Chapter 1-3 Individual Research

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ST. ANTHONY COLLEGE OF ROXAS CITY, INC.

SENIOR HIGH SCHOOL 2021
Introduction CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
The ability to acquire and use knowledge and skills is characterized as
intelligence. In our society, predicting IQ and achievement is still a contentious topic.
There are several intelligences according to Howard Gardner. Individual perspectives
on the many intelligences theory may differ. These multiple intelligences help students
like me who have variety of cognitive functions when dealing with variety of subjects.
When I hear the word intelligence, IQ testing is the first thing that comes to
my mind. Intelligence is frequently defined as our intellectual capacity, implying that
it is something I am born with, something that can be tested, and a difficult to change
talent. We are all intelligent in different ways. This viewpoint can raise a self-esteem
and willingness to learn.
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A person's career preferences are a significant component of life. It determines one's
way of life as well as one's place in society. While every one of us desires a
comfortable lifestyle, not every one of us is able to establish a solid career that can
provide it. When choosing a career preferences this is a major decision. Thus, we must
be careful while choosing our career preferences.
Background of the Study
One of the most difficult decisions in life especially to students who wish to
pursue their education is the career choice. In relation to this change, the students need
to identify their inclination based on multiple intelligences (Gardner, 2007)
There are several types of multiple intelligences, but they don't know where
they fit in. Students who lack a defined job aim and are unaware of their different
intelligences may be unsure of which career path to choose.
This study was undertaken by me, a researcher, to determine whether
knowledge of multiple intelligences can help improve the learnings of Grade 12
Senior High School Students when choosing a career.
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They won't have any trouble deciding on a career if they get the right
information. Using the theory of multiple intelligences is one way to broaden career
options.
Some students are unaware of the types of intelligences they possess, which
can influence their career choices. They may choose a career that is unsuitable for
their intelligences, resulting in failure. With the correct career choice, one can easily
find job in the future. A person with intelligence can easily be accepted in any career
because he or she already has the potential for the job.
The K-12 curriculum has been designed, and numerous tracks and strands have
been provided to students in order for them to recognize their intelligences in
preparation for college courses. This training will greatly assist students in sharpening
their minds and improving their logical reasoning and higher order cognitive skills.
Statement of the Problem
This study aim to determine the Multiple Intelligences and Career Preferences
of Grade 12 Senior High School students of St. Anthony College of Roxas City, Inc.
Specifically, this study seek to answer the following research questions:
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1. What is the level of Multiple Intelligences of the respondents in terms of verbal,
logical, spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal, and
naturalistic intelligence as an entire group and grade level?
2. What is the career preferences of the respondents as an entire group and grade
level?
3. Is there a significant difference in the multiple intelligences of the respondents
when grouped according to grade level?
4. Is there a significant difference in the career preferences of the respondents when
grouped according to grade level?
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Conceptual Framework
Independent Variables Moderate Variables Dependent Variables
Demographic Multiple
Profile of the Intelligences
Career
respondents in
Verbal Preferences of St.
terms of:
Anthony College
Logical
of Roxas City,
Spatial Inc.
Age
Musical
Sex
Bodily-
Educational
Kinaesthetic
Attainment of
Parents Interpersonal
Occupation of Intrapersonal
Parents
Naturalist
Figure 1. Schematic diagram showing the hypothesized variation of the independent,

moderate and the dependent variables.
The paradigm figure 1 shows the relationship between the multiple
intelligences and career preferences of the Grade 12 Senior High School students of
St. Anthony College of Roxas City, Inc. The independent variables are sex, age,
educational attainment of parents, and occupation of parent. Moderate variables are
the verbal, logical, spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal,
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and naturalist. While the independent variables are the career preferences of Grade 12
Senior High School students.
Theoretical Framework
This research was anchored on the theory of Multiple Intelligences by the
Harvard education professor Howard Gardner. He first described his theory of
multiple intelligences in the ground breaking book, Frames of Mind, published in
1983. Today Gardner proposes that we all have at least eight different intelligences,
and maybe more. He also suggests that environments, cultures, and genetic makeups
will determine how all of our intelligences work together -- they seldom operate in
isolation -- and also which of the intelligences is more fully developed. According to
Gardner, students benefit by having adults come into class to talk about their life's
work, and by going to visit adults at their places of work. He cautions teachers and
others against attempting to match children's intelligence strengths to specific careers
too early in their development. What’s more important, he says, is to help children see
the spectrum of occupations related to each of the intelligence areas through these
kinds of visits and field trips. Then, children can begin making their own decisions
about what feels right and what doesn't fit. Here is a short list of occupations
categorized by primary intelligence:
Linguistic Intelligence: librarian, curator, speech pathologist, writer, radio or TV
announcer, journalist, lawyer
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Logical Intelligence: auditor, accountant, mathematician, scientist, statistician,
computer analyst, technician.
Spatial Intelligence: engineer, surveyor, architect, urban planner, graphic artist,
interior decorator, photographer, pilot.
Bodily-kinaesthetic Intelligence: physical therapist, dancer, actor, mechanic,
carpenter, forest ranger, jeweller.
Musical Intelligence: musician, piano tuner, music therapist, choral director,
conductor.
Interpersonal Intelligence: administrator, manager, personnel worker, psychologist,
nurse, public relations person, social director, teacher.
Intrapersonal Intelligence: psychologist, therapist, counsellor, theologian, program
planner, entrepreneur.
Naturalist Intelligence: botanist, astronomer, wildlife illustrator, meteorologist, chef,
geologist, landscape architect.
Hypothesis
The null hypothesis of this study are:
1. There is no significant difference in the multiple intelligences of Grade 12
Senior High School students of St. Anthony College of Roxas City, Inc.
when grouped according to grade level.
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2. There is no significant difference in the career preferences of the Grade 12
Senior High School students of St. Anthony College of Roxas City, Inc.
when grouped according to grade level.
Significance of the Study
The result and applicable information acquire in this study may be beneficial to
the following:
Students- This research study would be beneficial to students in determining
the kind of intelligences they belong.
Teachers- The teachers may be benefited by the results of the study because
they can acquire a picture of the student’s capabilities which may be used in
selecting varied teaching techniques to develop the multiple intelligences of
students.
Parents- The parents will understand better the nature of their children’s
abilities. In this way, they may provide sufficient and appropriate support and
guidance, as well as affirmation of their children’s capacities.
Future Researchers- Future researchers who will conduct studies on similar
concerns will likewise benefit from the study. The results may be used to guide
them in determining variables that they may include in their respondents.
Scope and Limitations of the Study
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This study will be conducted on Grade 12 Students of St. Anthony College of
Roxas City, Inc., Roxas City, Capiz. The purpose of this study is to identify the
multiple intelligences and career preferences of Grade 12 Senior High School of St.
Anthony College of Roxas City, Inc. This study determine if there is no
significant difference in the multiple intelligences and career preferences when
grouped according to grade level. The research instrument that I will be using in
gathering the needed data is the survey questionnaire.
Definition of Terms
For better clarification and understanding of the terms related to this study, the
following terms are simplify the word that has been used in this study.
Age- It is one of the stages in life (Webster, 2019).
In this study, the age referred to the length of years in the life of every respondents.
Bodily-kinaesthetic- It relates to learning through feeling such as a sense
of body position, muscle movement and weight as felt through nerve endings
(Dictionary.com, 2019).
In this study, it refers to the ability of the students to remember things through bodily
sensations, engage in sports, dancing or acting.
Career Preferences- This refers to preparation, focuses specifically on issues related
to the world of work (Webster, 2019).
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In this study, career preferences referred to the respondents’ chosen career that they
wanted to pursue in college.
Interpersonal- It means relating to relationships or communication between people
It means interacting with others, being good at leading and organizing and picking up
on other people’s feelings.
Intrapersonal- It is something that exists within one person. (Dictionary.com, 2019)
In this study, it means liking to work alone, being self-motivated and self-confident.
Student- It is a person who is learning; student; pupil; apprentice; trainee
In this study, they are the respondents. They are the students that compose the Grade
12 Senior High School of St. Anthony College of Roxas City, Inc.
Logical- This type of intelligence deals with numbers and logic (Webster, 2019).
As used in this study, this term refers to the respondents’ ability to read and write
numbers correctly, solve problems and exhibit logical reasoning.
Multiple Intelligences- The concept on the eight components of multiple intelligences
was utilized as the framework of this study. These are: verbal/linguistic,
logical/mathematical, visual/spatial, bodily-kinaesthetic, musical/rhythmic,
interpersonal, intrapersonal, and naturalist (Gardner, 1996).
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Musical- This is a type of intelligence which deals with tone and melodies
In this study, it refers to the respondents’ ability to listen, swing his body or tap fingers
with the melody of a song, sing or compose the lyrics of a song.
Naturalistic- It derived from real life or nature, or imitating it very closely
In this study, naturalistic defined as the ability to discriminate among living things as
well as to be sensitive to other features of the environment.
St. Anthony College of Roxas City, Inc. - A Private School in Roxas, City.
In this study, St. Anthony College of Roxas City, Inc., refers to the setting where I a
researcher conducted the study with the participation of the Grade 12 Senior High
School Students.
Sex- It is either of the two main categories (male and female) into which humans and
most other living things are divided on the basis of their reproductive functions
In this study, the sex referred to the male and female respondents.
Spatial- This is defined as the type of intelligence which deals with pictures and
images (Webster, 2019).
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In this study, it is the ability of the respondents to draw, visualize concepts from
pictures, maps, graphs, tables, follow direction or interpret diagrams.
Verbal- It means the ability to communicate through language such as listening,
reading, writing and speaking (Webster, 2019).
In this study, it refers to the ability of the respondents to recite poems and rhymes,
listen and retell stories, write letters, essays and composition as well as communicate
their ideas.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter examines the preceding related literature from my study Multiple
Intelligences and Career Preferences of Grade 12 students in St. Anthony College of
Roxas City, Inc.
Multiple Intelligences
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 bio-
psychological potential to process information that can be activated in a cultural
setting to solve problems that are of value in a culture (Shearer, 2004; Gardner, 2006).
Interpersonal intelligence allows one to understand and work with others. It is
usually found in people who have effective verbal and nonverbal communication, the
ability to note distinctions among others, and have the ability to entertain multiple
perspectives. 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).
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Anne Sullivan, the famous teacher and mentor of Helen Keller, was said to
have an influential Interpersonal intelligence. Their stories prove that Interpersonal
intelligence does not depend on language (Nolen, 2003; Gardner, 2006).
Linguistic/Verbal intelligence is defined as everything having to do with
language, speech, reading, and writing. It is said to be the most widely shared human
competence. Poets, journalists, and novelists tend to have the highest level of
understanding to this intelligence. Even in deaf 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. (Shepard, 2004;
Fogarty, 2005; Gardner, 2006; York, 2008).
Spatial intelligence is defined as the capacity to perceive the visual world
accurately through transforming, modifying and recreating the aspects of one’s
individual real world. To some this is known simply as Visual intelligence. 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).
Careers that use spatial intelligence range widely. Painters, map topologists,
sculptors, sailors, navigators, architects and engineers all use spatial intelligence.
Chess players and grocery store baggers also are said to have a high spatial
intelligence. Jobs such as navigators and tour guides may also possess a high level of
spatial intelligence. (York, 2008).
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The Logical/Mathematical intelligence and Linguistic intelligence have
traditionally been emphasized in our schools. Logical/Mathematical intelligence is
calculating, creating hypotheses, and completing mathematical operations. It can be
defined as manipulation of objects and problem solving, and is dominant in the
fields of science and mathematics.
It is said that individuals with high Logical intelligence often show an interest
in music (Shepard, 2004; Gardner, 2006).
Musical intelligence involves 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 and remember sounds that others might miss. (Shepard, 2004; Gardner, 2006;
York, 2008). Sternberg calls Gardner’s theory "a theory of talents, not one of
intelligences" (O’Shea, 2001).
Intrapersonal intelligence is defined as, “knowledge of the internal aspects of a
person: access to one’s own feeling life, one’s range of emotions, 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). Psychologists, spiritual leaders, and philosophers have all been labelled as
having high intrapersonal intelligence. (Nolen, 2003; Shepard, 2004; Shearer, 2004;
York, 2008). Students who prefer working alone, enjoy helping others, and believe
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everyone should be treated fairly tend to have a dominant Intrapersonal (Gardner,
2006).
Gardner presents this example as a counter, “autistic children who play a
musical instrument beautifully but who cannot otherwise communicate, underscore the
independence of musical intelligence” (Gardner, 2006). This provides evidence
for Musical intelligence
Bodily-Kinaesthetic intelligence is the ability to think in movement, using the
ability to manipulate objects and several physical skills. This involves a sense of
timing and perfection of skills through mind-body unison, which goes further than
eye-hand coordination. Students who have an excessive Bodily-Kinaesthetic
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 displayed 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). Gardner suggests that one’s entire consumer
culture is based on the Naturalist intelligence because it includes the capacities we use
when we are drawn to one item rather than another.
Providing students with multiple ways to access content improves learning
(Hattie, 2011).
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Providing students with multiple ways to demonstrate knowledge and skills
increases engagement and learning, and provides teachers with more accurate
understanding of students' knowledge and skills (Darling-Hammond, 2010).
Instruction should be informed as much as possible by detailed knowledge
about students' specific strengths, needs, and areas for growth (Tomlinson, 2014).
Related Studies
Armstrong (1994) stated that students don’t lose their multiple intelligences
when they approach adolescence. The fact is they become even more developed,
especially in the areas of intrapersonal and, interpersonal intelligence.
According to Armstrong (1994). Every job consists of a variety of
responsibilities touching on several intelligences. So when one talks about careers
with students, one has to make sure to point out that many different intelligences are
required for each job- and that it’s important to develop and nurture all of these
intelligences.
Career Preferences
According to Ginzberg and his associates, during the fantasy period play
gradually becomes work-oriented and reflects initial preferences for certain kind of
activities. This stage is the preparation for a child’s highly organized social life they
will be required to adjust when they enter the first grade. Career preferences are free
opportunity to select a desired career. It is also a decision-making in a confusing
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situation which occurs during the senior year of high school level. When one is
confused in choosing a career, he relies on his friends and relatives.
He was confused in a sense that he cannot make his own decision and not yet
ready to get into college. According to Tiedemann, career development unfolds within
the general process of cognitive development as one resolves ego-relevant crises. He
further noted out those decision-making is a continuous process in which individuals
will change their courses of career action, generally by leaving a setting or
environment. Such as when a student is disoriented in his course he has been taken
that will result in decreasing eagerness on that particular field.
He decides to transfer in another school or to shift another course that really
fits his own interest and. When one is unstable in making decision, these disoriented
strategy may be repeated until achieve different bachelor’s degree which can be a
major distraction of one’s future job. Super also considered indecisiveness as a period of
developmental process when interest was not fully crystallized. Therefore, this study intends
to determine the factors affecting career preferences among senior high school students.
Related Studies
Bandura et al. (2001) states that each individual process of choosing a career is
influenced by several factors such as personal interests, social contacts, role models
and educational attainment. He also concluded that career preference of students is
highly influenced by factors like level of achievement in academics.
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According to Fizer (2013) there is no linkage or significant difference noted in
the career preferences of the respondents when grouped according to grade level.
On the other hand, Wildman and Torres (2002) observed that some students
even look ahead to retirement. He also found that students want to make sure they are
secure for the rest of their lives, and may look into the careers that have benefits to
help them in the long run.
Further, Mihyeon (2009) stated that men and women have different styles in
choosing a career. He also found that men have a more liberal and progressive style of
thinking and women prefer a hierarchical style of thinking.
Pathak & Rahman (2013) conducted study on career preferences of
undergraduate students in relation to their sex, rural urban inhabitation and level of
media exposure. The findings revealed existence of significant difference between
male and female as well as between rural and urban undergraduate students in certain
areas of career. The study further showed significant relationship between level of
media exposure and some areas of career preference of undergraduate students. The
result, in this way will go a long to help parents, teachers, government, counsellors,
and media personnel to use their human and material resources in planning and
implementing policies to direct students in the path most suitable to them.
Furthermore, Yadav (2009) concluded that the students whose mothers had
high educational level have a significant influence on the career preference of students
when compared to the students whose mother had low educational level/status.
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Moreover, Pooler (2003) stated that learners at the 11 and 12 grade
demonstrated strong preference for naturalist intelligence, spatial intelligence and
three intelligences that were followed were interpersonal intelligence, logical
intelligence and verbal intelligence.
Finally, Almistry (2009) found out that boys are more likely to choose
engineering courses and girls are more likely to become a chef and nurse.
Synthesis
The literatures and studies of foreign shows an in depth nature to find out if the
knowledge of multiple intelligences can help improve the learnings of Grade 12 senior
high school students in choosing their career. With the proper knowledge they won’t
find difficulties in choosing their career. One way to expand career possibilities is to
use the theory of multiple intelligences. Students are expected to be accountable for
their own learning and to be aware of their own strengths and weaknesses. I.Q. has
traditionally been used to assess intelligence. However, those tests only assess one sort
of intellect. The multiple intelligence theory is particularly essential in current
education since it states that each individual has eight intelligences that each work in a
unique way. The importance of making the appropriate profession decision cannot be
overstated. It determines one's success or failure in life. A wise decision can lead to a
happy, prosperous, and fulfilling career and life. A bad decision, on the other side,
might lead to failure, despair, and misery in life.
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In general, this chapter explored multiple intelligences and career preferences,
which can help students or other people broaden their knowledge and comprehend
how various intelligences might aid them in their future careers. This combination of
different intelligences and career preferences helps students manage with emotions in
academic and can improve their thinking while deciding a career.
CHAPTER III
METHODOLOGY
This chapter presents the research design, place and respondents of the study,
research instrument, data gathering procedure, data processing procedure, and the
statistical tools that were used to analyze and interpret the gathered data.
Research Design
The research design will be used in this study is a descriptive study which aims
to determine the Multiple intelligences and career preferences. The questionnaire will
be used to gather the data is the researchers made questionnaire and will be distributed
to the Grade 12 Senior High School Students of St. Anthony College of Roxas City,
Inc.
The questionnaire will be used to gather data regarding the demographic
profiles of the respondents such as age, sex, educational attainment of parents, and
occupation of parents, determine the Multiple Intelligences and Career Preferences of
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the students and to determine if there is a significant difference in Multiple
Intelligences and Career Preferences of respondents when grouped according to their
demographic profile.
Population Frame and Sampling Technique
The research will be carried out at St. Anthony College of Roxas City, Inc.
Academic Year 2021-2022 The study's respondents were 85 Grade 12 students.
Purposive sampling was used in this study.
Table 1. Distribution of Respondents.

GRADE LEVEL POPULATION
Grade 12- St. Louise De Marillac 43
Grade 12-St. Catherine Laboure 42
TOTAL 85
Research Instrumentation
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The data needed for the study will be gathered by using the researcher-made
questionnaire. The research instrument that I will be using in the study is a survey
questionnaire. The survey questionnaire will be composed of three (3) parts; Part I will
be the demographic profile of Grade-12 students of St. Anthony College of Roxas
City, Inc., and Part II will be the Multiple Intelligence by Gardner with eight
components namely: Linguistic (1-10), Logical (11-20), Spatial (21-30), Bodily-
Kinaesthetic
(31-40), Musical (41-50), Interpersonal (51-60), Intrapersonal (61-70), and
Naturalistic Intelligence (71-80). Part III is the respondent’s course for their possible
career or job in the future. Validity and reliability testing will be performed on the
research instruments.
Validation and Reliability
The questionnaire will be subjected to face validation on its content. The
validators were members of the faculty of St. Anthony College of Roxas City, Inc.
who were considered an expert. To test the reliability of the questionnaire, it will be
subjected to a pre-test. It will be administered to thirty (30) Grade-11 Students who
will be chosen at convenience and will not part of the actual survey. Only thirty (30)
Grade-11 students will participate in the reliability testing.
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Data Gathering Procedures
I, the researcher, will construct an open-ended questionnaire for distribution to
eighty-two (82) respondents in order to collect data for this study.
To ensure a 100% return rate, I, the researcher, personally gave the
questionnaire and explained the goal of the study.
To facilitate analysis, the instrument to be used on Multiple Intelligences and
Career Preferences were analyzed and scored using the following score guide as the
basis.
Figure 1: Scoring Guide
Score Scoring Interval Response Categories/Verbal Interpretation
4 3.26 – 4.00 Always
3 2.51 – 3.25 Often
2 1.76 – 2.50 Sometimes
1 1.0 – 1.75 Seldom
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The respondents' selections will be collated and consilidated to obtain the total score,
which will then be divided by the number of respondents to provide the mean.
Data Analysis and Interpretation Procedure
The data will be thoroughly evaluated and interpreted by the researcher using
the most appropriate statistical process after the questionnaires have been collected,
scored, analyzed, and compiled in the master data. I, the researchers guarantee that the
replies will be scored correctly and provided the appropriate verbal interpretation for
each signal.
The statistical tools we will use to evaluate and interpret the acquired data are
the frequency, percentage, mean, standard deviation, t-test, and F-test.
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REFERENCES
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Armstrong, T. (1994).Multiple intelligences. Retrieved from

http://www.institute4learning.com/resources/articles/multiple-intelligences/
Bandura et al. 2001. Retrieved from
https://www.uky.edu/~eushe2/Bandura/BanduraPubsByYehtmlar.
Dictionary.com. Bodily kinaesthetic. Retrieved from
https://www.yourdictionary.com/kinesthetic
Dictionary.com. Interpersonal. Retrieved from
https://www.yourdictionary.com/interpersonal
Dictionary.com. Learners. Retrieved from
https://www.dictionary.com/browse/learner
Dictionary.com. Musical. Retrieved from
https://www.dictionary.com/browse/musical
Dictionary.com. Naturalistic. Retrieved from
https://www.dictionary.com/browse/naturalistic
Dictionary.com. Sex. Retrieved from
https://www.merriam-webster.com/dictionary/sex
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Fogarty, R. (2005). Understanding the theory of multiple intelligences

https://core.ac.uk/download/pdf/43646744.pdf
Gardner, H. (2006). The science of multiple intelligences theory:
https://www.amazon.com/Multiple-Intelligences-Horizons-Theory-
Practice/dp/0465047688
Merriam Webster. Age. Retrieved from
https://www.merriam-webster.com/dictionary/age
Merriam Webster. Career preferences. Retrieved from
https://www.merriamwebster.com/dictionary/career%20preferences
Merriam Webster. Logical. Retrieved from
https://www.merriam-webster.com/dictionary/logical
Merriam Webster. Spatial. Retrieved from
https://www.merriam-webster.com/dictionary/spatial
Merriam Webster. Verbal. Retrieved from
https://www.merriam-webster.com/dictionary/verbal
Mihyeon, K. 2009. The relationship between thinking style differences and career
choice
For high-achieving high school students. PhD Diss. Department of Education.
The College of William and Mary .United States, Virginia.
https://www.researchgate.net/profile/Mihyeon_Kim2
Nolen, J.L. (2003). Multiple intelligences Retrieved from

https://www.researchgate.net/publication/228495075_Multiple_intelligences_a
nd_the_therapeutic_alliance_Incorporating_multiple_intelligence_theory_and_
practice_in_counselling
O’Shea, M. (2001). Theory of multiple intelligences. Retrieved from educating
multiple intelligences through technology Web site:
http://www.sip.ie/sip065/mitheory.htm
Pathak, T. & Rahman, A. (2013). Perception of Students and Teachers towards
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Nagaon District of Assam. Journal of Education and Practice, 4 (1): 84-91.
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Scherer, M (2006).Celebrate strengths, nurture affinities: a conversation with Mel
Levine. Educational Leadership. Retrieved from
Shearer, B. (2004). Multiple intelligences theory after 20 years.
Shepard, J. S. (2004). Multiple ways of knowing. Retrieved from EBSCO Host
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Stager, G. (2008). Teach the kids you have. District Administration, 44, 54.
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u_hon_theses
Wildman and Torres. (2002) Retrieved from
https://www.utm.edu/departments/msanr/_pdfs/Fizer_Research_Project_Final.
pdf
Yadav et al.2009 retrieved from
https://earthref.org/ERR/123650/
York, W. (2008). World’s first multiple intelligence school. Retrieved from Key
learning
Community Web site: www.616.ips.k12.in.us/default/aspx
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Part I. Demographic Profile of Respondents
Direction: Please read each item carefully. Kindly check the box for your answer.
Name: ______________________________
1. Grade:_____
2. Sex:-_____
3. Age:_____
4. Educational Attainment of Parents
Father Mother
College Graduate ( ) ( )
College Undergraduate ( ) ( )
High School Graduate ( ) ( )
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High school Undergraduate ( ) ( )
Elementary Graduate ( ) ( )
Elementary Undergraduate ( ) ( )
No Schooling ( ) ( )
5. Occupation
Father Mother
Professional worker ( ) ( )
Administrative and managerial worker ( ) ( )
Clerical worker ( ) ( )
Sales worker ( ) ( )
Services worker ( ) ( )
Agricultural worker ( ) ( )
Laborer ( ) ( )
Others, pls. specify ( ) ( )
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Part II. Multiple Intelligences
Direction: Please check (√) and rate yourself honestly based on what you actually do
given the statements using the following scales:
Legend
Always Often Sometimes Seldom
4 3 2 1
Verbal/linguistic 4 3 2 1
1. I enjoy telling stories and jokes.
2. I have a good memory for trivia.
3. I enjoy word games.
4. I read books just for fun.
5. I am a good speller.
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6. In an argument I tend to use put-downs or sarcasm.
7. I like talking and writing about my ideas.
8. If I have to memories something
I create a rhyme or saying to help me remember.
9. If something breaks and won’t work.
I read the instruction from the book first.
10. For a group presentation
I prefer to do writing than doing the library research.
Logical/mathematical 4 3 2 1
11. I really enjoy my math class.
12. I like logical math puzzles or brain treasers.
13. I find solving math problems to be fun.
14. If I have to memorize something I tend to place in a
logical order.
15. I like to find out how things work.
16. I enjoy computer and any math games.
17. I love playing chess and checkers.
18. In an argument, I try to find a logical and fair solution.
19. If something breaks and won’t work.
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I look at the pieces and try to figure out how it works.
20. For a group presentation I prefer to create this charts
and graphs.
Visual/spatial 4 3 2 1
21. I prefer a map than a written direction.
22. I daydream a lot.
23. I enjoy hobbies such as photography.
24. I like to draw and create.
25. If I have to memorize something I draw a diagram to
help me remember.
26. I like to doodle on paper whenever I can.
27. In a magazine, I prefer looking at the pictures than the
next.
28. In an argument I try to keep distance, keep silent or
visualize solution.
29. If something breaks and won’t work I tend to study the
diagram of how it works.
30. For a group presentation I prefer to draw all the
pictures.
Bodily/kinesthetic 4 3 2 1
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31. My favourite class is gym since I like sports.
32. I enjoy activities such as wood working, sewing and
building models.
33. When looking at things, I like touching them.
34. I have trouble sitting still for any length of time.
35. I use a lot of body movements when talking.
36. If I have to memorize something I write it out a number
of times until I know it.
37. I tend to tap my finger or play with my pencil during
class.
38. In an argument I tend to strike out hit or run away.
39. If something breaks and won’t work I tend to play with
the pieces to try to fit them together.
40. For a group presentation I prefer to move the props
around, hold things up or build a model.
Musical/Rhythmic 4 3 2 1
41. I enjoy listening to CD’s and the radio.
42. I tend to hum to myself when working.
43. I like to sing.
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44. I play a musical instrument quite well.
45. I like to have a music when doing homework or
studying.
46. If I have to memorize something I try to create rhyme
about the event.
47. In an argument, I tend to shout or punch or move in
some sort of rhythm.
48. I can remember the melodies of many songs.
49. If something break and won’t work I tend to tap my
fingers to a beat while finger it out.
50. For a group presentation I prefer to put a new words to
popular tune or music.
Interpersonal 4 3 2 1
51. I get along well with others.
52. I like to belong to clubs and organization.
53. I have a several very close friends.
54. I like helping teach other students.
55. I like working others in group.
56. Friends ask my advice because
I seem to be a natural leader.
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57. If I have to memorize something
I ask someone to quiz me to see if I know it.
58. In an argument I tend to ask a friend or some persons in
authority for help.
59. If something breaks and won’t work I try to find
someone who can help me.
60. For a group presentation I like to help organize the
group’s efforts.
Intrapersonal 4 3 2 1
61. I like to work alone without anyone bothering me.
62. I like to keep a diary.
63. I like myself (most of the time)
64. I don’t like crowds
65. I know I am good at and what I am weak at.
66. I find that I am strong-willed, independent and don’t
follow the crowd.
I tend to close my eyes and feel the situation.
68. In an argument I will usually walk away until I claim
down.
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69. If something breaks and won’t work,
I wonder if it’s worth fixing up.
70. For a group presentation I like to contribute something
that is uniquely mine.
Naturalistic 4 3 2 1
71. I am keenly aware of my surrounding’s and of what
goes on around me.
72. I like to go walking at the trees and flowers.
73. I enjoy gardening.
74. I like to collect things (e.g. rocks, sports, card stamps,
etc.)
75. As a child, I think I would like to get away from the
city and enjoy nature.
I tend to organize into categories.
77. I enjoy learning the names of living things in our
environment, such as flowers and trees.
78. In an argument I tend to compare my argument to
someone or something I have read or heard about and react
accordingly.
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79. If something breaks down, I look around me try and see
what I can find to fix the problem.
80. For a group presentation I prefer to organize and
classify the information into categories so it makes sense.
Part lll. Career Preference
Direction: Please check (√) the corresponding course that you want to take after Grade
LINGUISTIC/VERBAL INTELLIGENCES:
 Librarian
 Curator
 Speech pathologist
 Writer
 Radio or TV announcer
 Journalist
 Lawyer
LOGICAL MATHEMATICAL INTELLIGENCES:
 Auditor
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 Accountant
 Mathematician
 Scientist
 Statistician
 Computer analyst
 Technician
VISUAL SPATIAL INTELLIGENCES:
 Engineer
 Surveyor
 Architect
 Urban planner
 Graphic artist
 Interior decorator
 Photographer
 Pilot
BODILY KINESTHETIC INTELLIGENCES:
 Physical therapist
 Dancer
 Actor
 Mechanic
 Carpenter
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 Forest ranger
 Jeweller
MUSICAL/ RHYTMIC INTELLIGENCES:
 Musician
 Piano tuner
 Music therapist
 Choral director
 Conductor
INTERPERSONAL INTELLIGENCES:
 Administrator
 Manager
 Personnel worker
 Psychologist
 Nurse
 Public relations person
 Social director
 Teacher
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INTRAPERSONAL INTELLIGENCES:
 Psychologist
 Therapist
 Counsellor
 Theologian
 Program planner
 Entrepreneur
NATURALIST INTELLIGENCES:
 Botanist
 Astronomer
 Wildlife illustrator
 Meteorologist
 Chef
 Geologist
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 Landscape architect
[43]

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SHS

ST. ANTHONY COLLEGE OF ROXAS CITY, INC.

THE PROBLEM AND ITS BACKGROUND

The ability to acquire and use knowledge and skills is characterized as

intelligence. In our society, predicting IQ and achievement is still a contentious topic.

There are several intelligences according to Howard Gardner. Individual perspectives

my mind. Intelligence is frequently defined as our intellectual capacity, implying that

and willingness to learn.

A person's career preferences are a significant component of life. It determines one's

be careful while choosing our career preferences.

Background of the Study

to identify their inclination based on multiple intelligences (Gardner, 2007)

intelligences may be unsure of which career path to choose.

This study was undertaken by me, a researcher, to determine whether

knowledge of multiple intelligences can help improve the learnings of Grade 12

Senior High School Students when choosing a career.

because he or she already has the potential for the job.

been provided to students in order for them to recognize their intelligences in

Statement of the Problem

Specifically, this study seek to answer the following research questions:

1. What is the level of Multiple Intelligences of the respondents in terms of verbal,

logical, spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal, and

naturalistic intelligence as an entire group and grade level?

3. Is there a significant difference in the multiple intelligences of the respondents

when grouped according to grade level?

4. Is there a significant difference in the career preferences of the respondents when

grouped according to grade level?

Independent Variables Moderate Variables Dependent Variables

Figure 1. Schematic diagram showing the hypothesized variation of the independent,

The paradigm figure 1 shows the relationship between the multiple

educational attainment of parents, and occupation of parent. Moderate variables are

the verbal, logical, spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal,

Senior High School students.

This research was anchored on the theory of Multiple Intelligences by the

Harvard education professor Howard Gardner. He first described his theory of

multiple intelligences in the ground breaking book, Frames of Mind, published in

others against attempting to match children's intelligence strengths to specific careers

categorized by primary intelligence:

Linguistic Intelligence: librarian, curator, speech pathologist, writer, radio or TV

announcer, journalist, lawyer

Logical Intelligence: auditor, accountant, mathematician, scientist, statistician,

computer analyst, technician.

Spatial Intelligence: engineer, surveyor, architect, urban planner, graphic artist,

interior decorator, photographer, pilot.

Bodily-kinaesthetic Intelligence: physical therapist, dancer, actor, mechanic,

carpenter, forest ranger, jeweller.

Musical Intelligence: musician, piano tuner, music therapist, choral director,

Interpersonal Intelligence: administrator, manager, personnel worker, psychologist,

nurse, public relations person, social director, teacher.

Intrapersonal Intelligence: psychologist, therapist, counsellor, theologian, program

Naturalist Intelligence: botanist, astronomer, wildlife illustrator, meteorologist, chef,

geologist, landscape architect.

The null hypothesis of this study are:

1. There is no significant difference in the multiple intelligences of Grade 12

when grouped according to grade level.

2. There is no significant difference in the career preferences of the Grade 12

when grouped according to grade level.

Significance of the Study