, more than half of the students’ responses are often,

indicated by the over-all mean of 4.01. This implies that the studets are not

totally verbal intelligent.

 25

Based on the table, the two highest indicators specified that the students

always believed that taking notes helped them remember and understand,

indicated by the mean of 4.60. Also, they always faithfully contact their friends

through letters and/ or e-mail/ cellphone, indicated by the mean of 4.40.

However, the two lowest indicators specified that the students sometimes keep

a diary, indicated by the mean of 3.26. Also, they often enjoy public speaking

and participating in debates.

Verbal intelligence is the capacity to being competent in language,

speech, reading and writing. This connotes that BPE-SPE students who are

verbal intelligent prefer to learn if they take notes that will make them

remember and understand the lesson, public speaking and participating in

debates and playing educational game like word games (Shepard, 2004). Verbal

intelligent students are able to express themselves rhetorically and poetically.

Table 4. Verbal Intelligence of third year BPE-SPE Students

_____________________________________________________________________________
Verbal Intelligence Indicators Mean SD Qualitative
Description
______________________________________________________________________________
1. Foreign languages interest me. 4.00 .74 Often
2. I enjoy reading books, magazines
and web sites. 4.10 .75 Often
3. I keep a diary. 3.26 1.33 Sometimes
4. Word puzzles like crosswords or
jumbles are enjoyable. 4.06 .69 Often
5. Taking notes help me remember
and understand. 4.60 .62 Always
6. I faithfully contact friends through
letters and/ or e-mail/ cellphone. 4.40 .72 Always
7. It is easy for me to explain my ideas. 4.20 .61 Often
8. I write for pleasure. 3.90 .80 Often
9. Word games like text twist and
scrabble are fun. 4.13 .77 Often
 26

10. I enjoy public speaking and

participating in debates 3.70 .98 Often
______________________________________________________________________________
Over-all Mean 4.01 .07 Often
______________________________________________________________________________

Table 5 presents the interpersonal of the BPE-SPE students, out of the

ten indicators eight are often, while the other two have the qualitative

description always. The over-all mean was 4.16 which indicate that the

students often used this type of intelligent. This connotes that the students are

not totally interpersonal intelligent. The third year BPE-SPE students often

learn better by working with others, interacting with others and informal chat

and serious discussion.

Based on the table the two highest indicators specified that the students

believed that the more the merrier. It is indicated by the mean of 4.56. Also,

they learned best in through interacting with others which indicated by the

mean of 4.43. However the two lowest indicators specified that the students

often considered that their friends are important to them, indicated by the

mean of 3.60. Also, they just often belonged to more than three clubs or

organizations. It is indicated by the mean of 3.80.

Interpersonal intelligent students allow themselves to understand and

work with others. Highly interpersonal persons are leaders among their peers,

skillful at communicating with others, and seem to understand other’s feelings

and motives (Shepard, 2004; Gardner, 2006).

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Table 5. Interpersonal Intelligences of third year BPE-SPE Students

_____________________________________________________________________________
Interpersonal Intelligence Indicators Mean SD Qualitative
Description
______________________________________________________________________________
1. I learn best in interacting
with others. 4.43 .72 Always
I enjoy informal chat and
serious discussion. 4.16 .83 Often
2. The more the merrier. 4.56 .72 Always
3. I often serve as a leader among
friends and classmates. 4.13 .68 Often
4. I value relationships more than
ideas or accomplishments. 4.06 .73 Often
5. Study groups are very
productive for me. 4.13 .97 Often
6. I am a “team player”. 3.80 1.03 Often
7. Friends are important to me. 3.60 .62 Often
8. I belong to more than three
clubs or organizations. 3.80 .92 Often
9. I dislike working alone. 3.90 1.09 Often
______________________________________________________________________________
Over-all Mean 4.16 .57 Often
______________________________________________________________________________

Table 6 shows the bodily/kinaesthetic intelligence of third year BPE-SPE

students. The result specifies that they always used this intelligence. It is

indicated by the over-all mean of 4.38. Most of the students prefer to learn by

executing the skills, demonstrating, hands on activity and working with tools.

This signifies that most of the third year BPE-SPE are bodily/kinaesthetic

intelligent. It is very important for BPE-SPE students to be bodily/kinaesthetic

intelligent for they are teachers in physical education that involves teaching of

skills.

Based on the table, the two highest indicators specified that the students

always learn by doing which indicated by the mean of 4.60. Also, they enjoy

making things with their own hands which indicated by the mean of 4.56.
 28

However, the two lowest indicators specified that the students often like

working with tools which indicated by the mean of 4.13. Also, they often

believed that doing nothing can make them more tired than being busy.

This supports the idea of Sheppard (2004) that students who are

bodily/kinaesthetic intelligent are often not able to sit still for long periods of

time for they learn better by engaging themselves to physical activities such as

sports.

Table 6. Bodily/Kinesthetic Intelligences of third year BPE-SPE Students

_____________________________________________________________________________
Bodily/Kinesthetic Intelligence Indicators Mean SD Qualitative
Description
______________________________________________________________________________
1. I learn by doing. 4.60 .56 Always
2. I enjoy making things with my hands. 4.56 .50 Always
3. Sports are a part of my life. 4.23 .89 Always
4. I use gestures and actions or
facial expressions when I communicate. 4.53 .68 Always
5. Demonstrating is better than explaining. 4.43 .56 Always
6. I love to dance. 4.36 .61 Always
7. I like working with tools. 4.13 .73 Often
8. Doing nothing can make me more tired
than being very busy. 4.16 .59 Often
9. Hands-on activities are fun. 4.53 .68 Always
10. I live an active lifestyle. 4.30 .65 Always
______________________________________________________________________________
Over-all Mean 4.38 .42 Always
______________________________________________________________________________
Table 7 illustrates the existentialist intelligence of the third year BPE-

SPE students. The result shows that they are inclined to this intelligence. It is

indicated by the over-all mean of 4.22 which has the qualitative description

always.

Based on the table, the two highest indicators specified that the students

always believed that religion is important to them. It is indicated by the mean

 29

of 4.56. Also, they always like to travel to visit inspiring place. However, the two

lowest indicators specified that the students often enjoyed reading

philosophies. It is indicated by the mean of 3.70. Also, they often believed that

it is important to them to feel connected to people, ideas, and beliefs.

Existential intelligence involves divergent questions about human

existence such as the meaning of existence, the reasons why people die, and

how human race ended up on planet Earth (Nine types, 2001).

The result also implies that they learn better if they read philosophies,

learning new things, discussing question about life.

Table 7. Existentialist Intelligences of third year BPE-SPE Students

_____________________________________________________________________________
Existentialist Intelligence Indicators Mean SD Qualitative
Description
______________________________________________________________________________
1. It is important to see
my role in the group/organization
or in the society in general. 4.30 .59 Always
2. I enjoy discussing questions about life 4.40 .67 Always
3. Religion is important to me. 4.56 .72 Always
4. I enjoy viewing art work. 4.40 .62 Always
5. Relaxation and meditation exercises
are rewarding to me. 4.33 .66 Always
6. I like traveling to visit inspiring places. 4.46 .73 Always
7. I enjoy reading Philosophies. 3.70 .70 Often
8. Learning new things is easier. 4.13 .73 Often
9. I question if there are other forms
of Intelligent life in the universe
(aside from the celestial bodies). 4.00 .74 Often
10. It is important for me to feel
connected to people, ideas , and beliefs. 3.96 .61 Often

______________________________________________________________________________
Over-all Mean 4.22 .47 Always
______________________________________________________________________________
 30

Table 8 presents the logical/mathematical intelligence of the BPE-SPE

students. The result specifies that the students often used this type of

intelligence as it is indicated by the over-all mean of 4.08.

Based on the obtained data, the two highest indicators specified that the

students always known for being neat and orderly which indicated by the mean

of 4.33. Also, they always believed that step-by-step directions were a big help

for them. However, the two lowest indicators specified that the students often

completed calculations quickly in their head, indicated by the mean of 3.73.

Also, they often find it hard to do problem solving. It is indicated by the mean

of 3.73.

According to Armstrong (2000), logical/mathematical intelligence

includes calculating, creating hypothesis, and completing mathematical

operations.

However based on the data, it connotes that the third year BPE-SPE

students are likely to often learn better if they step-by-step direction, logic

puzzles, fixing something and planning before doing something. These

logical/mathematical intelligent students are often very structured, appreciate

schedules and structure, and are quick to ask for support when they do not

understand an undertaking.
 31

Table 8. Logical Intelligences of third year BPE-SPE Students

_____________________________________________________________________________
Logical Intelligence Indicators Mean SD Qualitative
Description
______________________________________________________________________________
1. I am known for being neat and orderly. 4.26 .63 Always
2. Step-by-step directions are a big help. 4.33 .71 Always
3. Problem solving comes easily to me. 3.73 .63 Often
4. I get easily frustrated with
disorganized people. 4.23 .77 Always
5. I can complete calculations
quickly in my head. 3.73 1.01 Often
6. Logic puzzles are fun. 4.06 .98 Often
7. I cannot begin an assignment
without a plan. 4.16 .87 Often
8. I enjoy fixing (or repairing) something
that is not working properly. 4.10 .75 Often
9. I should understand things or
I am dissatisfied. 3.93 .86 Often
10. I am known for being neat and orderly. 4.23 .62 Always

______________________________________________________________________________
Over-all Mean 4.08 .53 Often
______________________________________________________________________________

Table 9 illustrates the musical intelligence of third year BPE-SPE

students. All of the indicators are often, indicated by the over-all mean of 3.90.

This only signifies that the third year BPE-SPE students are musical intelligent

learner because they prefer to listen to music, they identify sound pattern,

musical is more interesting than dramatic plays.

Based on the data, the two highest indicators specified that the students

often remember things by putting them in a rhyme which indicated by the

mean of 4.06. Also, they often listening to sounds in nature can be very

relaxing, indicated by the mean of 4.16. However, the two lowest indicators

specified that the students’ concentrations are often difficult for them if there is
 32

background music which indicated by the mean of 3.53. Also, they often focus

on noise and sounds which indicated by the mean of 3.70.

This denotes that BPE-SPE students who have high musical intelligence

often create a rhyme to memorize information, can easily find patterns and

things, and are often distracted when a radio or television is on while they are

trying to work.

Table 9. Musical Intelligences of third year BPE-SPE Students

_____________________________________________________________________________
Musical Intelligence Indicators Mean SD Qualitative
Description
______________________________________________________________________________
1. I easily identify sound patterns. 3.86 .68 Often
2. I focus on noise and sounds. 3.70 .87 Often
3. Moving to a beat is easy for me. 3.96 .80 Often
4. I enjoy making music. 3.86 .89 Often
5. I enjoy listening to or reciting a poem. 3.90 1.02 Often
6. I remember things by putting
them in a rhyme. 4.06 .86 Often
7. Concentration is difficult for me
if there is background music. 3.53 .81 Often
8. Listening to sounds in nature
can be very relaxing. 4.16 .74 Often
9. Musicals are more interesting
to me than dramatic plays. 3.93 .69 Often
10. Remembering song lyrics is easy for me. 4.00 .74 Often
______________________________________________________________________________
Over-all Mean 3.90 .61 Often
______________________________________________________________________________

Table 10 presents the data of naturalist intelligence of the third year

BPE-SPE students. Based on the data, the most response qualitative

description is often, indicated by the over-all mean of 4.11. This connotes that

the BPE-SPE students are not totally naturalist intelligent.

 33

The two highest indicators specified that the students believed that

animals are important in their lives, indicated by the mean of 4.36. Also, they

always believed that preserving our tourist spots is important. It is indicated by

the mean of 4.26. However, the two lowest indicators specified that the

students often enjoy studying biology, botany, and / or zoology which indicated

by the mean of 3.73. Also, they often practiced recycling things at home which

indicated by the mean of 4.00.

Armstrong (2000) suggests that people with high natural intelligence

have an appreciation for the natural world. They are very concerned with the

present, and the future of the world and preserving our planet for future

generations.

Table 10. Naturalist Intelligences of third year BPE-SPE Students

_____________________________________________________________________________
Naturalist Intelligence Indicators Mean SD Qualitative
Description
______________________________________________________________________________
1. I enjoy grouping similar things together. 4.23 .67 Always
2. Ecological issues are important to me. 4.16 .74 Often
3. I need to group or classify data in order
to understand them. 4.00 .64 Often
4. I enjoy working in the garden. 4.20 .66 Often
5. I believe preserving our tourist
spots is important. 4.26 .78 Always
6. Animals are important in my life. 4.36 .76 Always
7. I like putting things in proper order. 4.13 .73 Often
8. I practice recycling things at home. 4.00 .83 Often
9. I enjoy studying biology, botany,
and /or Zoology. 3.73 .78 Often
10. I can identify differences in meanings
of quite similar expressions. 4.03 .66 Often
______________________________________________________________________________
Over-all Mean 4.11 .54 Often
______________________________________________________________________________
 34

Table 11 illustrates the overall summary of the nine intelligences. It

shows that the bodily/kinaesthetic intelligence has the highest response from

the BPE-SPE students. This means that almost all of the BPE-SPE students are

inclined to their chosen field. It also implies that they are enjoying and

interested to learn about physical education.

However, the last type of intelligence that BPE-SPE students’ is Musical.

This reflects that BPE-SPE students are not that interested in Music.

Overall, the results show that BPE-SPE students have all the

intelligences, yet they vary in terms of extent. Intelligence can be defined in

many ways. It is considered to be the potential for finding or creating solutions

for problems. The multiple intelligence theory embraces that each person

possesses nine intelligences, and uses them to carry several kinds of tasks

(Shearer, 2004).

Table 11. Summary of Third Year BPE-SPE Students’ Multiple Intelligences

_____________________________________________________________________________
Multiple Intelligences Means SD Qualitative Rank
Description
______________________________________________________________________________
Visual and Spatial 4.33 .55 Always 2
Intrapersonal 3.90 .52 Often 8
Verbal 4.01 .07 Often 7
Interpersonal 4.16 .57 Often 4
Bodily/Kinaesthetic 4.38 .42 Always 1
Existentialist 4.22 .47 Always 3
Logical 4.08 .53 Often 6
Musical 3.90 .61 Often 9
Naturalist 4.11 .54 Often 5

______________________________________________________________________________
 35

Chapter 5

Summary of Findings, Conclusions and Recommendation

This chapter presents the summary of findings, makes relevant and

essential conclusion and offers recommendation.

Summary

This study attempted to determine the multiple intelligences of the

students’. This study observed the different multiple intelligences of third year

BPE-SPE students, determined the mostly used intelligences and less displayed

intelligence of the third year BPE-SPE students. It measured the frequently

used intelligence whether it is always, often, sometimes, rarely and never. The

results are scaled using the Likert type rating scale.

This study was delimited to third year Bachelor of Physical Education

School Physical Education students of Bukidnon State University, Malaybalay

city Bukidnon. The respondents of the study are selected randomly, there are a

total of 143 students and 20% of the population was chosen as respondents.

The research design used in this study was quantitative.

A questionnaire was used to gather the data. This was adopted from

McKenzie’s (1999) cited by (Pastrana, 2015). The result was tabulated. The

data were treated by its mean, frequency counts, and standard deviation.
 36

Findings

Based on the data gathered, the major findings are the following:

1. The BPE-SPE students most dominant multiple intelligent was bodily

kinesthetic, visual-spatial and existentialist type of intelligence. They are

inclined to these three and always used these types of intelligences.

However, the least dominant intelligent is musical.

Conclusions

Based from the findings of the study, the conclusion was drawn:

1. Since bodily/kinesthetic intelligence has the very high extent,

therefore BPE-SPE students have the ability to control body movements and

handle objects skillfully. The students also express themselves through

movement. Furthermore, BPE-SPE students as visual-spatial learners tend to

think in pictures and need to create vivid mental images to retain information.

They enjoy looking at maps, charts, pictures, videos, and movies. BPE-SPE

students as existential intelligent, also has the ability to be sensitive to, or

have the capacity for, conceptualizing or tackling deeper or larger questions

about human existence, such as the meaning of life.

 37

Recommendations

Based from the findings and conclusion of the study, the following

recommendations are hereby offered.

1. Students must be aware on how they learn best because it can help

them to become more responsible of their own learning.

2. Teachers must give effort and importance in determining their

students multiple intelligences so that they fit and adjust the

provisions of knowledge as they are to impart with that to their

students. The knowledge of their multiple intelligences can help them

match their teaching strategies of students to facilitate effective

teaching and successful learning.

3. School institution must be sensitive and considerate enough

especially on the intelligences that play a significant role in the

students learning development.

4. Instructional materials designers and implementers must design

materials that will fit to the identified multiple intelligences of

students as they affect academic achievement.

5. Curriculum designers must include flexible course requirements that

will likewise match to the multiple intelligences of students. They

must be a provider of activities that would develop students

holistically. The uniqueness and diversity of the learners should be

properly addressed.
 38

References

(2004). Tapping into multiple intelligences. Retrieved February 18, 2008, from
Concept to Classroom Web site:
http://www.thirteen.org/edonline/concept2class/mi/

Gardner, H (2006). Multiple intelligences new horizons. New York, New York:
Basic Books.

Gardner, H. (2006). The science of multiple intelligences theory: a response to

Lynn Waterhouse, Educational Psychologist, 41, 227-232. Retrieved
March 6, 2008 fromEBSCO Host Database.

Shearer, B. (2004). Multiple intelligences theory after 20 years. Teachers college

record,106, 2-16. Retrieved March 6, 2008, from EBSCO Host Database.

Heming A.,(2008). Multiple Intelligences in the classroom, Honors College

Capstone Experience/Thesis Projects. Paper138.
http://digitalcommons.wku.edu/stu_hon_theses-138

Shepard, J. S. (2004). Multiple ways of knowing: fostering resiliency through

providing opportunities for participating in learning, Reclaiming children
and youth, 12, 210-216. Retrieved March 6, 2008, from EBSCO Host
Database.

Stager, G. (2008). Teach the kids you have. District Administration, 44, 54.

York, W. (2008). World’s first multiple intelligence school. Retrieved August 23, 2008,
from Key learning community Web site: www.616.ips.k12.in.us/default/aspx

Nolen, J.L. (2003). Multiple intelligences in the classroom. Education, 124, 131-142.

Armstrong, T (2000). Multiple intelligences. Retrieved February 18, 2008, from Thomas
Armstrong.com Web site: http://thomasarmstrong.com/multiple_intelligences.htm

The nine types of intelligences. Retrieved February 18, 2008, from Skyview Web site:
http://skyview.vansd.org/lschmidt/Projects/The%20Nine%20Types%20of%20Intellig
ence.htm

Fogarty, R. (2005). Understanding the theory of multiple intelligences. Early Childhood

Today, 20, 12-14. Retrieved March 3, 2008, from Academic Search Premier
Database.
 39

Scherer, M (2006).Celebrate strengths, nurture affinities: a conversation with Mel Levine.

Educational Leadership. 64, 8-15.
CIMATU,F. 2008, DepEd advised to focus on students to improve education. Retrieved
November 20, 2011 from http://archive.inquirer.net/view.php?db=1&story id=112383
 40

Appendices
 41

Name: _______________________________________

Instruction: Your Answer to following question will help determine your

Multiple Intelligences. Please indicate the extent to which the following items

apply to you. Please be guided with the rating scale provided. Kindly check the

number that corresponds to your answer.

5-Always

4-Often

3-Sometimes

2-Rarely

1-Never

Visual/Spatial Intelligence 5 4 3 2 1
1. I can picture things in my mind.
2. Rearranging a room and redecorating are
fun for me.
3. I enjoy creating my own works of art.
4. I remember better using graphic
organizers.
5. I enjoy all kinds of entertainment
media(such as TV, video games and
movies)
6. Charts, graphs and tables help me
interpret data.
7. A music video can make me more
interested in a song.
8. I can recall things by forming pictures of
them in my mind.
9. I am good at reading maps and blueprints.
10. Three dimensional puzzles are fun.
 42

Intrapersonal intelligence 5 4 3 2 1
1. My attitude affects how I learn
2. I like to be involved in activities that help
others.
3. I know what is right and what is wrong.
4. I learn best when I like the subject.
5. Fairness is important to me.
6. Social justice issues interest me.
7. Working alone can be just a productive
as working in a group.
8. I need to know why I should do
something before I agree to do it.
9. When I believe in something I give more
effort towards it.
10. I am willing to protest or sign a petition
to right or wrong.

Verbal Intelligence 5 4 3 2 1
1. Foreign languages interest me.
2. I enjoy reading books, magazines and
web sites.
3. I keep a diary.
4. Word puzzles like crosswords or jumbles
are enjoyable.
5. Taking notes help me remember and
understand.
6. I faithfully contact friends through
letters and/ or e-mail/ cellphone.
7. It is easy for me to explain my ideas
8. I write for pleasure.
9. Word games like text twist and scrabble
are fun.
10. I enjoy public speaking and
participating in debates
 43

Interpersonal Intelligence 5 4 3 2 1
1. I learn best in interacting with others
2. I enjoy informal chat and serious
discussion
3. The more the merrier
4. I often serve as a leader among friends
and classmates
5. I value relationships more than ideas
or accomplishments
6. Study groups are very productive for me.
7. I am a “team player”
8. Friends are important to me
9. I belong to more than three clubs or
organizations
10. I dislike working alone

Bodily/ Kinesthetic intelligence 5 4 3 2 1

1. I learn by doing.
2. I enjoy making things with my hands.
3. Sports are a part of my life.
4. I use gestures and actions or facial
expressions when I communicate.
5. Demonstrating is better than explaining.
6. I love to dance.
7. I like working with tools.
8. Doing nothing can make me more tired
than being very busy
9. Hands-on activities are fun
10. I live an active lifestyle.
 44

Existentialist Intelligence 5 4 3 2 1
1. It is important to see my role in the
group/organization or in the society in
general
2. I enjoy discussing questions about life
3. Religion is important to me.
4. I enjoy viewing art work.
5. Relaxation and meditation exercises are
rewarding to me
6. I like traveling to visit inspiring places
7. I enjoy reading Philosophies
8. Learning new things is easier
9. I question if there are other forms of
Intelligent life in the universe (aside
from the celestial bodies)
10. It is important for me to feel connected
to people, ideas , and beliefs.

Logical Intelligence 5 4 3 2 1
1. I am known for being neat and orderly.
2. Step-by-step directions are a big help
3. Problem solving comes easily to me
4. I get easily frustrated with disorganized
people
5. I can complete calculations quickly in
my head
6. Logic puzzles are fun
7. I cannot begin an assignment without a
plan
8. I enjoy fixing (or repairing) something
that is not working properly
9. I should understand things or I am
dissatisfied.
10. I am known for being neat and orderly.
 45

Musical Intelligence 5 4 3 2 1
1. I easily identify sound patterns
2. I focus on noise and sounds
3. Moving to a beat is easy for me.
4. 4.I enjoy making music
5. I enjoy listening to or reciting a poem
6. I remember things by putting them in a
rhyme
7. Concentration is difficult for me if there
is background music
8. Listening to sounds in nature can be
very relaxing
9. Musicals are more interesting to me
than dramatic plays
10. Remembering song lyrics is easy for
me5

Naturalist Intelligence 5 4 3 2 1
1. I enjoy grouping similar things together
2. Ecological issues are important to me
3. I need to group or classify data in order
to understand them.
4. I enjoy working in the garden.
5. I believe preserving our tourist spots is
important
6. . Animals are important in my life
7. I like putting things in proper order
8. I practice recycling things at home.
9. I enjoy studying biology, botany, and /or
Zoology
10. I can identify differences in meanings of
quite similar expressions.