Group-4 - Introduction & Methodology

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Quezon, Philippines
The Innovating Technology: Its Effect on the Verbal-Linguistic

Intelligence of the Grade 11 HUMSS Students in MSEUFCI
A Research Proposal submitted to the Faculty Members of

Senior High School Department,
Humanities and Social Sciences (HUMSS) Strand
Of Manuel S. Enverga University Foundation, Candelaria, Inc.
In partial fulfillment of the prerequisites for the Research Project of

Humanities and Social Sciences (HUMSS) Strand
Submitted by:
MACARAIG, JULES BILLY L.

MIRABEL, CRISPIN C. JR.
MENDOZA, VALERIE DIANE C.
SAZON, AIRIEL JANELLE A.
VIOLANTE, CHERRY B.
12-Betelgeuse
November 2021
Senior High School Department

HUMANITIES AND SOCIAL SCIENCES
(The Innovating Technology: Its Effect on the Verbal-Linguistic Intelligence of the Grade 11
HUMSS Students in MSEUFCI)
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INTRODUCTION
Rationale
In today’s world where technological advancements are becoming ubiquitous and
universal, it is constantly affecting individuals in every walks of life.
Innovation plays a huge role in the contemporary society we’re living in, may it be in the
aspect of Business, Marketing, Technology, Health, Education and Economic Field. It is
undeniable that Innovation today can highly be equated as a major part of technology,
technology has an impact on how people connect, develop, and perceive. It contributes to
society and influences how individuals interact on a daily basis, technology innovations
are becoming more widely adopted in the economy. As a result of this digitalization,
algorithms are becoming capable of performing tasks that were previously only
performed by humans. New products, services, and operating models arise as production
processes and organizations evolve. In addition, benefits arise as a result of technological
advancement, it has both beneficial and negative implications on the other side, as well as
a direct impact on people's daily lives. And now that we live in a time when technological
advancements are prevalent. Cell phones and the internet are two instances. However,
there is a drawback to technical advancements.
As Cited by Mickeel of Alvernia University in Technological Influence on Society
(2019), “One aspect of technology that has had a great impact on society is how it affects
learning. It has made learning more interactive and collaborative, this helps people better
engage with the material that they are learning and have trouble with. Also, it gets you

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better access to resources. With the creation of the internet, it gives us access to
information at a twenty-four-hour rate and you have access to almost anything online.”
Academically, it has brought a tremendous amount of impact during this hard time of
pandemic full of uncertainty, giving more emphasis on the learning styles of monolingual
youngsters and also their various approaches to diverse languages all aside from the
acquired vernacular. Technological innovations have spurred exponential use of
electronic resources for learners of all ages over the last decade (Williams & Graham,
2010). As reluctant to that, Verbal-Linguistic Intelligence is one of the said ability
requisites in attaining the fullest potential and is hypothesized as a key to success when
studying local and foreign languages as it is a way to communicate, speak, and express
one’s individuality to the world beneath. Howard Gardner's Theory of Multiple
Intelligences includes eight intelligences, one of which is verbal-linguistic intelligence.
Gardner defines intelligence as "the ability to solve problems or develop products that are
important in a cultural context or in a given community." Gardner claims that there are
eight different categories of intelligences. They work together, but they are also self-
sufficient. They all have the ability to develop in response to stimuli. When people
acquire this intelligence, they will be able to communicate more explicitly and effectively
and, as a result, have deeper human connections. In education today, verbal and linguistic
abilities are continuously assessed. Nonetheless, we know very little about the capability
of stimulating it and thereby promoting its development.
Conversely, research demonstrate that data technology has a negative impact on people's
ability to be personable and in terms of managing time for more habits and learning.

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Mobile innovation has the capacity to reduce interpersonal interactions and relationships.
There is less personal time, and an individual may find that they do not have enough time
for much important things because them as a students and youngsters are constantly
scrolling on different social media sites. It can also be a source of distraction
from studies. There is also a loss of privacy because anyone, at any moment, can locate
you wherever. Lastly, all of these factors have an impact on how people behave today.
Our way of life would be simpler without technological breakthroughs. Today's human
behavior is shaped by technological factors.
To summarize everything that has been affirmed, The Innovating Technology indeed is
correlational to the Verbal-Linguistic Intelligence of everyone and the emerging
narratives or applications offered nowadays to young learners are highly regarded as
something that is beneficial and helpful albeit the innovative technology has both
favorable and negative aspects that comes with it.
Researchers focus on the interrelationship of the two main variables, to be able to
examine and properly investigate the vigorous and vulnerable spectrum of the innovating
technology and its effect on the verbal-linguistic intelligence of the Grade 11 HUMSS
Students in MSEUFCI. With all the aforementioned distinctive arguments and initial
statements, it is the researchers’ major objective to determine and form a hypothesis
regarding the technological factors that are widely affecting the inadequacy of verbal
strategy and verbal-linguistic intelligence in learning other languages aside from the
vernacular or native tongue of the youngsters. The aim of the research topic is to
contribute imperative knowledge and needed information on the language pedagogy of

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the intended beneficiaries and for future use as an argumentative indicator and a great
research study for other researchers’ thesis paper, it will also provide some certain insight
of respondents' perspectives to comprehend the broader context in order to devise with
conclusions which might assist in reaching inferences that are advantageous for
everybody. It is very critical and crucial to conduct this research in order to prove and
thoroughly scrutinize if the technology has more of a great impact on language
acquisition or it is much of a demerit that would probably lead to the basis of cultivating
developed methods, actions, and approaches in the pedagogy to improve each of one’s
daily living standard. Therefore, the researchers firmly believe that the significance and
feasibility of this study are transparent and exceptional considering how relevant and
timely it is in today’s generation, not to mention the availability of resources despite
studies rarely covering subjects relating to the chosen research topic.
Purpose of the Research
This study seeks to identify the correlation between the Innovating Technology and the
Verbal-Linguistic Intelligence of the Grade 11 HUMSS students in MSEUFCI. It aims to
evaluate and better analyze if the technology immensely impacted the verbal-linguistic
intelligence of the youngsters in a brighter light or another, as language is a way to
improve and acquire a good perception of the world and also as perceived that human
interaction and relationships are indeedly pivotal to the holistic aspect of human beings.
Particularly, this research inquires for answers to the following questions and sub-
problems:
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1.) What is generally the most often and commonly used technology of the
respondents for improving the ability to learn, write, and speak more languages
in the context of the following variables:
1.1) emerging electronic devices/gadgets; and
1.2) digital software applications and websites which offer narratives?
2.) What is the level of Verbal-linguistic intelligence of the students with full regard
to the following selected aspects:
2.1) comprehension and abstract reasoning;
2.2) language pedagogy proficiency;
2.3) creativity & critical thinking capability;
2.4) vocabulary acquisition status; and
2.5) manipulation capacity of syntax & semantics of language;
2.6) visualization, conveyance, and articulation aptitude
2.7) growth and advancement?
3.) Is there any major changes that co-exist in the method of acquisition of the
respondents when an excessive increase of usage occurs on the subsequently
selected facet:
3.1) emerging electronic devices/gadgets; and
3.2) digital software applications and websites which offer narratives?
4.) Is there a significant correlation between Innovating technology and the Verbal-
linguistic intelligence of the students?
5.) Is there a consequential relationship between Inadequacy of verbal-linguistic
intelligence and the acquisitional methods of the students?

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Theoretical Framework
This study is stimulated and inclined from Howard Gardner’s theory of Multiple
Intelligences that was proposed in his 1983 book “Frames of Mind.” The theory proposes
that people are not born by all the intelligence that they will ever have with themselves.
He extends the notion of intellectual ability and outlines various diverse aspects of
intellectual capabilities. Upon assessing each "prospect" intelligence, Gardner devised a
set of standardized inclusion criteria based on a number of scientific areas. People may
all have these bits of intelligence, he argues, but their individualized configurations of
these forms of intelligence may occur depending on inheritance or circumstances.
Numerous educators have always had the situation of not being able to reach particular
learners unless they changed the way they presented the information or provided new
ways for students to express themselves. The hypothesis of multiple intelligences
resonates with many educators as a result of these kinds of experiences. It confirms what
we all know: a one-size-fits-all instructional approach will always leave some learners
behind. While more research is needed to find the appropriate measures for testing and
promoting a variety of intelligences in schools, the theory has opened the door to
expanding intelligence categories.
Concretely, the main focus of this research is on one of the eight intelligences- the
spectrum of Verbal-linguistic intelligence. The previously mentioned intelligence refers
to the ability to understand and reason using concepts framed in words, it promotes the
linguistic learning as a valuable tool to learn new things. Everyone possesses all eight
intelligence types listed above to varied degrees of ability — possibly even more that

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have yet to be found — and all learning experiences do not have to be related to a
person's greatest area of intellect. Because practically everyone else on the world can
converse and a considerable portion of it can read and write, verbal-linguistic intelligence
is regarded as one of the universal intelligences. Since childhood, the evolution of verbal-
linguistic intelligence has been critical in the development of the human being. People
live in some kind of a globalized society where the capacity to communicate and listen
has become imperative for personal and professional advancement. These competencies
can be fostered in both the classroom and at home beginning in childhood. The more
reading, interacting, and listening, the better an individual will be able to overcome
conundrums, be compassionate, and resolve conflicts through language. Moving through
the dimensions of how this intelligence relates to new technology, it has influenced the
lives of people all over the world, and it will continue to do so for decades to come.
Technology's influence on human beings in such areas of the magical mind is inevitable.
As subjected to the researchers’ direct observation and encounter being students
themselves, they have these prejudices that the innovative technology given in today’s
society contributes tremendously great benefits and of substantial assistance to the way
monolingual youngsters learn different distinctive languages and become a bilingual
person or even multilingual one. Additionally, they’ve stated that it is also an enormous
aid to their learning style or method of expressing themselves more in a creative and
well-articulated manner. In spite of that, they still thought of using different technological
narratives online can cause some downfall and bummer in terms of learning other native
languages by the virtue of the applications and technological software like social media

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and other destructive applications could sometimes be a distraction for them. Apart from
that, it lessens the time to appropriately learn and understand but rather resulted in
addiction towards unnecessary applications that emerged as technology brought affixed
to.
Furthermore, in accordance to Thorndike’s Multifactor Theory of Intelligence, It was
adamant in opposition to the existence of a trait like generic intelligence. The theory
claimed that intelligence is made up of a huge number of distinct features rather than a
single factor. Thorndike considered intellect to be a collection of abilities or skills. There
are several or many tasks that may need the same level of expertise. The correlations
between various tests, he claims, are the outcome of the fact. Even though they are called
measurements of diverse aspects, the tests have certain similarities. The common factor,
according to Thorndike, is found in the nature of the jobs themselves, not in the
individual. In terms of the level of difficulty they can handle, people differ in their ability
to accomplish any single act. They also differ in terms of the spectrum of jobs they could
or couldn't complete. Thorndike divided intellectual activity into three categories: social
intelligence, concrete intelligence, and abstract intelligence. However, this is a taxonomy
of work types rather than a study of mental organization. They have a limited amount of
tasks that they can or cannot complete.
This study is also firmly modified by the Thurstone’s Theory of Primary Mental
Abilities. On a perpetuity basis, this could be interpreted as follows:
A. Verbal Comprehension of Words (grasping meaning of words, concepts, and ideas),

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B. Mathematical Skills (speed and accuracy in numerical and computational skills),
C. Spatial Relations (visualizing patterns and forms),
D. Speed of Perception (speed in perceiving details),
E. Fluency in Words (using words fluently and flexibly),
F. Memory (the ability to recall information accurately), and
G. Reasoning via Induction (deriving general rules from presented facts).
Literature Review
Our knowledge of how individuals learn is evolving all the time. Gardner's idea has
grown from seven to nine separate intelligences since its debut in 1983. Committed
educators can only assist learners achieve success if they understand their students'
strengths and shortcomings (Lamb, 2004)
People with verbal-linguistic intelligence can converse with each other through words. It
has to do with one's ability to communicate and express oneself using one's native
language or other languages, either orally or in writing. This intelligence is aware of the
language's syntax, phonetics, pragmatics, and semantics. It is considered the universal
intelligence and is one of the most studied intelligences, along with logic and
mathematics.
According to Logdson, A. (2021), Verbal intelligence is the ability to analyze
information and solve problems using language-based reasoning. Language-based
reasoning may involve reading or listening to words, conversing, writing, or even
thinking. From classroom learning to social communication to texting and email, our

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modern world is built around listening to or reading words for meaning and expressing
knowledge through spoken language. Students with high levels of verbal intelligence
frequently pursue employment in k-12 or postsecondary institutions, such as teaching
English, language arts, acting, and debate. Professional writers, news correspondents,
poets, creative writers, attorneys, publicists, advertising agents, psychologists, speech
pathologists, and editing jobs are all popular choices.
According to Yaliyanto, A & Abdul, R et al. (2020) Intelligence describes the
ability of individuals to complete tasks to achieve goals. Development of the times helped
develop discoveries including multiple intelligences that Howard Gardner coined
consisted of nine intelligences. This literature review will discuss the development of
visual-spatial intelligence and the verbal-linguistic intelligence of students with a
YouTube-assisted mind map to support future learning alternatives after the advent of
COVID-19. The mind map is considered suitable for developing spatial-visual
intelligence and verbal-linguistic intelligence because mind map learning is related to
images, colors, words that are following indicators of visual-spatial intelligence and
verbal-linguistic intelligence, YouTube media helps students develop topics discussed
and support intelligence in distance learning amid the COVID-19 pandemic. Thus, this
study as a solution to the description of distance learning for the development of multiple
intelligences amid the COVID-19 pandemic. People with heightened verbal, linguistic
skills are often referred to as word smart. Verbal, linguistic students learn best through
language understanding, which includes speaking, writing, reading, and listening (Lamb,
2004). They like reading and writing, word games, and storytelling, and they have high

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retention abilities. They learn through talking and hearing. Writers, as well as persons
who talk frequently in their occupations, such as broadcasters, commentators, and
instructors or professors, are likely to have a high level of verbal-linguistic intelligence
(Bixler, n.d.).
As we approach the twenty-first century, students with verbal language intelligences have
easy access to a wealth of knowledge via global databases and computer networks.
"Educational systems are altering in every subject of knowledge as both professors and
students learn to employ multimedia technologies" (Dickinson, 1998, p. 1). Any subject's
course content may be improved, enriched, and updated from a number of easily
accessible sources, allowing students to understand the use of technology to acquire and
exchange knowledge (Dickinson). "Remarkable new electronic tools for obtaining and
organizing information, as well as communicating, learning, and growing intellect in
unprecedented ways, can promote the growth of language abilities for all populations"
(Dickinson, p. 2)
Technology, in particular, is a major driving factor in inventive ability, particularly in
terms of both the growth of inventions and the manner in which they spread. Technology
is inherently scalable, with a continual tendency toward new breakthroughs as a result of
improving on previous ones. Product life cycles demonstrate how economic rewards go
through a rapid exponential growth period before eventually leveling off, motivating
corporations to use technology to create new inventions. Then Innovation is a primary
source of competitive advantage for companies in essentially all industries and
environments, and drives forward efficiency, higher productivity, and differentiation to

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fill a wide variety of needs. One particular perspective on economics isolates innovation
as a core driving force, alongside knowledge, technology, and entrepreneurship. This
theory of innovation economics notes that the neoclassical approach (monetary
accumulation driving growth) overlooks the critical aspect of the appropriate knowledge
and technological capabilities.
Significance of the Study
The significance of the research is to create opportunities for the students to gain
knowledge through the use of technology and to increase the chances to react and
discover. This research will provide new perspectives in approaching verbal-linguistic
intelligence with enormous regard to the innovating technology for the
students/youngsters.
To Academic Institutions and administrators. Through this research, academic
institutions and administrators may promote and develop advocacies and programs
regarding the technological innovation that can help students to improve their Verbal-
Linguistic Intelligence in a way that it will bring upon positive change.
To the students. This study will help them to assess and manage their Verbal-
Linguistic Intelligence, cultivate learning approaches of diverse languages and provide an
adequately efficient amount of verbal strategy in learning more than one language aside
from the vernacular.
To the Citizens. This study will be beneficial for Filipino citizens who want to
gain more knowledge about how to use the technology in learning language effectively, it
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will also spread awareness of how destructive the technology could be when it is used in
an unreasonable amount of time.
To the Teachers. This study will help them provide their students with the most
up-to-date information by providing them with an in-depth perspective of technological
factors that is affecting their ability and intellect in the interplay of words and languages.
To the Future Researchers. This study will encourage future researchers to
conduct a study relating to the same topic and possibly fill the gap that this research
hasn’t addressed yet, to further investigate and scrutinize the aspect of Verbal-linguistic
intelligence that is still unprecedented and produce outcome that will make an impact and
difference in the language pedagogy.
Target Beneficiaries
The Humanities and Social Science (HUMSS) strand of Manuel S. Enverga
University Foundation Candelaria Inc. Senior High School's Grade 11 students are the
intended beneficiaries of this research. Its population approximately consists of seventy
one (71). Teachers, more particularly on English and Reading and Writing Subjects
alongside the Administrators are legitimately a regarded appropriate as population of the
area of the study because they are the people that can take action, to manage and dispose
the comprehension in improving the verbal-linguistic intelligence of the students using
the emerging technology. Moreover, as for the Future Researchers and Citizens who

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might use this study for their personal advancement reasons and another research basis
intention in order to improve the life of individuals.
Target Beneficiaries No. of Target Beneficiaries

Students 71
Teachers 5
Administrators 3
Table 1. Target Beneficiaries Table
Scope and Delimitation of the Study
The Verbal-linguistic intelligence of the students is imperative to each one’s capacity to
reach the maximum potential as a student, technology also is pivotal in the contemporary
era we existed in, it is becoming more widely impactful to the youngsters’ intelligence
and learning styles. Researchers explore and investigate the robust and susceptible
spectrum of innovating technology and its function on the verbal-linguistic intelligence of
Grade 11 HUMSS Students in MSEUFCI by focusing on the interaction of the two key
factors. The researchers' topic focuses on contributing critical knowledge and needed
information on the language pedagogy of the intended beneficiaries. It accumulates
to provide some specific insight into respondents' perspectives to comprehend the broader
context in order to devise with conclusions that may assist in reaching inferences that are
beneficial to everyone. Also, to design pedagogical methods, actions, and approaches to
better each individual's everyday living standard. The study aims to assess and truly
comprehend if technology seems to have a detrimental effect on students' verbal-
linguistic ability.

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As part of the research, the researcher evaluated various elements as well as potential
repercussions on the study as issues to be covered by this study. The researchers will
gather data by observing the intended participants and sending out questionnaires via
Google form survey towards Manuel S. Enverga University Foundation Candelaria Inc.
The questionnaires will be distributed uniformly to all Senior High School Grade 11
HUMSS students in MSEUFCI by the researchers. The HUMSS in Grade 11 is divided
into two portions, with a total of 71 respondents. The surveys will receive approximately
of 71 responses. The study will be conducted from the month of December 2021 to April
2022.
This study doesn’t cover other geographic locations, schools, and institutions except for
Manuel S. Enverga University Foundation Candelaria Incorporated. The study is also
limited to any extensive research into the instructional tactics that teachers must use with
their students. The study does not include any past HUMSS Grade 11 students.
Limitations of the Study
The major limitation of the researchers falls between the lines of inevitable circumstances
and conundrum, conditions, and shortcomings, they as a human could not control. The
researchers are given a little of limited time to conduct and finalize the research paper,
may it be in just months, dissimilarly to other researchers who have their unlimited
period of time to be able to finish the study they chose to inquire. Over and above all of
that, the researchers also have their lacking in terms of their skills, abilities, and personal
techniques in carrying out the study that is highly possible to become a hindrance for
them in the long run.

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Definition of Terms
The following terminologies are defined conceptually by the researchers for better
comprehension.
Advancement- It is the act of advancing in position or progress for the purpose of
development and improvement.
Comprehension- the ability to process text, understand its meaning, and to integrate with
what the reader already knows.
Effect- It is an alteration that occurs as a result of an action or other factor.
Innovation- It means to improve or to replace something, for example, a process, a
product, or a service.
Language- A language is a structured system of communication used by humans, based
on speech and gesture, sign, or often writing. The structure of language is its grammar
and the free components are its vocabulary.
Learning Approach- It is based on a philosophical concept as well as didactic teaching
and learning strategy.
Multiple Intelligences- Refers to a theory that describes the various ways in which
students learn and absorb information. The necessity of social relationships, reflection,
physical exercise, and being in tune with nature are all part of these multiple
intelligences.

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Pedagogy- A teaching methodology and practice, especially as an academic subject or
theoretical notion.
Scrutinize- It is a critical evaluation or analysis.
Technological Advancement- It is the creation of knowledge or the discovery of
information that contributes to a better understanding of technology.
Technology- It is the application of scientific knowledge to the practical aims of human
life or, as it is sometimes phrased, to the change and manipulation of the human
environment.
Verbal-Linguistic Intelligence- It is the ability to understand and reason using concepts
framed in words. More broadly, it is linked to problem-solving, abstract reasoning, and
working memory.

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Methodology
Description of the Method
As indicated in the title, this chapter includes the discussion about the research
methodology used in data and information gathering. In this section, the researchers go
through the research design, instrument, data-gathering, population/sample, hypothesis,
data analysis, plan and statistical treatment, and lastly is the conceptual framework. This
research held with respect to this dissertation’s primary aim and objectives.
Research Design
With the inclination to the research study, the researchers used a correlational method as
their research design, as this provides a solution to reverberate such an outcome in order
to comprehend the statistical data on how the innovating technology can affect the
verbal-linguistic intelligence of the youngsters.

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As the research study focuses on amassing relevant insights from the respondents’
answers to the researchers’ set of questions, the study centers on understanding the
significant correlation between the innovating technology and verbal-linguistic
intelligence. By the means of this, it serves as a conductive tool to relatively approaching
the significant factors that come with it.
The whole study provides insights at the variables that interjects systematic rules that put
some little lever in place to assess and alleviate the detrimental impact, as well as
construct an intentional movement forward towards the topic under study. Moreover,
researchers used a deliberate strategy to gather data by asking a predefined variety of
questions about the optimal configuration of the research subject.
Instrument
To get appropriate data needed for this research will be gathered using Google Form
questionnaire to successfully analyze the data. Researchers will be using the google form
with questions written with the common slang adequate enough for participants to
thoroughly answer each question and for researchers to be able to understand the
relationship of the innovating technology and the verbal-linguistic intelligence of the
students.
Data Gathering
The researchers will provide different sets of questionnaires to the selected respondents
among the Grade 11 Students. With regard to that, since everyone is in the midst of a

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pandemic and there are still government-established safety measures nationwide, the
procurement of questions will be disseminated through google forms. Also, the
repossession process will be facilitated by the researchers in an online form. And those
retrieved answered questionnaires will be kept privately, similarly, respondent’s personal
profile.
In MSEUFCI, this study aims to identify the correlation between the innovating
technology and the verbal-linguistic intelligence of the students. After getting
authorization from their adviser, the researchers were able to perform their research at
Manuel S. Enverga University in Candelaria. Following an online survey based on a
senior high school questionnaire at Manuel S. Enverga University Foundation Candelaria
Inc. The data was scored, counted, and submitted in today's statistical treatment in order
to provide analysis and interpretation.
The researchers will submit a letter to the principal of the Senior High School
Department, signed by their research adviser, requesting permission to conduct the study
among students who are willing to complete the questionnaire. After the principal has
approved the letter of consent, a questionnaire will be issued to all respondents via
Google Form to protect their safety in the case of a pandemic. The data from the
respondents will be compiled and tallied.
Population/Sample
Diverse selected Grade 11 students from HUMSS will be the chosen respondents to
formally answer the researchers’ survey questionnaire relative to the study matter. In
answering the prepared questions by the researchers, it will be conducted in the

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respondent’s respective home through online interaction via Google Form. Grade 11
HUMSS students with a total number of seventy-one (71) are the target population for the
execution of the entire research study.
Hypothesis:
The following are the researchers' suppositions:
H0: There is no significant relationship between The Innovating Technology and the
Verbal-Linguistic Intelligence of the Grade 11 HUMSS Students.
H1: There is a significant correlation between The Innovating Technology and the
Verbal-Linguistic Intelligence of the Grade 11 HUMSS Students.
Data Analysis Plan
The researchers will be gathering the number of the population of Grade 11 Humanities
and Social Sciences (HUMSS) students at Manuel S. Enverga University Foundation
Candelaria Inc. Then they will distribute the questionnaires via Google Forms to the
respondents to answer them. Lastly, the researchers will evaluate and interpret the
responses of the respondents. In order to analyze the data, the received responses will be
subjected to interpretation for the results.
Statistical Treatment
To interpret the data effectively, the researchers will employ the following statistical
treatment. The Percentage, Weighted mean are the tools used to interpret the data.

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1. PERCENTAGE
This will employ to determine the frequency counts and percentage distribution of
personal related variables of the respondents.
Formula: % = x 100 % is the percentage
F is the frequency
N is the total number of respondents
100 is a constant value
2. AVERAGE MEAN
This will determine the assessment of the respondents with regards to their
personal profiles.
Formula: X = Fx / N
X is the weighted mean
F is the frequency of effects to respondents
X is the weight of each item
N is the number value
The following description is use to evaluate and analyze the data.
Point Scale Scale range
4 3.01-4.00
3 2.01-3.00
2 1.01-2.00
1 0.01-1:00

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Description Rating
4 - STRONGLY AGREE
3 – AGREE
2 - DISAGREE
1 - STRONGLY DISAGREE
Conceptual Framework
FIGURE 1
Variable A Variable B
Innovating Verbal-Linguistic
Technology Intelligence
Variable A affects B;
B also affects A
RESEARCH QUESTIONNAIRE
This study seeks to identify the correlation between the Innovating Technology and the
Verbal-Linguistic Intelligence of the Grade 11 HUMSS students in MSEUFCI. It aims to

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evaluate and better analyze if the technology immensely impacted the verbal-linguistic
intelligence of the youngsters in a brighter light or another, as language is a way to
improve and acquire a good perception of the world and also as perceived that human
interaction and relationships are indeedly pivotal to the holistic aspect of human beings.
The association between the Innovating Technology and Its Effect on the Verbal-
Linguistic Intelligence of the Grade 11 HUMSS Students in MSEUFCI will be assessed
using a survey questionnaire created by the researchers. Whilst also obtaining the
following responses from the participants, the researchers pledge allegiance to carefully
consider that after procuring their explicit consent to participate in our study, we will
assist in ensuring that their privacy and confidentiality will indeed be protected in order
to reduce their possible harm, and that they'll have the option to revoke from our study if
any inevitable event occurs throughout our research investigation.
NAME (Optional): DATE:
SECTION: HUMSS-1 HUMSS-2
GPA (First Semester):
General Direction: Please be as transparent as possible when answering the
following questions or remarks.
I. Tick the appropriate box of the answer with which you are most familiar.

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1. What is generally the most commonly used Technology in your home on a daily basis?
a. Mobile phones, iPod and Tablets, Laptop and Computers
b. Internet Connection, Wi-Fi, Router, Data Connection and Network
c. Hard drive, Memory Card, Digital Camera, DVD player
d. None of the above
2. Which of the following is the online website/s and software application/s you’re
oftentimes using for improving the ability to learn, write, and speak in other native
languages?
a. Duolingo
b. Naver Papago
c. Memrise
d. Babbel.
e. LingQ
f. Anki
g. None of the Aforementioned
Note: You can add an option If there are other language learning apps and websites that
you’re using on a daily basis, please kindly write and indicate the name of the said
software elsewhere here.
II. VERBAL-LINGUSTIC INTELLIGENCE.
Check the box that corresponds to your response on the scale below:
4 - STRONGLY AGREE 3 - AGREE 2 - DISAGREE 1 - STRONGLY

DISAGREE
STATEMENT/REMARK 4 3 2 1
1. I can easily learn other languages aside from my

Page | 27

Quezon, Philippines
mother tongue.
2. I have the ability to use spoken and written words
effectively.
3. I know exactly how to think critically and
rationally.
4. I easily articulate my own emotions and feelings
through the use and interplay of words.
5. I am a very vocal and verbal person.
6. I am good at leveraging the spoken and written
word to co-create the human condition.
7. I have a vast vocabulary to express the beauty of
language and words
8. I can skillfully converse and speak in public.
9. I can understand and associate words with great
ease even the most complex ones.
10. I know how to logically reason out using
concepts framed in words.
11. I have the capacity to handle my mother tongue
and other languages either orally or in writing.
12. I am capable of manipulating syntax, phonetics,
pragmatics, and semantics of language.
13. I am great at interpreting and conveying things.
14. I can profoundly read, listen, and acquire
significant information.
15. I can develop my own growth and advancement
through expanding my vocabulary and language.
III. MAJOR CHANGES IN THE LANGUAGE LEARNING APPROACH.
Check the box that corresponds to your response on the scale below:

DISAGREE
STATEMENT/REMARK 4 3 2 1
1. When I use my phone, it’s usually for learning
purposes
2. I am most of the time scrolling through social
networking sites.
3. I am in all honesty using social media
excessively.
4. I easily learn languages aside from my vernacular
Page | 28

Quezon, Philippines
when I’m talking to foreign people on the Internet.

5. The applications I have on my phone are
generally for learning and education.
6. When I am using gadgets, it’s sometimes
resulting in not accomplishing a task.
7. When I allocate 7 hours a day using electronic
devices it makes me tardy and lazy.
8. I am always being distracted by other
technological kinds of stuff when I’m using my
device and internet connection to study.
9. I usually forgot to do my obligations because of
too much time spent in online activities.
10. I acquire and learn other languages when I read
different writings and literature posted on the web.
IV. RELATIONSHIP BETWEEN INADEQUACY OF VERBAL-LINGUISTIC
INTELLIGENCE AND METHODS OF ACQUISITION.
Please mark the box (/) that most accurately expresses how you think and feel.

DISAGREE
agreeStrongly
disagreeStrongly
Disagree
Agree
FACTOR 1
1 Lack of obtaining skills and competency.
Having less to no time to learn and study because of

2
social networking sites.
I prefer to learn using various applications and websites
3
online.
I am not privileged enough to have such electronic
4
devices for expanding my vocabulary.
The emerging technology helps me to cultivate my
5
learning style.
FACTOR 2

Page | 29

Quezon, Philippines
6 My strategical method of acquisition shows inefficacy.

At home, personal preference for studying differs
7
because of the environment.
8 Sometimes, I am incapacitated to learn and forge.
Bibliography
Adams, H. (2019, October 28). Technological Influence on Society. BCTV. Retrieved
December 3, 2021, from https://www.bctv.org/2019/11/07/technological-
influence-on-society/
Bartolomei-Torres, P., PhD. (2020, July 22). Verbal-Linguistic Intelligence: Meaning,
Characteristics and Activities to Develop It. Learningbp. Retrieved December 6,
2021, from https://www.learningbp.com/verbal-linguistic-intelligence-definition-
characteristics-activities/
Bixler, B. (n.d.). Multiple Intelligences Types. Retrieved March 22, 2007, from
http://www.personal.psu.edu/staff/b/x/bxb11/MI/MITypes.html
Darling-Hammond, L. (2010). Performance Counts: Assessment Systems that Support
High-Quality Learning . Washington, DC: Council of Chief State School
Officers.

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Quezon, Philippines
Dickinson, D. (1998). Technology that enhances verbal-linguistic intelligence. New
Horizons for Learning and America Tomorrow. Retrieved March 22, 2007, from
http://www.americatomorrow.com/ati/mi1.html
D.D. Williams, C.R. Graham, in International Encyclopedia of Education (Third Edition),
2010, Retrieved from
https://www.sciencedirect.com/topics/psychology/technological-innovation
Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning . New
York, NY: Routledge.
Lamb, A. (2004). Technology and multiple intelligences – verbal/linguistic. Retrieved
March 19, 2007, from http://eduscapes.com/tap/topic68b.html
Marenus, M. (2020, June 09). Gardner's theory of multiple intelligencesy. Simply
Psychology. www.simplypsychology.org/multiple-intelligences.html
STUDYMAT. (2021, November 9). Thorndike’s Theory of Intelligence. Retrieved
December 20, 2021, from https://studymat.in/thorndikes-theory-of-intelligence/
T. (2020, April 15). Different Types of Intelligence Theory. RajRAS. Retrieved December
20, 2021, from https://www.rajras.in/intelligence-theory/

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Quezon, Philippines
Technology and Innovation | Boundless Management. (n.d.). Lumencandela. Retrieved
December 20, 2021, from https://courses.lumenlearning.com/boundless-
management/chapter/technology-and-innovation/
Thomas Armstrong, Ph.D. (2020, March 27). Multiple Intelligences. Retrieved December
20, 2021, from https://www.institute4learning.com/resources/articles/multiple-
intelligences/
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All
Learners. Alexandria, VA: ASCD.


Group-4 - Introduction & Methodology

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

The Innovating Technology: Its Effect on the Verbal-Linguistic

A Research Proposal submitted to the Faculty Members of

In partial fulfillment of the prerequisites for the Research Project of

MACARAIG, JULES BILLY L.

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

In today’s world where technological advancements are becoming ubiquitous and

universal, it is constantly affecting individuals in every walks of life.

aspect of Business, Marketing, Technology, Health, Education and Economic Field. It is

processes and organizations evolve. In addition, benefits arise as a result of technological

there is a drawback to technical advancements.

As Cited by Mickeel of Alvernia University in Technological Influence on Society

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

acquired vernacular. Technological innovations have spurred exponential use of

2010). As reluctant to that, Verbal-Linguistic Intelligence is one of the said ability

one’s individuality to the world beneath. Howard Gardner's Theory of Multiple

Intelligences includes eight intelligences, one of which is verbal-linguistic intelligence.

of stimulating it and thereby promoting its development.

ability to be personable and in terms of managing time for more habits and learning.

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

for much important things because them as a students and youngsters are constantly

scrolling on different social media sites. It can also be a source of distraction

behavior is shaped by technological factors.

correlational to the Verbal-Linguistic Intelligence of everyone and the emerging

narratives or applications offered nowadays to young learners are highly regarded as

favorable and negative aspects that comes with it.

Researchers focus on the interrelationship of the two main variables, to be able to

statements, it is the researchers’ major objective to determine and form a hypothesis

contribute imperative knowledge and needed information on the language pedagogy of

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

of respondents' perspectives to comprehend the broader context in order to devise with

thoroughly scrutinize if the technology has more of a great impact on language

timely it is in today’s generation, not to mention the availability of resources despite

studies rarely covering subjects relating to the chosen research topic.

Purpose of the Research

Verbal-Linguistic Intelligence of the Grade 11 HUMSS students in MSEUFCI. It aims to

intelligence of the youngsters in a brighter light or another, as language is a way to

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

in the context of the following variables:

1.1) emerging electronic devices/gadgets; and

1.2) digital software applications and websites which offer narratives?

to the following selected aspects:

2.1) comprehension and abstract reasoning;

2.2) language pedagogy proficiency;

2.3) creativity & critical thinking capability;

2.4) vocabulary acquisition status; and

2.5) manipulation capacity of syntax & semantics of language;

2.6) visualization, conveyance, and articulation aptitude

2.7) growth and advancement?

respondents when an excessive increase of usage occurs on the subsequently

3.1) emerging electronic devices/gadgets; and

3.2) digital software applications and websites which offer narratives?

linguistic intelligence of the students?

5.) Is there a consequential relationship between Inadequacy of verbal-linguistic

intelligence and the acquisitional methods of the students?

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.