ASSESSING STUDENTS’ MOTIVATION THROUGH MULTIPLE

INTELLIGENCES AS LENS IN THE POST-PANDEMIC ERA

An Action Research
Presented to the Faculty of Teacher Education Department
Davao De Oro State College
Montevista, Davao De Oro, 8801

_________________________

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Secondary Education
Major in Mathematics

_________________________

Jef Adrian A. Gemulatan

Jonard Penaranda
Rojelyn D. Rebuyas

December 2022

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 CHAPTER 1

INTRODUCTION

Rationale

Motivation is the wrench to success in the learning process. As mentioned by

Purnama et al. (2019), motivation is widely regarded as an important factor in

ensuring students' success in the learning process. Hence, students’ motivation

constitutes a fundamental structure that stimulates, guides, and sustains learning. It is

an important building block for students to be able to grasp information and be

productive members of society (Griskell et al., 2020). Assessing students' motivation

is difficult for teachers in today's generation. But for this, a teacher must be aware

enough of students’ strengths and weaknesses to craft lessons that cater to their

multiple intelligences (Herner-Patnode et al., 2021). However, most teachers were

unaware of the importance of identifying the dominant learning styles of the students

before implementing the lesson proper, which is why they were not able to apply

practical strategies that would best suit their personal learning profiles (Nicolaidou,

2021).

In Indonesia, specifically at Yogyakarta University, Wilbowo (2020) it was

stated that multiple intelligences-based creative curricula served as best practices for

maximizing students' potential and intelligence. Given widespread calls to assist

students in becoming autonomous learners, that is, students involved in and

responsible for their own learning, motivation is likely to change. Furthermore, many

aspects of language learning are subject to learners' active choices, such as whether to

take a course, communicate with native speakers, allocate attention, a cademia,

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research and business (Elaish et al., 2019). Multiple intelligences-based approach

should be encouraged in the classroom to meet the validity, reliability, and suitability

of students' dominant learning styles, suggests Setiawan (2020). The study found that

it increased students' class participation, optimized students' creativity, encouraged

active involvement in class activities, produced a positive attitude.

In the Philippine context, Gultiano (2021) revealed that the students’ motivation

towards learning improved when the given activities were based on their dominant

intelligences. It goes without saying that the constructs of motivation have always

been emphasized in the academic setting. Owing to this fact, psychologists and

educators have long considered motivation as predictors of students’ achievement and

learning, which in turn contribute considerably to students’ performance (Torres &

Alieto, 2019). In this study, motivation is the driving force that makes people pursue a

goal and overcome obstacles because people with higher motivation do their best and

do not easily give up when confronted with difficulties. Lampara and Maquiling

(2021) emphasized that teachers should keep this in mind when planning activities for

students with multiple intelligences. Discover the intelligences of the students not

only to apply appropriate teaching strategies but also to get to know the students

better to hone their talents and abilities, making them learn more since they are given

equal opportunities to learn based on their specific intelligences.

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 In the local context, specifically in Montevista, it has been observed that

students believe they can achieve what they need through further evaluation of the

initial multiple intelligence assessment given prior to the class to determine learning

difficulties and/or learning styles (Hagonoy, 2021). Upon verification, teachers should

look through a proper multiple intelligences lens that assesses students’ motivation

towards the learning process. During our field studies 1 and 2, we noticed that most of

the students found learning boring and preferred to sleep or even talk with their

seatmates because they did not have opportunities to evaluate their preferred ways of

effectively acquiring learning.

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 Although there are many recent studies related to assessing students’

motivation through a multiple intelligence’s lens, the research suggests that there are

continuing gaps in terms of integrating an instructional approach that suits the

multiple intelligences of the students in the aforementioned study, particularly in the

local setting. Upon reading various literatures and studies about assessing students’

motivation through multiple intelligences lens, the researchers found out that there are

similar studies related to this research. However, there are no studies with the

utilization of multiple intelligences as lens in enhancing students’ motivation

specifically in Davao region. With this, the researchers were prompted and perceived

the need to undertake this study and the urgency to conduct the study to address

immediately the problem concerning the students’ motivation in the learning process

and to prove the observation of classroom management, instructional strategies, and

students’ motivation concerning multiple intelligences. Furthermore, this study aims

to encourage instructors and teachers to adhere to daunting tasks and intentional

planning in using innovative and interactive multiple intelligences strategies in

teaching practices, especially in mathematics, that could possibly promote effective

learning that fosters academic achievement and motivation. Additionally, this study

will support administrators in strengthening the present educational policies,

curriculum, and approaches. Moreover, this intends to encourage the use of the

Multiple Intelligences as Lenses teaching style in order to increase students'

enthusiasm for mathematics and aid them in being able to grasp and comprehend

effectively while using the intervention to solve mathematical issues.

Review of Related Literature

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 This section contains a review of related readings, literature, and studies that

provide strong support for the investigation. Articles from various sources, including

books, published and unpublished journals, manuals, and electronic references, are

used to support this study.

Students’ Motivation

Motivation is an internal drive to meet desires and needs (Serin, 2018). It has

been considered as one of the most significant factors to achieve an expectation or a

goal. Motivation is the willingness to build desire to learn through engaging in

activities and an indispensable reason in fostering student achievement. It should be

noted that motivation has the key role in establishing a platform in which learning is

permanent (Nole-Fajardo et al., 2021). Therefore, school administrators should

develop programs that equip teachers with the necessary attributes, skills, and passion

for the teaching profession and be given more consideration for professional growth

(Macias, 2018).

According to Taylor (2012), as cited by Vero (2020), motivation generally

involves inner forces, enduring traits, behavioral responses to stimuli, and sets of

beliefs and affects. Motivation is an internal process. When we tap into this well of

energy, motivation gives the person the drive and direction required to interact with

the world in an adaptive, open-ended, and problem-solving way (Reeve, 2018).

A more detailed look at Dornyei (2020) stated that motivation is the primary

requirement for taking on a learning task and the engine that drives the process. It is

an essential component of the difficult work of learning, and its absence will cause

individuals to fail, even if they possess exceptional ability and a strong motivation to

compensate for significant deficits. Desmukh (2021) claimed that the goal of

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motivation is to keep students interested regardless of the learning situation, whether

traditional or e-learning, which is a difficult task given the plethora of distractions that

exist in the twenty-first century.

Moreover, motivation is the most effective way to help students attain their

goals. Students are motivated to undertake work in order to get experience.

Motivation serves as a motivator for effort and achievement (Howard et al., 2021).

The presence of a strong desire to learn will yield positive results. Intrinsic motivation

can so influence learning results. In fact, student achievement, particularly in

mathematics, was not good enough (Fuqoha et al., 2018).

Intrinsic Motivation

Students that are intrinsically motivated to learn mathematics perform better

academically and have greater self-confidence and fortitude when faced with

challenges. Mathematics lessons can be difficult, but students who are intrinsically

motivated are more likely to put up the effort and use the necessary techniques to

succeed (Aubret et al., 2019).

In addition, Sun and Gao (2020) emphasized that intrinsic motivation is the

desire to accomplish something pleasurable without the aid of external stimuli. In

other words, it alludes to a person's internal purpose for acting in a certain way.

According to Andres et al., (2022) as convergent evidence, intrinsic motivation

impacted student involvement, which in turn predicted higher success (GPA), and the

findings held true even when studies were limited to African American and Latino

students.

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 Chang et al. (2019) showed that students are more likely to get higher grades if

they have a positive attitude about math and show signs of intrinsic desire. Students

that are intrinsically motivated are more likely than their peers to use useful

mathematical techniques like estimating, visualizing, and checking. Additionally,

Saputro et al. (2019) emphasized that the objectives created by the teacher in the

classroom have a big impact on how intrinsically motivated the pupils are to learn

math. The authors come to the conclusion that math activities should be difficult

enough to keep children interested while still allowing for a high degree of success if

the student puts forth enough effort.

Extrinsic Motivation

Extrinsic motivation pertains to doing something, which is driven by an outside

stimulus. In other words, the desire to do something would be dependent on a certain

driver, which would trigger the decision to act on something (Yasmeen et al., 2019).

Extrinsically motivated students engage in learning for external rewards, such as

teacher and peer approval, and good grades (Muelle & Yankelewitz, 2018).

According to Zhu and Leung (2018), extrinsically motivated students do not

necessarily have a sense of ownership of the mathematics that they study; instead,

they focus on praise and interest from teachers, parents and peers and avoiding

punishment or negative feedback. It is typically believed that intrinsic motivation

tends to be deeper and more influential than the extrinsic one and its corresponding

effect also continues longer.

According to the study of Gojak (2019), extrinsic motivation implies that

learners have an external reason for performing a task, such as a reward, a grade, or a

promotion. Ideally, we would like students to work hard in mathematics because they

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want to, they find it interesting, and they see the importance of learning mathematics.

Outside motivators, such as a promotion, job opportunities, or a higher salary

motivate us, and similar rewards can be acceptable motivators for students. However,

these external rewards should never be the sole reasons to encourage students to do

mathematics to the best of their ability (Sansone & Tang, 2021).

Multiple Intelligences

In line with the study, Winarti et al. (2018) stated that identifying students'

dominant forms of intelligence before they start studying is a vital aspect that leads

teachers to design appropriate techniques. It gives teachers a better understanding of

their students and helps them learn more effectively. Consciousness of talents and

flaws that enable students to grow in terms of motivation, self-esteem, self-respect,

self-control, and a good outlook on learning (Cokcaliskan et al., 2018). Therefore, the

multiple intelligences of the students must be determined and addressed in order to

assess their motivation.

Furthermore, developing students' multiple intelligences is a challenge in the

learning process. Learning that leads to the development of multiple intelligences will

run optimally if professional teachers carry out learning in the classroom (Agusta et

al., 2021). To aid in the development of multiple intelligences theory (MIT)-

supporting activities, teachers must understand how intelligences can be developed.

Identifying multiple intelligences was necessary not only for the sake of engaging the

classes but also to help prepare students to be successful in their adult lives and in

society (Rinis et al., 2020).

Teachers were accurately aware of the multiple intelligences of the students

could maximized learning approaches. Provides consistent learning strategies, such as

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how using the MIT will help students develop their intelligence and how teachers

should pay attention to their students' strengths to ensure that they are effectively

teaching each student (Xu, 2020). Identifying the weaknesses and strengths of

students can potentially make them more independent, especially in the face-to-face

learning environment where the interaction between student and teacher is limited and

requires learners to rely on more independent self-teaching techniques than previous

student cohorts (Anderson, 2018).

This implies that Howard Gardner's (1983) theory of multiple intelligences

refers to a learner-based philosophy that expands the traditional view of intelligence

as being focused on verbal-linguistic and logical-mathematical intelligences into a

multifaceted human intelligence. Accordingly, Gardner (2020) posits that everyone

has at least varying degrees of nine different intelligences, including verbal-linguistic,

logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic,

interpersonal, intrapersonal, naturalist, and existential intelligences. A summary of the

intelligence is provided below. 

Verbal-linguistic Intelligence

This intelligence is defined as using language in an innovative and special

way. Adding to this definition, Armstrong believes that verbal-linguistic intelligence

involves the ability to use the syntax, semantics, phonology, and pragmatic

dimensions of language for its practical use (Gardner, 1983).

A recent study by Hanasudin and Fitrianingsih (2020) stated that there is a

need to understand students’ intelligences, specifically verbal-linguistic intelligence,

to increase students’ motivation towards better achievement in the context of reading.

It is also concluded of Erlina et al. (2019) that some students were able to express the

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words in their minds through writing, enjoyed word games, and were able to compose

words that had almost the same phoneme arrangement through proper intervention

suited to their intelligences.

In addition, implications for pedagogy included recommendations to

accommodate students’ visual learning styles using visual stimuli like PowerPoint

presentations, charts, and graphs (Alrabah et al., 2018). Also, Handayani et al. (2021)

highlighted that teacher could enhance their instructional methods that increases

students’ motivation by using their instructional methods by using their understanding

of their students’ learning styles to address those needs more effectively.

Logical-Mathematical

Logical-mathematical intelligence is typically characterized as the capacity "to

use numbers effectively" and "to reason well," or the capacity to think logically

(Gardner, 1983). Utilizing game-based learning in mathematics included activities

and tasks related to calculation and numbering that encourages students to work hard,

promote the calculation of elements linked to the script, with the aim of solving

problems in a playful nature and successfully carrying out number tasks increases

logical-mathematical (Prez et al., 2018).

In addition, a semi-experimental study by Korkmaz (2018) stated that scratch-

related game activities and traditional teaching activities were particularly significant

in developing the logical-mathematical intelligences of the students. It was especially

beneficial to the students' academic achievement that they generally held positive

views that allowed for long-term learning through design activities and that they

embraced supportive learning methods that helped them develop their creativity.

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 In line with the study of Lestari et al. (2022) expressed that cooperative

learning model in developing logical-mathematical intelligence on student learning

outcomes has a positive impact on their academic achievement. It also emphasized by

Azinar and Munzir (2020) that developing logical-mathematical intelligence in

students requires learning models and interesting media, so that students are interested

in learning. Since, when students are interested in learning and find it fun, students

will not think that material related to numbers or counting is difficult.

Visual-Spatial

Visual-spatial intelligence encompasses the abilities to see the visual-spatial

world accurately and to perform transformations upon those perceptions (Aini et al.,

2020). Also defines this intelligence as "sensitivity to color, line, shape, form, and

space, and the relationships that exist between these elements that include the capacity

to visualize, to graphically represent visual or spatial ideas, and to orient oneself

appropriately in a spatial (Gardner, 1983).

Creative people are those who can survive the competition of life. To

overcome this, teachers’ creative prospects need to know students’ spatial intelligence

because creativity depends more on domain-specific cognitive skills, such as

visuospatial abilities and verbal abilities (Suprapto, 2018). It is also stated that the

ability to produce visual-spatial models coordinated with linguistic inputs will have a

broad impact on all stages of cognition (Nuviandy & Dwiningsih, 2021).

On the other hand, a study by Wahyudi and Arwansyah (2019) stated that

teachers' potential in developing learning media based on digital technology will

support learning material related to visual appearance. According to the findings of

Tamami and Dwiningsih (2020), learning media have a high quality in terms of

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improving learning outcomes and students' visual spatial intelligence in general, as

long as they are carried out actively, creatively, and pleasantly, motivating students to

participate actively and providing adequate space for initiative, creativity, and

independence in accordance with students' talents, interests, and physical and

psychological development. 

Musical-Rhythmic

This intelligence is the ability to understand and express components of music,

including melodic and rhythmic patterns, through figural or intuitive means (the

natural musician) or through formal analytic means (the professional musician)

(Gardner, 1983). As emphasized by Sadiku et al. (2021), it was a strong appreciation

of music and rhythm as well as the ability to create or interpret music. It may also be

regarded as the simulation of musical thinking.

In line with the research conducted by Dewi and Martini (2020), it was stated

that providing fun activities such as singing parodies of songs and making their

movements in accordance with the parodies of songs will strengthen students’

memories and thus increase the effectiveness and learning outcomes. Yuanxin (2021),

emphasized that using musical-rhythmic intelligence strategies in learning could

develop students’ motivation towards successful academic achievement.

It has also been proven in research conducted by Nikolaenko and Satserdov

(2020) that providing students with the opportunity to get in touch with the world of

music must leave its mark on the profile of their academic achievement. The results

show that there is a significant difference in the use of MI in assessing students’

performance between traditional assessments and authentic assessments (Espenida,

2022).

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 Bodily-Kinesthetic

This intelligence includes the ability to use mental abilities to coordinate body

movements, revealing the related cooperation between mental and physical activities.

As a result, state that these people enjoy physical manipulation tasks, such as dancing

or acting something out (Gardner, 1983). As emphasized by Elsiddig (2021) it is

ability to process information using their body and the way to connect with the world

in a physical manner, liable to be quite capable at controlling their bodies and skilled

through physical contact with their environment more than through mental

movements and they act together with others in physical ways.

In line with the statement of Kocak (2019), recognizing the importance of

sport in general education, giving students opportunities to use their bodies and hands

to express feelings and ideas, as well as to solve a problem, understand, or learn.

Based on Greenberg et al. (2020), it has been observed that the practices have a

positive effect on student achievement and that the students’ active participation and

motivation in the courses have increased.

In addition, a study by Suhadi et al. (2020) stated that there is still a need for

teachers to develop various physical activities in education. It has been discovered

that conducting regular exercises with students promotes their growth in all areas of

intelligence. Sheoran et al. (2019) showed the importance of the students' improving

their kinesthetic-body intelligence so students can perform appropriate movements of

instruction, create new movements and products, and use the body to tackle problems.

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 Interpersonal

Sensitivity toward others and the world around them is an apparent feature of

individuals with highly developed interpersonal intelligence. Simply put, they

understand other people and love working with them (Herpertz, 2022). This

intelligence is defined as the ability to notice and make distinctions among other

individuals, and, among their moods, temperaments, motivations, and intentions

(Gardner, 1983).

Assessing interpersonal intelligence, in particular in an educational setting,

opens up new avenues for tapping into diverse students' learning preferences and

developing motivation (Hajebi et al., 2018). Teachers should always see students who

come to class with a variety of developed intelligences. Providing pair work, group

brainstorming, peer tutoring, and role playing in the learning process is highly

connected to interpersonal intelligence (Nisaa et al., 2019).

In addition, research conducted by Kusumaningrum (2019) confirmed the

importance of interpersonal intelligence for students in school to improve positive

behavior in their interactions with other students and teachers. It also emphasized by

Hamid (2019) that teachers’ proper reinforcement, which can be increased through

more frequent interaction with peers, is viewed as a potential effort to improve

students’ motivation towards learning.

Intrapersonal

The core ability of this inner-self intelligence resides in individuals’

understanding and awareness of their own feelings and thoughts. This intelligence is

defined as the capacity to form an accurate, veridical model of oneself and to be able

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to use that model to operate effectively in life (Gardner, 1983). The ability to think for

yourself without the aid of social process and the basis for personal productivity,

creativity, and learning (Sadiku et al., 2021).

In addition, Choi (2021) constituted of self-understanding, self-regulation, and

self-design. The detailed elements for each factor are 'understanding self-emotional

and comprehension of ability, future design and achievement motivation', and 'mutual

regulation and impulse control. Non-intellectual psychological factors are components

of individual personalities such as attitudes, interests, habits, needs, motivation, self-

concept, self-adjustment, and so on. To improve students’ learning outcomes, teachers

need to pay attention to these internal factors, which are characteristics of students

(Salam et al., 2018).

Another finding suggests that the application of the Brain-Based Learning

(BBL) learning strategy by teachers can improve students' conceptual understanding

of mathematics learning, which has a positive effect on learning outcomes (Suarsana

et al., 2018). The applied learning strategy in mathematics learning must be capable of

involving students actively in using their thinking potential in solving math problems.

These characteristics suit the Brain-Based Learning (BBL) learning strategy, which

emphasizes that students play an active role in constructing the concepts learned

(Ulger, 2018).

Naturalist

This intelligence encompasses individuals who are sensitive to patterns, make

connections to elements in nature, and enjoy and respect other species and the

environment. intelligence that is sensitive to other natural phenomena such as

mountains, cloud formations, and so on. Also, this refers to a person’s ability

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recognize nature (Sarıkaya, 2021). An important parameter that needs to be

empowered in students because this parameter describes the engagement of students

with the environment around them (Barbiero & Berto, 2018).

It has been widely discussed by Prayogi and Asyari (2021) that teachers’

integration of PBL-CE showed support for developing students’ critical thinking

skills, naturalist skills, and curiosity. One of the new findings of the study is that

problem-based learning emphasizes environmental problems presented by teachers

and provides higher supports for developing students’ motivation towards improving

their curiosity and critical thinking skills (Hartika et al., 2019).

Furthermore, the personality level will determine students' steps in

maintaining a sustainable environment (Abdollahi et al., 2017). during the activities,

students were exposed to a new environment not found in a classroom, which

increased their motivation to learn (Pan et al., 2018). Since motivation is an internal

factor driving students to be ready and enjoy a thorough learning process. They will

be motivated to learn more, and it will also develop their sensitivity to knowing more

about the learning topic, in this case, the ecosystem (Adisendjaja et al., 2019).

In addition, a study conducted by Retnowati et al. (2018) expressed that

discussing environmentally themed stories with naturalist students could appropriately

increase students’ motivation towards learning because, through the stories on the

theme of the environment, the students' environmental sensitivity would be further

developed. As concluded by Pervin and Cervone (2018) the personality that could

easily grasp and understand a moral message about the environment. As

recommended, tailoring teaching methods to students' naturalist intelligence level

fosters interest in and positive behavior toward the environment (Suhairman, 2017).

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Theoretical Framework

This study is anchored on Richard Ryan and Edward Deci's Theory of Self-

determination (1985). The theory of self-determination is a motivation and personality

theory that discusses three basic, intrinsic, and psychological needs: competence,

autonomy, and relation. It deals with the issue of extrinsic and intrinsic motivation.

According to Ryan and Deci (2017), when a person's needs for competence,

autonomy, and relationship are met, he or she can become self-determined. In

autonomy, people need to feel in charge of actions, and they need to feel they

influence life. For relatedness, people need to feel a sense of belonging and

attachment to other individuals. If these needs are met, an individual is motivated

(Ryan & Deci, 2020). This theory will be used in this study in the sense that the

student’s motivation, both intrinsic and extrinsic, will be evaluated.

In this study, self-determination theory will be applied to comprehend both the

general and subject-specific motivation of students in school. When the psychological

needs for competence, autonomy, and relatedness are met, this results in self-

determination motivation or self-determination goals endorsement, and both self-

determination types of extrinsic motivation and self-determination types of intrinsic

motivation lead to positive outcomes for students. Parents' and teachers' self-

determination supportive behaviors are crucial catalysts for the fulfillment of needs;

intervention programs for teachers or parents that concentrate on these psychological

needs typically result in higher levels of self-determination extrinsic and intrinsic

motivation as well as better adjustment outcomes.

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 Moreover, this study is anchored on Gardner’s Multiple Intelligences Theory

(1993). A theory that emphasizes developing skills and abilities among learners that

can be tailored to the students' specific needs. The theory employs multiple

intelligence strategies after determining the prior students’ abilities, which were tested

through the Multiple Intelligences Survey. The results become the reference for the

type of activities to be prepared. Following the completion of the activities, the

students will be able to improve their preferred intelligences. The nine intelligences

identified are: (1) linguistic, (2) musical, (3) logical-mathematical, (4) spatial, (5)

bodily-kinesthetic, (6) interpersonal, (7) intrapersonal, (8) naturalistic intelligence,

and (9) existentialist intelligence (Hall et al., 2017). Each dimension of intelligence

focuses on specific skills that are developed, rather than individuals' ability to master

specific skills such as learn how to address challenges and solve problems (Gardner,

2011).

In this study, it can assist teachers in maximizing their students' innate talents

and making up for any inadequacies. Based on their unique skills, students are taught

in a variety of ways while also learning to value the gifts of other students. It is

possible to give every student individualized education strategy that take into account

both their strengths and weaknesses. Students learn differently in every academic

situation, from preschool to college. Due to their unique learning styles and aptitudes,

each student is both talented and challenged. This strategy can not only benefit

students, but it can also influence teachers' attitudes toward slow readers or students

with impairments.

Furthermore, this study is viewed on the Socio-Cultural Theory by Lev

Vigotsky (1978) and his concept of the Zone of Proximal Development (ZPD), which

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will eventually help the students as they escalate their concepts of learning and

defines the role of teachers in providing scaffolding instruction and support structures

in supporting students’ development. Teaching students’ concepts that are above their

dominant learning styles and knowledge level can motivate them to excel beyond

their current skills level, and guided learning activities can act as interactive bridges to

get them to the next level by allowing students to develop new understandings by

elaborating on their prior knowledge with the support provided (Mcleod, 2022).

In the context of the study, Interactions are the main way that students learn and

pick up behaviors. Their cognitive processes in regard to their own culture and others

in their close social vicinity will be improved by these behaviors. Students will gain

knowledge about the ways of thinking and acting that define a culture by interacting

with an expert. A student's ideas and behavior change throughout time as a result of

social interaction. The sociocultural theory of development investigates how peers,

teachers, and their cultural perspectives affect students' learning. Socio-cultural theory

will assist students in conceptualizing mathematical development as a process

including participation, communication, inclusivity, interactiveness, collaboration,

and situatedness.

Conceptual Framework

Figure 1 shows the relationship between independent and dependent variables.

The independent variable of the study, which is multiple intelligences, is both innate

and acquired mental abilities that human beings use and develop through education.

They are a combination of physical, biological, and social domains (Gardner, 2004).

The indicators of multiple intelligences are verbal-linguistic intelligence, logical-

mathematical intelligence, musical intelligences, spatial intelligence, bodily-

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kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, and

naturalistic intelligence.

On the other hand, the dependent variable is students’ motivation towards

identified intelligences. In line with the study of Reeve (2018) with regards to

learning, motivation generally involves inner forces, enduring traits, behavioral

responses to stimuli, and sets of beliefs and affects. Motivation is an internal process.

Howard et al. (2021) motivation, also known as a desire or a need, is a state within us

that desires improvement, either in ourselves or in the world. When we draw from this

reservoir of energy, motivation provides the drive and direction needed to interact

with the world in an adaptive, open-ended, and problem-solving manner.

Students’ motivation has the following indicators: intrinsic and extrinsic

motivation (Ryan and Deci, 2020). Intrinsic motivation in this study refers to when

students act without any obvious external rewards. Students may simply enjoy an

activity or see it as an opportunity to explore, learn, and actualize their potential

(Bailey et al., 2021). Extrinsic motivation refers to students’ tendency to perform

activities for known external rewards, whether they are tangible or psychological in

nature (Azzahro et al., 2021).

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 Independent Variable Dependent Variable

Students’ Motivation

Multiple Intelligences Lens

• Intrinsic Motivation
• Extrinsic Motivation

Figure 1. Conceptual Framework of the Study

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Statement of the Problem

This study aimed to assess students’ motivation through a lens of multiple

intelligences to improve their performances. Specifically, it answers the following

questions:

1. What are the different Multiple Intelligences existing in the classroom according to

groups?

2. What is the level of students’ motivation in terms of:

2.1 Intrinsic Motivation

2.2 Extrinsic Motivation

3. Is there a significant difference between students’ motivation when grouped

according to their Multiple Intelligences?

4. What intervention can the researchers suggest to improve the students’ motivation

through Multiple Intelligences Lens?

Significance of the Study

The significance of this study is to know the effectiveness of integrating

multiple intelligences as a learning method in assessing students’ motivation. To do

so, the researchers will first identify the dominant learning styles of the students to

impose a specific intervention that will assess their motivation. This study is being

created in order to recommend to the higher authority the hint to strengthen the

implementation of the multiple intelligences lens as a learning method in mathematics

subjects in general for the students to develop motivation towards learning. It will be

beneficial for the learners since they will be able to learn best in the way they prefer.

It is also beneficial for the teachers to have an active learning process inside the

classroom. In addition, it is also beneficial for the researchers to find out the result of

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the study to get an idea of its effectiveness, which will be helpful for them as future

educators. This study is of great help because of some empirical data that could

explicitly assess the instruction and the students' ability to overcome such learning

difficulties. Furthermore, this study’s results and findings significantly benefited the

following:

Department of Education. The findings of this study serve as a basis

and provide quality education. This study gave them ideas about how students’

motivation affects the learning ability of the learners.

Administrators. The knowledge and information presented in this study

can be sources that help them be familiar with various strategies in assessing students’

motivation with multiple intelligences that will improve students’ learning abilities in

mathematics.

Teachers. This study helped the teachers to come up with an

instructional strategy that encourages participation that motivates and engages the

learners with multiple intelligences in mathematics education.

Students. This study provides the students with a better understanding of

how they can overcome difficulties in learning mathematics, especially based on their

existing multiple intelligences.

Future Researchers. This may give future researchers ideas to use as

references in conducting new research. Also, it gives them enough knowledge on how

to assess students’ motivation through multiple intelligences lens that will enhance

students’ learning abilities.

23
Scope and Delimitations

This study focused on how to assess students’ motivation through multiple

intelligences lens in post pandemic era to improve students’ performance. The data

collection will be conducted on 50 students in grade 10 SPA at Montevista National

High School (Main) in the school year 2022–2023 who represented the population.

Due to some problems that arose during the field study observation, such as poor

performances by most of the students, the researchers interviewed some of the

teachers to determine the specific cause of the problem. According to them, most of

the students don’t have any foundation of knowledge from the past few school years

due to the pandemic as well as the chances that students will be able to showcase their

skills and talents while learning. The problem awakens the mind of the researcher to

investigate a particular intervention since the situation is urgent. This research used a

quantitative research design in gathering data. This study not only benefits for the

participants but also all teachers and students in Montevista National High School-

Main who have difficulties on how to assess students’ motivation with multiple

intelligences.

24
 CHAPTER 2

METHODOLOGY

This chapter contains the methods and procedures used by the researchers in

the conduct of the study. This includes the research methods and design, respondents

of the study, research instrument, data gathering method, and the statistical treatment

of the data.

Research Design

This quantitative study will use the descriptive-comparative method.

Quantitative study is the process of gathering and analyzing numerical data. It will be

used in identifying trends and averages, formulate hypotheses, examine causality, and

extrapolate findings to wider populations. It is quantitative research since it opts to

gather and analyze numerical data (Bhandari, 2022).

A descriptive-comparative design is appropriate for existing intact units for

comparison and does not involve manipulating an independent variable (Cantrell,

2011). It is mostly used when the purpose of the investigation is to describe the

characteristics of the individual or events and compare the variables describing the

research sample as they naturally exist (Siedlecki, 2020).

It is also descriptive since the study is designed to determine the motivation of

the students at Montevista National High School according to their multiple

intelligences according to their personal profiles (McCombes, 2022). Also, it is

comparative because it aims to reach conclusions beyond single cases and explains

differences and similarities between the multiple intelligences based on personal

25
profiles and students’ motivations towards learning (Coccia & Benati, 2018). This

method will be appropriate since the study involves the collection of data in order to

establish a formal procedure to compare and conclude that one is better than the other

if a significant difference exists. And also, the results obtained from these analyses

are frequently not generalizable to a population.

Research Locale

This study will be carried out at Montevista National High School. The

school was established in 1966 and is located at P-1A, San Jose, and Montevista,

Davao de Oro, with an estimated total population of 46,558 as of the 2020 census.

This research will be carried out at Montevista National High School for grade 10

students in 10 sections, specifically the SPA section. The investigation will revolve

only within the areas of the study mentioned since the research does not strive to find

additional explanations for students’ motivational standing other than those that arise

from mathematical topics. The researcher decided to choose the grade 10 students

since they have spatialization traits that are well suited to the study and can be

assessed as being more engaged in the learning process.

The mentioned school may be a novice institution that has existed for more

than 50 years. It has authorized proficient students since 1966. The researcher selects

the school to provide the teacher's preferences on proper intervention and strategies

accommodating the dominant learning styles of the students in order to produce

consistently efficient students who can compete globally through their abilities. 

26
Figure 2. Map of the Philippines Highlighting the Province of Davao de Oro

27
Research Participants

The participants of this quantitative study are the 10th grade SPA students of

Montevista National High School—Main Campus. The grade 10-SPA students will

be the appropriate participants in this inquiry since they have the skills and abilities

that are relevant to the multiple intelligences of the students, which is the central goal

of the study.

Purposive sampling will be used in the study in the sense that students will be

used to identify the chosen students who are capable of answering the questions

because their level is aligned with this research. Focuses on particular characteristics

of a population that are of interest and will be best able to answer the research

questions (Rai and Thapa, 2015). This sampling technique is used by the researcher

based on a number of factors, which may include special knowledge of the research

problem and willingness to participate in the study. Since this study focuses on how

to assess students with multiple intelligences, 48 students from the SPA section of

Grade 10 will be purposefully chosen since it could give more accurate results in the

study. Students from the Special Program in the Arts will be chosen if their skills and

talents are ideally suited to the study and they can produce accurate results for the

study.

The students who are not officially enrolled in SPA 10 are excluded from the

criteria, as are those students who are enrolled in regular classes in grade 10.

Additionally, other year levels on the study site are also excluded, including grades 7,

8, and 9 in both regular and special classes.

The well-being of the participants is of the utmost importance in this research.

The researchers will take steps to ensure that the information provided by the

participants is kept safe and secret. Prior to the start of the trial, informed consent will

28
be obtained from all participants. Therefore, participants can withdraw from this

study at any moment if they feel uncomfortable or intimidated while taking part in

this research project.

Research Instrument

The instruments utilize for this study are Armstrong’s Multiple Intelligences

Checklist and Motivated Strategies Learning Questionnaire.

To identify the intelligence profile of the participants and their preferences for

learning and knowing, the researcher adapted Multiple Intelligences Checklist

develop by Thomas Armstrong (1993). The scale consists of 80 statements related to

each of the eight intelligences proposed by Gardner (1999). This tool is considered to

be the one of the best instruments to gauge students’ dominant learning styles and

special ways of learning because it is based on wonderful studies done by many wise

people that found efficiency and suitability in determining intelligences. Each student

must fill out the checklist on the intelligences tally sheet with specific natural

preferences. 

In gathering the data of students’ motivation, the researchers used the

Motivated Strategies Learning Questionnaire (MLSQ) developed by Pintrich and de

Groot (1990). This tool is appropriate since it aims to identify students’ level of

intrinsic and extrinsic motivation related to the use of multiple intelligences lens in

the learning process. The questionnaire contained of 81 items and the first part elicit

information on students’ intrinsic (items 1-27) and extrinsic motivation (items 28-44)

that correspond students’ perception of their motivation in learning strategies towards

learning and evaluate the motivational effects of the different aspects of teaching.

Students are evaluated on a 7-point Likert scale, from 1- ‘not at all true of me’ to 7-

‘very true of me’.

29
Data Gathering Procedures

The researchers will follow a step-by-step procedure to collect the data

needed. Before the data gathering, the researchers will submit their study to the

Research Ethics Committee and wait for its approval to conduct the study. After the

study is approved by REC, the researcher will send a request for permission to the

school authorities at Montevista National High School (main campus) as well as to

the target participants to conduct the study.

In collecting the data, the researchers together with the cooperating teacher

will conduct the study for 2 weeks. The researchers will follow the research and ethics

of the study. During the conduct, the researchers present a letter of consent to the

student to be the subject of the study. This is to invite them to take part in the research

project and to answer any questions they may have about their possible participation.

Inform them that participation in the study is voluntary and they have no obligation to

accept the invitation. Immediately after each session, lecturers provide the checklist

for distribution to the class. The conduct of the study is based on the time period of

the cooperating teacher.

Data Analysis

The data will be categorized and examine when it has been gathered. The

gather responses will be transformed into percentage form and given in graphical

format for excellent and precise output. The information would be extracted from the

frequency tables. To analyze results from open-ended questions, descriptive statistics

would be used. To accurately assess developing features and notions, the researcher

would use a quantitative textual interpretation approach to the inquiries. In addition,

30
two statistical analyses would be carried out to properly examine the information

gathered. These statistical procedures would be used to determine student’s multiple

intelligences among grade 10-SPA students and its impact on students’ motivation.

Mean. This is used to determine the level of students’ motivation through

multiple intelligences lens in the teaching and learning process.

Standard Deviation. This standard deviation would be used to determine how

to spread out the students' responses.

One-Way ANOVA (“analysis of variance”). This will be used to determine

whether there are any statistically significant differences between dominant

intelligence and the level of students’ motivation towards multiple intelligence-based

activities.

The data will be analyzed by the one-way ANOVA test. A statistical test that

compares the means between the groups and determines whether any of those means

are statistically significantly different from each other. The mean is used to determine

the total results for the group. To arrive at a definite interpretation of each scale, the

researcher uses a descriptive rating scale for the hypothetical mean range.

31
 Table 1

Students’ Motivation Scale

Parameter Descriptive Interpretation

Equivalent

5.81-7.00 The motivation of the students is very

Excellent extensive. They are consistently and

considerably motivated to learn

Mathematics.

4.61-5.80 The motivation of the students is

Very Good extensive. They are consistent in learning

mathematics.

3.41-4.60 The motivation of the students is average.

Good They have average motivation in learning

mathematics.

2.21-3.40 The motivation of the students is low.

Poor They have low motivation in learning

mathematics.

1.00-2.20 The motivation of the students is very

Very Poor low. They are not motivated to learn

mathematics.

32
Ethical Considerations

Ethical consideration is an important principle in research to which researchers

must adhere to maintain scientific integrity, research validity, and the rights of

research participants. The norms of conduct that the researchers must adhere when

collecting data from people (Resnik, 2020). The researchers will adhere to the

following principles:

Conflict of interest. The participants of this study, the grade 10 SPA, will be

treated in a good manner and highly respected. The researchers highly valued the

welfare of the respondents’ participation during the conduct of the study. The

participants may also withdraw their inclusion whenever they have no interest in

participating in the conduct of the study and may inform the researchers if they feel

inconvenienced during the process of the matter. The respondents’ responses are kept

secure and safe so that nobody can attempt to read them.

Respect for Persons. Recognizing people as unique individuals plays an

important role in promoting dignity and respect (Friedman, 2020). Therefore, the

participant’s participation in the conduct of this study is voluntary; no act of force in

any way is used in this study. Researchers have fully respected the decisions of the

participants throughout the conduct of the study. Furthermore, respect for persons is

used to denote both a fundamental attitude and a principle of action that can be

explained in terms of attitude (Downie & Telfer, 2020). This includes being aware of

the study’s goal, any drawbacks, and your rights to consent, object, or stop

participating.

In this study, to ensure that participants have the autonomous right to self-

determination, the researchers will make sure that potential participants are aware of

33
their right to choose whether or not to participate in research studies and that

declining to participate in any research will not in any way affect their access to

current or future care. To ensure that respondents have the autonomous right to self-

determination, researchers must ensure that potential participants are aware of their

right to choose whether or not to participate in research studies and that declining to

participate in any research will not in any way affect their access to current or future

care. Furthermore, self-determined respondents must also be able to interact with the

researcher and comprehend the questions that are being put to them. Researchers must

also explain to participants that they are not required to continue with the study and

are free to stop at any time.

Consent. Assent form is outlined in the ethical standards and laws governing

the use of human subjects in research. Informed consent implies that a person must be

given enough information to consent to voluntary participation in a research project

(Tiselius, 2021). This is to ensure that the participants fully understand the things that

they are asked to do. Prior to starting the study project, the researchers send a letter of

consent to the participants of the study, so they are aware of what they are getting

themselves into and can make an informed decision about participating or not

(Rifenburg & Pridgen, 2020). According to Bivens (2018), researchers should be

aware of micro-withdrawals of consent that imply or cause a partial halt in a person's

willingness to participate in one or more aspects of the research process, as well as the

researcher's awareness of that withdrawal. 

In this study, the researchers will make sure the respondents are well informed

about the study, can comprehend the information, and have the flexibility to provide

consent, refuse, or withdraw from participation without repercussions. The

respondents will be given the opportunity to offer their informed consent and may
34
freely express what other issues they feel should be included by the consent. The

researchers can modify it for them as a result. Researchers also need to be careful not

to coerce subjects into participating in studies. In the event that individuals decline to

participate in research or choose another course of action, threats of punishment

whether implicit or explicit are referred to as coercion.

Recruitment. The recruitment phase of the participants in this study will be

done through face-to-face interaction. The respondents will be informed that they fit

the criteria as our research respondents, including the objectives of this study, its

benefits, possible risks, and their role as participants. The researchers will first inform

the class adviser of the chosen section. They will leave their contact information in

case the respondents need additional details about the nature of the study. During the

recruitment, the researchers will explain that their participation will be voluntary and

their personal information will be kept confidential.

Beneficence. A principle or rule of beneficence is a normative statement of a

moral obligation to act for the benefit of others, assisting them in furthering their

important and legitimate interests, often by preventing or removing potential harms

(Cambridge University, 2019). Furthermore, Kirchhoffer et al. (2019) emphasized

that beneficence is used to limit or justify research where autonomy is absent,

diminished, or compromised, and to limit research where respect for autonomy would

result in no benefit or harm. Researchers are asked not to inflict unnecessary harm

and, where possible, to promote the good of research participants, since the purpose of

this research is to discover new information that would be helpful to education and

society.

35
 In the context of the study, teachers, students, and future educational

researchers will all gain from this study, which will be valuable to the educational

field institution, the Department of Education (DepEd). Other approaches to

improving students' motivation to solve math problems may be helpful to the

educational system and institutions. If an educational institution requested this study,

the researchers would be pleased to offer it, and they would be happy to communicate

the study's findings to anyone who might benefit from them. According to the

beneficence principle, the researchers in this study must also protect study participants

against exploitation. It is necessary to preserve any information that research

participants may have submitted.

Confidentiality. The researchers must ensure that they will maintain

participant confidentiality and/or anonymity (Young & Young, 2019). The Data

Privacy Act of 2012 (DPA), also known as Republic Act No. 10173, was enacted with

the goal of upholding the fundamental human right to privacy in communication

while promoting innovation and growth. It also fulfills the State's inherent duty to

ensure the security and protection of personal data in information and

communications systems used by the public and private sectors. In this study, the

researchers must also take their responsibility to protect participant information

seriously and prevent any knowledge of identifiable participants from influencing

how they conduct or analyze the data from the study. In addition, Butler et al. (2019)

emphasized that the respondents' answers should be kept confidential and that any

identifying information is not made available to or accessed by anyone except the

researchers and analysts. The researchers make sure that the data gathered from the

respondents is kept safe. Moreover, the researchers never force the respondents to

reveal any information that they do not wish to reveal.

36
 In the context of the study, researchers will use a variety of techniques to

preserve secrecy, including locking any participant identifying information and

substituting names with code numbers. The correlation key is not readily available to

the researchers themselves in these situations and can only be accessed in an

emergency by a safety or oversight functionary.

Justice. Equal treatment is a fundamental principle of justice in research. This

is another manifestation of the principle of human dignity. Concerning the rights of

participants to fair treatment and privacy (Barrow et al., 2022). The researchers make

sure that there will be fair procedures and outcomes in the selection of research

participants to ensure that there will be no exploitation as a matter of convenience

(Strauss et al., 2021). Hence, upholding the right to privacy often involves procedures

for anonymity or confidentiality.

In the context of the study, the researchers will guarantee that all respondents

receive the same treatment. The researchers conducting this survey will undoubtedly

treat the respondents with respect. If there is an issue with how the researchers are

treating the volunteers, they can let the researchers know, and the researchers will

take note of their concerns and take appropriate action.

Community Considerations. The study’s findings will benefit the

community by raising awareness and understanding among administrators,

instructors, and students, parents, and future researchers.

37
 CHAPTER 3

RESULTS AND DISCUSSION

This chapter was mainly concerned with the analysis and interpretation of the

data. The data collected from the respondents was analyzed and interpreted to find out

the dominant learning styles of Grade 10 SPA students at Montevista National High

School, their intrinsic and extrinsic motivation in learning mathematics, the

significant differences between students’ motivation when grouping according to their

multiple intelligences, and the intervention that the researchers suggest to improve the

students’ motivation. The necessary data were gathered by administering a Multiple

Intelligences Checklist and a survey questionnaire to Grade 10-SPA students at

Montevista National High School. The data of the study is analyzed under the

following headings:

Table 2

Different Multiple Intelligences Existing in the Classroom according to Groups

Multiple Intelligences N Percentage

Intrapersonal 19 39.58%
Visual-spatial 9 18.75%
Interpersonal 7 14.58%
Musical 7 14.58%
Naturalist 6 12.50%
Total 48 100.00%

Table 2 shows the data of different multiple intelligences existing according to

groups with their corresponding percentages in the following order: intrapersonal,

visual-spatial, interpersonal, musical, and naturalist. Hence, intrapersonal intelligence

is the most popular type of intelligence used by those students, with 19 out of 48

students having it (39.58%). This means that the statements under intrapersonal

38
learning style revealed that most of the grade 10-SPA students at Montevista National

High School preferred to learn and understand themselves and develop self-reflection

and awareness (Gardner, 1983). A study by Kaleci (2019) suggests that the most

preferred learning style of prospective students is independent. According to these

results, when the characteristics of the most preferred independent learning style are

taken into consideration, it can be said that they have characteristics that love to think

for themselves and rely on their learning abilities, who prefer to learn the subject they

feel is important, and who prefer to work alone rather than working with other

students in courses and project work.

It is followed by visual-spatial intelligence, with 9 out of 48 students (18.75%)

coming in second. This means that some of the students in grade 10-SPA have the

ability to understand using spatial dimensions, visualizing objects, interpreting two-

dimensional representations, and appreciating and creating art (Gardner, 1983). A

study by Diamante and Banca (2021) revealed that most of the students in the

Municipality of Banate appeared to be visual learners. This can contribute to their

mathematical skills and performance. It was also concluded that, since the visual style

was the dominant learning style among the students, they preferred to learn by just

sitting down and watching their teacher do some activities for them. They are not

active participants in classroom discussions involving their physical abilities.

Moreover, 7 out of 48 students (14.58%) revealed that they preferred to learn

through socializing and interacting with people. The concept of interpersonal styles

refers to how individuals interact with others (Gardner, 1983). From the study on

How Generation Z College Students Prefer to Learn, it shows that the United States

and Brazil had lower numbers indicating a preference for interpersonal learning, with

39
the United States at 36% and Brazil slightly higher at 39% despite their somewhat

higher self-described characteristic of being collaborative (Seemiller et al., 2019).

Furthermore, musical-rhythmic intelligence, which 7 out of 48 students had

(14.58%), revealed that they preferred to learn through the integration of different

sounds, pitch, rhythm, tones, and timbres and compose and appreciate music

(Gardner, 1983). According to Sanders (2018), musical training can enhance

mathematical performance. It has also been shown that this effect is slightly increased

when the music-mathematics link is made, even briefly and lightly, yet nonetheless

explicitly.

In addition, naturalistic intelligence, which 6 out of 48 students (12.50%)

demonstrated, revealed that they preferred to learn through interacting with nature,

recognizing and classifying plants, minerals, animals, and rocks. Classification and

categorization skills depend on observing nature, which entails naturalistic

intelligence (Gardner, 1983). According to Pradana et al. (2018), outdoor lessons,

games, and drawing pictures of nature and living things have a positive response

during the learning activities. The results also revealed that students’ placement

depended on their types of intelligence.

Table 3

Level of Students’ Motivation

Indicators Mean SD Descriptive

Equivalent
Intrinsic Motivation 5.39 0.6885 Very good
Extrinsic Motivation 5.26 0.7030 Very good
Overall 5.32 0.6957 Very good

40
 Table 3 presents the level of motivation of grade 10-SPA students in terms of

intrinsic and extrinsic motivation in learning. As shown in the table above, the

standard deviation of students’ motivation levels in terms of intrinsic and extrinsic

motivation is 0.6885 and 0.7030, respectively. They are both at a very good level,

which implies that the motivation of the students is extensive and that they have a

wide motivation for learning mathematics. In addition, the status of learning

motivation of the students was very good, with an overall mean of 5.32 as shown in

Table 3, which means that the level of learning motivation of the students is average.

The standard deviation of 0.6957 implies that the level of learning motivation among

the students is quite varied.

Moreover, as Wardani et al. (2020) say, students' motivation determines,

directs, and sustains what they do to learn. As students gain greater autonomy over

what, when, and how they study and learn, a high level of motivation plays a critical

role in guiding the direction, intensity, persistence, and quality of the learning

behaviors in which they engage. When students find positive value in a learning goal

or activity, expect to successfully achieve a desired learning outcome, and perceive

support from their environment, they are likely to be strongly motivated to learn.

In fact, the result of a student's learning motivation shows a very good overall

description, so it relates to Richard Ryan and Edward Deci's Theory of Self-

Determination, which describes the person’s ability to make choices and manage their

own life. Usually, this concept of motivation or engaging in activities for the sake of

the behavior itself Students can be motivated and become self-determined when their

needs for competence, connection, and autonomy are fulfilled through interactions

with others. The desired outcome may come in the form of recognition or a sense of

41
accomplishment, which serves as a catalyst for the students to become more

motivated as they go through their learning.

Moreover, students' intelligence preferences suggest that they enjoy step-by-

step learning, enjoy problem-solving, and find dealing with numbers enjoyable, like

board games and computer games (Jesionkowska, Wild, and Deval, 2020).

Additionally, they prefer to work independently rather than in groups, consider issues

carefully, and make their own decisions (Herrera-Pavo, 2021). Moreover, the sample

students also take pleasure in creating models, such as using images, maps, diagrams,

and other visual aids in dealing with tasks for learning (Alrefaei, 2019).

On the other hand, students in this study tend not to favor language learning

activities that include semantic and syntactic constructions of distinct linguistic

communications. In addition, they do not favor learning topics that focus on inductive

and deductive reasoning and the ability to solve mathematical operations and use

abstract thinking. Moreover, this sample of students does not like to favor bodily-

kinesthetic learning activities that focus on physical motion and using various

physical skills to provide a parallel approach to the cognitive features of problem

solving.

Table 4

Test of Significant Variances of the Groups

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.
Motivation Based on Mean .319 4 43 .864
Based on Median .385 4 43 .818
Based on Median and with .385 4 39.016 .818
adjusted df
Based on trimmed mean .327 4 43 .859

42
 The table above shows that the variances of the groups are not statistically

different since the p-value (0.859) specifically in Levene’s statistic is greater than the

level of significance, which is 0.05. This means the assumption for the analysis of

variance is met. Such results pointed to the importance of determining the dominant

learning styles of the student to integrate the most effective instruction to meet the

specific needs of the student, as well as its consistent positive effect on the students

who receive instruction aligned to it.

According to Wreede (2022), potential solutions for helping students raise

their motivation focus on urging them to identify their multiple abilities. Highlighted

the efficiency of determining dominant learning styles to increase students’

motivation to acquire advanced learning and become aware of different levels of

learning. Based on these findings, the first recommendation of the current study is to

reinforce language skills by helping students identify their multiple intelligences.

Ahmad (2020) also concluded that to help teachers use effective strategies such as

multiple intelligences to urge students to identify their multiple intelligences to

improve motivation and language proficiency.

Table 5

Differences of Students Motivation Between and Within Groups

ANOVA
Motivation
Sum of Squares df Mean Square F Sig.
Between Groups 4.341 4 1.085 2.631 .047
Within Groups 17.736 43 .412
Total 22.077 47

43
 The table shows that there is a significant difference between the multiple

intelligences of students in terms of their motivation since the p-value (0.047) is less

than the level of significance, which is 0.05. This means that students’ levels of

motivation differ across multiple intelligences. It implies that the variables are

statistically significant. Therefore, there is a moderate relationship between the

perceived learning styles in terms of intrinsic and extrinsic motivation between and

within groups. Thus, it is concluded that perceived learning styles have an impact on

students' motivation in grade 10-SPA.

According to the theory of multiple intelligences by Gardner (1983), students'

engagement and learning improve when they have many opportunities to display their

knowledge and skills, and teachers have a better grasp of their students' knowledge

and skills (Darling-Hammond, 2010). Detail knowledge about students' particular

skills, needs, and opportunities for improvement should inform instruction as much as

possible (Tomlinson, 2014). The multiple intelligences theory (Gardner, 1999, 2004)

has big implications for education in general, and it can help students improve their

motivation (Barrington, 2004; Christion & Kennedy, 2004; Ozdemir, Guneysu, &

Tekkaya, 2006).

Inside the classroom, teachers, according to Inayat & Ali (2020), have a

significant role in the lives of their students. Their role is more than just to educate;

their teaching style reflects the behaviors and atmosphere they create in the

classroom. Students' success is determined not just by their grades but also by how

they were earned—whether they were learned with interest or just for the sake of

learning. As a result, in the classroom, the psychological sensation of being with

people in a comfortable environment is equally important. Teaching styles are

important environmental and social aspects in meeting the need for belonging in the

44
classroom, which impacts motivation and performance (Gillet, Vallerand, Amoura, &

Baldes, 2010). Understanding their values and their impressions of their teachers in

the classroom is important to motivating them. Educators will be able to better

understand their pupils as a result of this knowledge, making learning more

interesting and meaningful. Meaningful learning will encourage children to develop

their talents and motivation while also channeling their interest in academics in useful

ways.

45
 CHAPTER 4

ACTION PLAN

This section lays out the sequence of steps or actions that must be completed

for the strategy to be successful. Based on the results of the study, it is proven that

determining students’ dominant learning style would be more effective in integrating

appropriate learning activities that suit their talents and skills. Thus, there should be

actions or plans to be implemented for this strategy to become effective. It involves

actions, responsible person, evidence of the implementation, timeline, and expected

output.

This table below highlights the action plan developed by the researchers to

address the emerging issues of the students’ motivation towards answering the test

questionnaires in collaboration with other learners.

Cooperating and working together involve the ways in which two or more

people can work positively and cooperatively towards a common goal. It rests on the

belief that working on something does not have to be just an individual work or

problem but can be a group problem requiring a group-level solution as well. The

following are the interventions the researchers suggest to improve students’

motivation in learning mathematics: Creating plans for a common goal as the group or

team may begin to plan and move directly toward the goal, they have to become open

to working more closely together.

Persons Evidences of
Action Responsible Implementation Timeline Result

Allow students The students

46
 to work on Teachers and Includes will be able to
their own in Learners student’s Once a week answer and
answering their reflection reflect their
assignments own answer in
and quizzes. solving the
problems.

Integrate Includes Once a week The students

PowerPoint Teachers and students’ to will be able to
presentation Learners visualized their demonstrate
and understanding. their ideas
visualization through
during class visualization.
discussion

The students
Includes will be able to
students’ share their
Activate group collaboration. ideas in a
discussion Teachers and Number of Once a week certain topic at
among students Learners students in a the same time
group depends to hear the
on the level of ideas of their
difficulty of the co-learners
task. before arriving
in answer.
The students
Integrate music will be able to
in Teachers and Includes Once a week perform
implementing Learners students’ problem
activities appreciation to solving
music. through music.

The students
Allow students Includes will be able to
to interpret Teachers and students’ Once a week represent
problems Learners curiosity to nature in
through nature nature. solving
representations. problems

The table above illustrates the suggestions of the researchers in order to

respond to the problem of how to improve students’ motivation to learn mathematics.

The results of the data analysis show that the multiple intelligences of students in

terms of their motivation differ significantly. It implies that integrating multiple

47
intelligence strategies suited to the dominant learning styles of the students made

them more motivated. As a result, some learning strategies that are effective should be

used with the suggestions that researchers have made.

In addition, teachers should integrate a variety of teaching strategies in

teaching mathematics because learners have different preferences for learning.

Teachers and learners should work hand in hand in the teaching and learning process,

especially in integrating learning activities, because the product of the process

depends on their efforts.

These interventions are not closely for the duration of a specific lesson or task

only. As practice teachers and researchers, it is what we strongly suggest cause

basically, that is what we’ve seen and realized that will surely lessen the burden they

are feeling especially in learning Mathematics.

48
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