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ABSTRACT

The study determined whether differentiated instruction and multiple intelligences

significantly predict of BSED English students’ learning style. It utilized the quantitative,
descriptive correlational design, and multiple linear regression methods of research.
The respondents were 150 BSED English students in Governor Generoso College of
Arts Sciences and Technology. A stratified random sampling was used to identify the
respondents. The research instruments used in this study was an adapted
questionnaire or a survey-questionnaire in the data gathering procedure, to determine
the extent of differentiated instruction and multiple intelligences as predictors of BSED
English students’ learning style. Statistics tools applied were mean, Pearson r, and
regression analysis. Findings suggested that the extent of differentiated instruction and
multiple intelligences as predictors of BSED English students’ learning style were
observed and manifested oftentimes. On the other hand, there was a significant
relationship between differentiated instruction and BSED English students’ learning
style. Identically, there was also significant multiple intelligences of BSED English
students’ learning style. Lastly, both differentiated instruction and multiple intelligences
have a strong positive significance as predictors of BSED English students’ learning
style. It is recommended that further research exploring the variables of differentiated
instruction, multiple intelligences, and BSED English students’ learning style be
conducted to substantiate the findings. Likewise, it is encouraged that extensive and
comprehensive studies be carried out to discover other determinants of differentiated
instruction and multiple intelligences as predictors of BSED English students’ learning
style.

Keywords: differentiated instruction, multiple intelligences, learning style, BSED English

students’, quantitative, descriptive correlational design, multiple linear regression
Governor Generoso College of Arts Sciences and Technology