TITLE PROPOSAL I:

MULTIPLE INTELLIGENCE AS CORRELATES TO PUPILS ACADEMIC

ACHIEVEMENT: BASIS FOR AN INTERVENTION PROGRAM

RATIONALE:
The researcher motivated to study multiple intelligence and its
relationships to pupils’ academic achievement because he observed
in his former students who had average intelligence yet excelled
in different areas when given a performance task.

STATEMENT OF THE PROBLEM:

The study aims to determine the correlation of pupil’s level of
multiple intelligence to their academic achievement,
specifically, the study would like to answer the following
questions:

1. What is the level of the pupil’s multiple intelligences

according to the following:
1.1 verbal/linguistic;
1.2 logical-mathematical;
1.3 musical
1.4 visual-spatial;
1.5 bodily kinesthetic;
1.6 interpersonal;
1.7 intrapersonal; and
1.8 naturalist?

2. What is the level of pupils’ academic achievement with

respect to the following subject areas;
2.1 English;
2.2 Mathematics; and
2.3 Science and Health?
 3. How significant is the difference between the academic
achievement of the pupils in the different subject areas?

4. How significant is the relationship between multiple

intelligence and academic achievement of the pupils by
subject areas?

5. What intervention program can be proposed based on result of

the study?

HYPOTHESIS:
1. There is no significant differences between the academic
achievement to pupils with respect to the following subject
areas (English, Mathematics and Science and Health).
2. There is no significant relationship between multiple and
pupils’ academic achievement.

Prepared by:
Isaiah Q. De Guzman
Title proposal II:
AN ASSESSMENT OF THE MEDIUM OF INSTRUCTION FOR GRADE FOUR PUPILS

Rationale:
The researcher purpose is to assess the medium of instruction of
grade pupils of Bulihan Elementary School because he wants to
learn what the most effective medium of instruction is for grade
4, because we know that only Tagalog is commonly used in grade 3.

Statement of the Problem:

This study aims to assess the medium of instruction of Grade Four
pupils of Bulihan Elementary School in GMA, Cavite. Specifically,
the study would like to answer the following problems:

1. What is the profile of the respondents as to gender;

2. What is the most effective medium of instruction in terms of;

2.1 Pronunciation,
2.2 Usage, and
2.3 Comprehension?

3. What are the personal assessment on English and Filipino as

medium of instruction?

4. What are the interpersonal assessment on English and Filipino

as medium of instruction?

5. Is there a significant relationship of the personal and

interpersonal assessment on English and Filipino as medium of
instruction?
Hypothesis:
1. There is no significant relationship of the most
effective medium of instruction when grouped according
profile variable.

2. There is no significant relationship of the personal

assessment on English and Filipino as medium of
instruction when group in terms of the most effective
medium of instruction.

3. There is no significant relationship of the personal and

interpersonal assessment on English and Filipino as
medium of instruction.

Prepared by:
Isaiah Q. De Guzman
Title proposal III:
THE CORRELATION OF MULTIPLE INTELLIGENCES FOR THE ACHIEVEMENTS
OF ELEMENTARY STUDENTS

Rationale:
the researcher wants to understand how different types of
intelligence influence academic success can provide valuable
insights for educators, policymakers, and curriculum developers,
ultimately enhancing the learning experiences and outcomes of
elementary students.

Statement of the Problem:

This study aims to determine the correlation of multiple
intelligences for the achievements of elementary students:
 

1. What is the relationship between different types of

intelligence (linguistic, logical-mathematical, spatial,
bodily-kinesthetic, musical, interpersonal, intrapersonal,
and naturalistic intelligences) and the academic
achievements of elementary students?
2. Are there specific types of intelligence that are more
strongly correlated with academic achievement than others
among elementary students?
3. How do the correlations between multiple intelligences and
academic achievement vary across different grade levels
(e.g., lower elementary, upper elementary) and subject areas
(e.g., language arts, mathematics, science)?
4. Do individual differences in the distribution of multiple
intelligences among elementary students influence their
academic achievements?
 5. What implications can be drawn from the findings for
curriculum development, instructional strategies, and
educational policies aimed at enhancing the academic
achievements of elementary students?

Hypothesis:

1.  There is no significant relationship between different

types of intelligence and the academic achievements of
elementary students.
2. There are no specific types of intelligence that are more
strongly correlated with academic achievement than others
among elementary students.

Prepared by:
Isaiah Q. De Guzman