MULTIPLE INTELLEGENCES OF SELECTED GRADE 8

STUDENTS OF OSMEÑA COLLEGES

A Thesis
Presented to the
Faculty of the Graduate School
OSMEÑA COLLEGES
City of Masbate

In Partial Fulfilment of the requirements for the Degree

MASTER OF ARTS IN EDUCATION
Major on Administration and Supervision
(MAED)

JESSIE N. YLARAN
July 2022

i
 APPROVAL SHEET

This thesis entitled “MULTIPLE INTELLEGENCES OF SELECTED GRADE 8

STUDENT OF OSMEÑA COLLEGES HIGH SCHOOL as perceived by themselves for
school year 2021-2022”. (Unpublished Master’s Thesis, Osmena Colleges Graduate School,
City of Masbate, July 2022 ) prepared and submitted by JESSIE N. YLARAN in partial
fulfilment of the requirements for the degree MASTER OF ARTS IN EDUCATION (MAED)
has been examined and is hereby recommended for acceptance and approval for Oral
Examination.

RONALDO B.
ABILONG, Ed. D.
Adviser

THESIS COMMITTEE

DINNAH A. BAÑARES Ed.D.

Chairman

VIOLETA B. MONTECALVO, Ed.D MARILYN T. ROSERO ,

Ph.D. Member Member

PANEL OF EXAMINERS

MARVIN M. GARCIA, Ed.D

Chairman

DINNAH A. BAÑARES, Ed.D VIOLETA B. MONTECALVO, Ed.D

Member Member

Accepted and approved in partial fulfilment of the requirement for the degree MASTER OF
ARTS IN EDUCATION (MAED).

Approved by the Committee Oral Examination with a grade of_______%

COMPEHENSIVE EXAMINATION: PASSED

ii
 JONALD B. SIA, Ed.
Dean, Graduate School
CERTIFICATION

TO WHOM IT MAY CONCERN:

This is certify that the suggestion given by the Oral Examination Committee in

the thesis of JESSIE N. YLARAN entitled “MULTIPLE INTELLEGENCES OF

SELECTED GRADE 8 STUDENT OF OSMEÑA COLLEGES ”’ during the Pre Oral

Defense, were complied with.

WARREN D. CERIN. MAED

Secretary
Oral Examination Secretary

Reviewed and Approved

JONALD B. SIA , Ed.D

Dean, Graduate School

iii
 CERTIFICATION

TO WHOM IT MAY CONCERN:

This is certify that this thesis entitled “MULTIPLE INTELLEGENCES OF

SELECTED GRADE 8 STUDENT OF OSMEÑA COLLEGES ”’ prepared and submitted

by JESSIE N. YLARAN has been edited by the undersigned.

RAMON RONALD L. FERNANDEZ MAED

Editor

iv
 ACKNOWLEDGMENT

The researcher wishes to acknowledge with profound gratitude and utmost appreciation

the following individuals who extended their assistance in making this undertaking a success:

Dr. Jonald B. Sia, Dean, Graduate School, Osmeña Colleges, Osmeña Street, City of

Masbate who unselfishly shared his knowledge and skills which contributed a lot to the

preparation and completion of the study and for his close supervision in order to finish in this

study;

Grade 8 students of Osmeña Colleges respondents who give their sincere assistance

during the conduct of research and honestly answered the questionnaires.

Thesis committee for their valuable suggestions which contributed so much towards the

improvement of this study;

Statistician for his patience and for sharing his expertise;

Osmeña Colleges Elementary and JHS Department Family from the constant Support;

K-12 Headmaster Madam Roquesa F. Daep, Former Principal Sir Jeric E. Cabug, and to

our new K-10 Principal Sir Mark Paul Azares for the unwavering support and guidance.

Osmeña Colleges Inc. and Peliño Family who gave scholarship assistance and a chance

form professional growth ;

Family, and friends for your unceasing support in every step of the way;

Closest friend and colleagues Sir Marfil, Sir Verdida, Sir Ortega, and Maam

Almoguerra,

For the unfailing encouragement;

Melissa L. Haca, for the love, patience and understanding;

v
Above all, to the Almighty God, who is the source of all needs and blessings.

J.N.Y

DEDICATION

This work is dedicated to the following:

To the almighty God, my Great Provider- JESUS CHRIST

To my Family,

Papay, Flaviano and Mama, Sergia,

Sister Jean Pidenato,

Brother Garry Ylaran,

Colleagues, Dr Ronaldo B. Abilong,

Love one Melissa Haca,

J.N.Y

vi
 ABSTRACT

YLARAN, JESSIE N. “MULTIPLE INTELLEGENCES OF SELECTED GRADE 8

STUDENT OF OSMEÑA COLLEGES”’ ( Unpublished Master’s Thesis, Osmeña

Colleges Graduate School, City of Masbate, July 2022)

The eight different intelligences are to account for a broader range of human

potential in students or children and adults.

Summary

There is in the education field regarding the variation of student progress. “No two

individuals are alike in the universe. If any student wants to reach his or her goals or aims he or

she has to meet many challenges like cognitive ability, efficient methods of learning,

concentration, memory intelligence, learning environment and the student progress”.

This study aimed to identify the multiple intelligences of Grade 8 students of Osmeña

Colleges Junior High School and how these maybe developed to strengthen through the

suggested measure by the teachers.

The following specific questions were answered;

1. What is the extent of multiple intelligences as perceived by the Grade 8 students in

terms of:

1.1 Linguistic ;
1.2 Logical mathematical ;
1.3 Spatial ;
1.4 Musical ;
vii
 1.5 Bodily Kinesthetic ;
1.6 Interpersonal ;
1.7Intrapersonal ; and
1.8 Naturalistic?

2. Is there is a significant variations in the perception of the student’ respondents?

3. What are the suggested measures to improved the multiple intelligences of grade 8

students?

4. Is there is significant agreement in the perception of the student?

The study utilized the descriptive –analytic method of research as it aimed to

determine the multiple intelligence of Grade 8 students as perceived by themselves. The main

instrument used for gathering the data was the use of questionnaires using the Garner’s

Theory of multiple intelligence supplemented by informed interview and observations.

There were 140 Grade Students being the respondents of the study and seven

teacher’s involved in answering the suggested measures for improvement. For the statistical

treatment of the data, the frequency count was utilized to determine the weighted mean. In

order to determine the significant variations of the perceptions of respondents, the Kruskull

Walls_One_Way Analysis of Variance was used and to determine the significant agreement

of perceptions of teachers for the suggested measures, the Kendell’s Coefficient of

Concordance W was used.

Findings

The data revealed the following findings:

1.1 On linguistic intelligence three of the indicators being the highest rating and the

verbal interpretation was agree on: English, Social Studies, and History were easier for me in

school than Mathematics and Science; Books are important to me, and I can hear words in my

viii
head before I read, speak or write them down, Other indicators had a verbal interpretation were

moderately agree. The average weighted mean was 3.47, “Moderately Agree”.

1.2 As to logical and Mathematical, the five indicators had a verbal, interpretation were

moderately agree but the three indicators with a weighted mean of 2.09 and 2.06 were on I enjoy

playing games or solving brainteasers that require logical thinking; my mind searches for pattern

regular ties or logical sequences in thinking; and I sometimes think in clear abstract wordless

imageless imageless concept. The two indicators had 1.99 and 2.0 weighted means. The average

weighted mean of the five indicators was 2.05, “ Less Agree”.

1.3 On visual-Spatial the two indicators with an interpretation of agree were on I prefer

looking at reading that is heavily illustrated 3.63 and I like to draw or doodle, 3.60. The three

indicators with an interpretation of moderately agree and the weighted mean of 3.24 “

Moderately Agree”.

1.4 Based on the musical intelligence, two highest indicators had on interpretation of

agree on I often make tapping sound or sing it little melodies while working, studying on

learning something new, 3.9 and I frequently listen to music or radio, records, cassette or

compact disc, 3.53. The remaining indicators were interpreted as moderately agree on their

weighted mean of the five indicators were 3.44, Moderately Agree”.

1.5 Bodily-Kinesthetic intelligence two of the indicators had an interpretation of agree as

I engage in at least one sport or physical activity or a regular basis, and I like working with my

hands at concrete activities such as sewing, weaving, carving and carpentry. The three

remaining indicators, moderately agree with the weighted mean of 3. 42, 3.38 and 3.37. The

average weighted mean was 3.45, “Moderately Agree”

ix
 1.6 Interpersonal intelligence, four of then indicators got an interpretation of agree

except one with a lowest weighted mean with moderately agree on I enjoy the challenge of

teaching another person or group of person or group of people , what I know how to do, 4.17,

rank 1; I have at least three close friends, 3.97, rank 2; . I consider myself a leader for other have

called that people come for advise and counsel at work or in my neighbour hood 3.50 rank 4 and

for moderately agree with 3.22, rank 5. The average weighted mean was 3.70, “Agree”.

1.7 As to interpersonal, all the five indicators had an interpretation of agree as to the

following, I consider myself to be strong independent minded, 3.87, rank 1; I have a special

hobby or interest that I keep pretty much to myself, 3.86, rank 2; I regularly spend time alone

reflecting or thinking about important question, 3.82; I have realistic view of my strength and

weaknesses, 3.72 rank 4, and I keep as personal diary or journal to record the event of my inner

life. The average weighted mean was 3.77, “ Agree”.

1.8 On naturalistic intelligence, four of the indicators with an interpretation of agree as to

I like to take care of plants, 4.05, rank 1, I got excited about biological museums, 3.63, rank 2, I

prefer animals and birds as pets, 3.62, rank 3; I am attracted by natural setting, 3.58. The

remaining one indicators had moderately agree on I am awe by natural phenomena, 2.97, rank 5.

The average weighted mean was 3.57. “Agree”.

2. Based on the significant variations of perception, the Computed KW= -119.33, N=40;

level of significance =.05 and the tabular value was .9389. The interpretation of the data was not

significant and the decision of the study was accepted.

3. On the suggested measures for students improvement as perceived by the teachers on

the multiple intelligence. The ten indicators were all very effective but the six highest rating

x
were on encourage student’s in classroom interactions and know the nature of every students by

closely observing their values and attitudes, both had a weighted mean of 4.85, rank 1.5.

Follow-up student directed learning in all aspect of development, Introduce multiple

intelligence to the other grade level or section, encourage provide to speak effectively and

eloquently and provide well-meaning assistance to students with special talent, both had

weighted mean of 4.71. The average weighted mean was 4.68, “Very effective”.

4. Based on the significant agreement the Computed Concordance W=.13; M=2, N=5

level of significance, .05 and the tabular value was .7924. The interpretation of the data was not

significant and the decision on the null-hypothesis was accepted.

Conclusions

The following conclusions were deducted based on the findings:

1. Out of the 8 multiple intelligences of the Grade 8 had on interpretation of agree while

the five indicators, moderately agree.

2. There is no significant variation in the perceptions of the students based on the eight

multiple intelligence.

3. All of the ten indicators were interpreted as very effective.

4. There is no significant agreement in the perception of the respondent on the suggested

measures for students improvement.

Recommendations

As derived from the findings and conclusions, the following recommendation were

suggested;

xi
 1. The results of the this study should be disseminated to the Junior High School

students and other level.

2. Suggested measures pertaining to this study should be implemented in Grade 8 for

student improvement.

3. A parallel study should be given to another grade level to substantiate the finding of

this study.

4. Include the findings of the study as one of the activities in the Research Forum of the

High School Department.

xii
 TABLE OF CONTENTS

PRELMINARIES PAGE

Title Page i
Approval Page ii
Certification of the Secretary iii
Certification of the Editor iv
Acknowledgement v
Dedication vi
Abstract vii
Table of Contents xiii
List of Table xvi
List of Figure xviii

CHAPTER 1 THE PROBLEM

Introduction 1
Statement of the Problem 5
Assumption 6
Scope and Delimitation 6
Locale of the Study 6
Significance of the Study 9
Definition of Terms 10
Notes 12

xiii
CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 13

Foreign 13
Local 16
Related Studies 17
Foreign 17
Local 18
Synthesis of the State – of – the – Art 20
Gap-bridge of the study 22
Theoretical Framework 22
Conceptual Framework 25
Statement of the Hypotheses 27
Notes 28
CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY

Research Design 31
Respondents and Sampling 31
Instrument Used 31
Procedure 32
Statistical Measure 33

CHAPTER 4: MULTIPLE INTELLEGENCES OF SELECTED

GRADE 8 STUDENTS OF OSMEÑA COLLEGES

Eight Multiple Intelligence 35

Significance Variation in the 47
Perception of the Students
In their Multiple Intelligences

Suggested Measures for Students 48

Improvement of their Multiple Intelligences

xiv
 Significant Agreement in the Perceptions 50
Of Teachers on the Suggested Measures
for Improvement

CHAPTER 5 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary 52
Findings 53
Conclusions 56
Recommendation 56
BIBLIOGRAPHY 58

APPENDICES

Appendix A Letter to the President of 61

the School
Appendix B Survey-Questionnaire Noting Scale 64

Appendix C Computation of the Significant 71

Agreement of perceptions
Appendix D Computation of the Significant 73
Agreement of Perceptions

CURRICULUM VITAE 74

xv
 LIST OF TABLES

TABLE PAGE

1.1 Linguistic Intelligence of the Grade Eight 36

Students

1.2 Logical Mathematical Intelligence of Grade 37

Eight Students as Perceived by Themselves

1.3 Visual_ Spatial Intelligence of Grade Eight 39

Student
1.4 Musical Intelligence of Grade Eight 41

Students
1.5 Bodily-Kinaesthetic Intelligence of 43

Grade Eight Students

1.6 Interpersonal Intelligence of Grade Eight 44

Students

1.7 Intrapersonal Intelligence of Grade Eight 45

Students

1.8 Naturalistic Intelligence of Grade Eight 47

Students

2. Significant Variations in the Perceptions 48

of the Students in their Multiple Intelligences

xvi
3 Suggested Measures for Students Improvement 49

of the Multiple Intelligence

4 Significant Agreement in the Perceptions of the 51

Teachers on the suggested Measures for the

Improvement

xvii
 LIST OF FIGURES

FIGURE PAGE

1. Map of Masbate City 8

2. Location Map of Osmeña Colleges 9

High School

3. Theoretical Paradigm of the Study 22

4. Conceptual Paradigm of the Study 27

xviii
 CHAPTER 1

THE PROBLEM

Introduction

Globalization is a reality that the Philippine Educational system has to embrace. It

is a fact that there is an integration of people, ideas and resources from different parts of the

world today. Schools, business, churches, professional groups and social media are becoming

more multicultural within the presence and exchanges of ideas from multicultural learners,

tourists, professionals standard for teaching practice. The PPST provides global framework for

teachers to prepare their learners not just for individual needs and for national development. It

further capacitates Filipino teachers to educate their learners to conquer to the world and be

responsive to its needs.

In view of the above intention on globalization, in the recent past, the professional

competencies of teachers were defined using the National Competency Based Teaching

Standard (NCBTS) through CHED Memorandum No. 52 s 2007 and DEPED Order No. 32

s.2009. Eight years later and with so many changes that are happening not only in the

Philippines but also in the ASEAN region and parts of the globe, DEPED Order No. 42 s.2017

was passed directing the national adaptation and implementation of the Philippine Professional

Standard for Teachers (PPST).

It is now the PPST that defines teachers quality in the Philippines. The professional

standard become a public statement of professional accountability that can help teachers on and

assess their own practices as they aspire for professional growth and professional development.

1
 Education may refer to the process of training the physical, mental and for moral

faculties of an individual. The overall purpose of education is to provide individual with

knowledge skills and competence or usually, desirable qualities of behaviour and character to

render for their duties of life. (Section I of article XIV of the Philippine Constitution).

7.
Donovan and Brandsford (2005) the demands of the 21st century are solving

problems flexibility, thinking critically and creatively, using knowledge and skills in new

situation, collaboration and communication skills and technology literacy. The principle of

teaching for the 21st century that teachers must address and build upon prior knowledge to

promote student learning. Students comes to the classroom with prior understanding and

experiences.

In order to develop understanding and effectively retrieve and apply knowledge in

real world context, the student must have factual and conceptual knowledge students learn

more effectively when they are aware of how they learn and know how to monitor and reflect

their own learning.

In planning in organizing instruction, teachers should be reminded the daily teaching

learning that contribute to student realization of the vision statement of the Department of

Education to help develop students who passionately love their country and whose values and

competencies enable them to realize their full potential and contribute meaning fully to

building the nation, private institution should also bear in mind that the vision-mission

2
statement of their school in addition the department of education mission and vision should be

aligned to school and to that Department of Education.

According to Lucas et.al (2014) 8. a teacher maybe challenged to handle class with

student so diverse.

There maybe students having different cultural background, different language

abilities, different attitude and aptitude and behaviours. Some teacher might see this diversity

as a difficult predicament, really a hassle! Yet a more reflective teacher may see a diverse

classroom an exciting place to not just for her students, but for herself As well a wise teacher

may choose to respect and celebrate diversity.

One factor that brings about statement diversity is thinking burning styles

individuals and learn in distinct ways. In any group of learners there will always be different

learning characteristic partially in the learners manner of processing information. Some absorb

the lesson better when they work with their hands than when they just listen. Others would

prefer to watch a video about the topic. Student likewise, have preferred ways of experiencing

their thoughts, feeling and ideas. Some would prefer to write, others would draw or even dance

and sing. These preferences involve thinking learning styles and multiple intelligences.

According to Corpuz et. al.(2015) 9. multiple intelligences based and learning styles-

based integrative teaching is making a whole, it also means putting together the multiple

intelligences of the learners as identified by Howard Gardner. It also considering varied

learning styles. This does not mean however that you will be overwhelmed with nine different

ways of teaching content at one time by making use of variety of teaching activities to cater

these multiple intelligence and learning style of the students.

3
 In a learner-centered instruction, the teacher choice of teaching method, approach

and technique that the student is the primary consideration their faculties or abilities,

developmental stage, feelings, home and educational background.

As a teaching strategy, the multiple intelligences bears important implication in

planning learning activities. Accordingly students learn best when they use their strength.

Always grab the opportunity to awaken the potential talent for any of the hidden intelligences

that a adjust awaiting to the chance to flourish.

A sensitive teachers know exactly how a student or small groups, through favoral

know exactly how a student or small group, through favourable interactions, can develop or

string interpersonal relationship. Although not all can be accommodated in a lesson objective,

an occasion to observe other outstanding abilities could be built for ready use in planning

future learning activities.

In order to help teachers enhance their abilities in finding out and ascertaining their

student hidden talent and in the end assist them in providing all the opportunities to make them

bloom at the early age. The teacher should recognized the students innate talents and abilities, a

teacher should plan a lesson that will include activities using the multiple intelligences of

students.

Students enjoy learning in group. They interact with one another, Share common

observations and in the end influence each other positively or negatively. As they grow, or they

gain more and more experiences, hereby acquiring updated knowledge and developing higher-

order thinking skills and values. They learn to find problem through their shared learning

styles.

4
 Previous studies reviewed by researcher Dealton theories of learning, basic

understanding on the different intelligences and learning styles, application of multiple

intelligence and learning styles, application of multiple intelligence in the classroom, area of

discipline and developing higher order thinking order skills which has bearing with the present

study. However the researcher focused his study on the assessment multiple intelligences of

student as perceived by themselves. This is the research gap that this study hopes to bridge.

Statement of the Problem:

The study will analyze the multiple intelligences of selected grade 8 student of Osmeña

Colleges High School as perceived by themselves for School Year 2021-2022.

It seeks answers to the following specific questions:

1. What is the extent of multiple intelligences perceived by grade 8 student in terms

of:

a. Linguistic;

b. Logical-mathematical;

c. Spatial;

d. Musical;

e. Bodily Kinesthetic;

f. Interpersonal;

g. Intrapersonal; and

h. Naturalistic?

2. Is there is a significant variations in the perception of the student’ respondents?

5
 3. What are the suggested measures to improved the multiple intelligences of grade

8 students?

4. Is there is significant agreement in the perception of the student?

Assumptions

The following are the assumptions of the study:

1. The researcher believed that the Grade 8 student of Osmeña Colleges High School

has a Multiple Intelligences.

2. The suggested measure s applied will improved their multiple intelligences.

3. Their perception on their multiple intelligence varies.

Scope and Delimitation

This study will focus on the eight intelligences of Grade 8 students for school year 2021-

2022.The respondent of the study are Grade 8 students, suggested measures were included as

will as suggestions for improvement.

Locale of the Study

This study will be conducted in Osmeña Colleges High School Department this school

year 2020-2021. Osmeña Colleges High School is located in Masbate City with thirty

Barangays, classified as Masbate proper, Coastal and Upland areas.

The town of Masbate was establish as the provincial capital shortly before the

restoration of the Philippines independence in 1946. It forms part of the Second Congressional

District.

6
 In August 16, 2000 President Joseph Estrada signed Republic Act 8807 Converting the

municipality of Masbate into a component City. On September 30, 2000, the Commission on

Elections, Regional Office No. 5 Officially proclaimed Masbate as a Component City.

7
 Legend : Violet is the Burias Island
Orange is Ticao Island
Research Site : Red is the Masbate City

Figure 1

MAP OF MASBATE CITY

Legend:

Legend :
Research Site : Osmeña Colleges
Figure 2.

8
Map of Masbate City Showing Osmeña Colleges Area

9
Significance of the Study

This study will be study important to several beneficiaries. Among these are the

Commission on Higher Education (CHED) Department of Education School Administrators,

Teacher, Student, the researcher himself and other researcher, community and contribution to

knowledge.

CHED. The Commission on Higher Education are encouraging all higher institutions to

conduct research on the development on the student characteristics. This study will give

information on the multiple intelligence of the students.

DEPED. The Department of Education will be informed on the multiple intelligences

of the students studying in the Higher Department of Osmeña Colleges. The result of this

study will be give them insight on how to plan learning activities of students with varying

intelligences.

School administrators, the result of the study they will be informed of the multiple

intelligences of grade 8 students. They can also divide a study o different grade levels of their

institution.

Teachers. As a teachers they will be aware on the importance of the multiple

intelligence of student in Grade 8. They will also that it bears important implication in planning

and learning activities of the student of students. So that being teachers they can use range of

teaching strategies.

10
 Students. As a students they will know that everyone has all these intelligences and

none of them acts independently. They will be aware that some intelligences are more developed

in one person than in others.

Researcher himself. Being a teacher this study will give him insights on the

importance of this multiple intelligences will guide him to understand the behaviour of students

in the class where he is teaching.

Other researchers can be oriented on the indicators given in this study. This will served

as related topic for future study.

Community. This study will create awareness to the community. Parents being partners

of teachers can also help encourage their children to develop their multiple intelligences for

their own good.

Contribution to knowledge. Multiple intelligence has eight different types postulated

by the different theorist. This study will give information that instead of the traditional concept

of a single general intelligence, there are eight different types.

Definition of Terms

The following terms were defined conceptually and operationally for the clearer

understanding of the readers.

Descriptive analysis. These two words means that the data gathered were described

and analyze by the researcher.

Multiple intelligences. According to Howard Gardner in his book frames of mind

introduce the multiple intelligences.

11
 Grade Eight Students. These three words or terms are the students enrolled in Osmeña

Colleges High School being the respondents of the study.

Perceptions. Is the way an individual perceived on something. In this study perceptions

are referring to the perceptions of the respondents.

Linguistic Intelligence. Student. With linguistic Intelligence can make use of language

and words to express complex meaning.

Logical Mathematics Intelligence. They exhibit precision in problem solving, ask

question and can understand numbers and abstract patterns.

Musical Intelligence. They are sensitive to non verbal sounds including melody and

tone. They aware of patterns in rhythm, pitch and tone.

Visual and Spatial Intelligences. They can create mental images, can think three

dimensionally and can read map and diagram.

Bodily-kinesthetic Intelligence. They used the body to communicate and solved

problems, good in sport can dance and act.

Interpersonal Intelligence. They are sensitive to the feeling and moods of others, can

lead share and mediate and can work effectively with team members.

Intrapersonal Intelligence. They can control their own feeling and moods, know own

strengths and weaknesses, and can learn by observing and listening.

Naturalist Intelligence. They are sensitive to the natural world and can see connections

and patterns with the plants and animal kingdom.

12
 NOTES

1
Hector S. De Leon, et al. Textbook on the Philippine
2
Constitution. Manila; Rex Bookstore 2014
3
Philippine Professional Standard for Teacher
4
K-12 Educate Reform Program. R.A 10533
5
Department of Education Order No. 42, S.2019
6
Section I of Article XIV of the Philippine Constitution.
7
So Donovan and J. Brandsford. Classroom Instruction that Works, 2005
8
Maria Rita D. Lucas, et al Facilitating Learning; A Metacognitive Process. Metro Manila;

Lorimars Publish, Inc. 2014.

9
Brenda B. Corpuz Ph.D et al. The twin goals of Mathematics Teaching. Principles of

Teaching. Manila; Published by Lorimars Publishing, Inc. 2015

13
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDY

This chapter presents the reviewing related literature studies pertaining to the study. It

also included the synthesis of the state-of-the-art, theoretical conceptual framework.

Related Literature

Foreign
1
Howard Gardner in his book Frames of Mind (1983) introduce the multiple

intelligences. According to him instead of the traditional concept of a single general

intelligence there are eight different types. Everyone has all this intelligence. None of this acts

independently. While walking in the park, we locate the plants, we like using visual/spatial

intelligence, logical intelligence and naturalist intelligence. Most of us use two or three of this

act on time.

2
According to Armstrong (1994) multiple intelligence applied bears important

implications in planning learning activities. Student learn best when they used their strength.

Although we don’t have to represent all the intelligences throughout the curriculum. We must

consider them as we plan a lesson or activity for a student or groups with varying intelligences.

The best advice is to link the lesson objective to words, numbers, picture, music, the body, the

social interaction, and or personal experience. Activities that combine the intelligences should

used a broad range of teaching strategies.

Emotional Intelligences according Mayer Salovey and Caruso (2004) 3 is the ability to

understand the emotion and for them to contribute in how ones perspective the environment he

14
 or she is in. Emotional intelligence includes one capacity to regulate emotion and as

emotionally aware which is helpful on one emotional and intellectual growth.

4
According to Helms (1992) A good test of intelligence must be reliable it yields

reproducible and consistent results. Alternate form reliability is shown when two forms of a

test correlate highly with each other. A test has good interval consistency when various items

of the test are correlated highly with each other. When more subjective assessments and

researcher hopes to see interjudge reliability.

Anderson (1992) 5 Theory of intelligence thus suggests two different route to knowledge.

The first involves using the basic processing mechanism, which operates through the specific

processors, to acquire knowledge. In Anderson’s view, this is what we meant by thinking and

it’s account’s for individual differences which is in his view, are equivalent to differences in

knowledge.

The second route involves the using modules to acquire knowledge. Module-based

knowledge, such as perception of three dimensional space, comes automatically if the module

has matured sufficiently and his accounts for the development of intelligence.

American psychologists Raymond Cattel and John Horn (2006) 6. Applied new methods

of facto and analysis and concluded that there are two kinds of general intelligence; fluid

intelligence and crystalized intelligence. Fluid intelligence represents the biological basis of

intelligence. Measure of fluid intelligence, such as speed of reasoning and memory increase

into adulthood and even decline due to aging process.

Crystalized intelligence according to the Microsoft Encarta (2008) 7 Is the knowledge

and skills obtained through learning and experience. As long as opportunities for learning are

15
available crystalized intelligence can increase indefinitely during persons life. For example,

vocabulary knowledge is known to increase in college professors throughout their life span.

8
According to Microsoft Corporation (2008) Emotional intelligence deals with our

sensitivity which explain why people climb the ladder of success while others remain at the

bottom; why some people nurture their relationship and stay together while still others find it

difficult match up indifferences.

9
According to Assopardi (2003) Intelligence is a mental aptitude that involves the

abilities of reasoning, anticipation, resolving problems abstract thinking and gaining from

experience.

10
Collins and Cook (2011) suggest that it may be more instructive to consider how

people are intelligence rather than how much intelligence they have. In other words the

multiple theory serve as frame work for thinking about students we teach, how to teach them

and help them learn reflectively and creativity. It is also the framework that provides

springboard for developing their intellectual activities to developed techniques into ways of

making pedagogical choices and evaluating instructional objectives.

11
Romero and Kemp (2007) emphasized that meta components are the high-order

thinking skills that help us define, plan, monitor and evaluate the problem. For instance, in

answering the metacognitive activities , we outline the general plan. Then will help us carry out

the plan.

12
According to Reese, Sparks and Leyva (2010) it is impossible to understand the

written form of a language without a wide vocabulary and familiarity with language structures.

These are in most cases, already well developed before a child begins School.

16
 N. Keat et.al. (2010) 13 emphasized that oral language therefore provide the foundation

for learning to read and is directly link to overall reading achievement. When children are

surrounded by included in increasingly complex conversation.

John son and Watson (2003) 14 phonics involves recognizing the relationship between

letters and sound, sometimes called the alphabetic principle. Current empherical evidence

supports teaching beginning and struggling reading using synthetic approach to phonics.

Roose, (2006) 15 the approach of teaching phonics teaches single letters and common

letters combination in a discrete , systematic and explicit way. The order in which they are

thought, facilitates their blending into simple wors so that children can immediately practice

their new skills.

Local

16
According to Corpuz et. al (2015) Mathematics is many splendored thing. It is a

science of patterns and relationship a way of logical and creative thinking. According to the

mathematic conceptual framework continued in the K-12 Curriculum Guide Deped, the twin

goals of mathematics teaching are critical thinking and problem solving.

Salandanan et. al,(2015) 17 emphasized that the twin goal of the teaching of music and

arts are the development of artistic expression of basic to all humans just like talking. It does

not belong only to the privileged group called artist. Culture literacy is shown by manifesting

pride in one’s own cultural identity and expression of ones world vision. Music and Arts ,

being performance-based are best taught in accordance with the guiding principle that learning

17
 is an active process. Teaching music and arts involve the used of experiential, integrative, and

collaborative and interactive teaching strategy.

Pawilen (2015) 18 viewed that the students are considered as the most influential among

different curriculum influences specially in designing the implemented curriculum. Students

have different interest, needs, talents, abilities, learning styles and thinking preferences. All are

important in course planning. Teachers believe student could learn more if their interest and

learning styles are considered when planning their courses. Many student want a variety

learning experiences in their classes and practical application of their lesson in real-life

situations.

According to Macayon et.al (2019) 19 intelligence refers to as an individual’s capacity

for understanding, learning, planning and problem solving with logic, creativity, and self-

awareness. It is characterized as the application of knowledge to adjust to the environment. It is

the process applying knowledge in the proper context whenever the need arises. Intelligence is

often thought of as hereditary rather than environment.

20
Castillo et.al (2019) explained that understanding the self is among the most

interesting task that an individual should be able to achieve in a lifetime. Since most people are

pre-occupied with understanding many complex things in life like business, technology,

science, nature, politics, and lot more, little attention is paid in exploring and disciplining the

wonders of the self.

Related Studies

Foreign

18
 21
Multiple intelligence in the classroom was tried by Heming (2008) on the belief that

there are multiple ways children learn. It was assessed and analyzed how it applied in the

classroom. Through research direct observation and interviews were conducted to the teachers

as respondents. Findings revealed that this theory is practically applied in the classroom using

multiple intelligence in their lessons.

Research on multiple intelligences theory and its enlightenment to higher education was

published by Asian Academic Press. (2017) 22. The highest education system plays a great

control phenomenon among the talents training and the evaluation system of teachers. It was

revealed in this study that it is extreme necessary to explore feasible education reformation

route regarding to multiple intelligence theory as the basic guiding ideology.

According to the SSHE (2016) 23 research on modern higher education in China that

information technology and subject curriculum so as to gradually change in the presentation of

teaching content, learning method of teacher students interaction made and take full advantages

of information technology (IT). In addition it should pay attention to the development of

student’s superior intelligence.

24
Nolen et.al (2006) emphasized in their study that spatial intelligence were perceived

in the visual world accurately through transforming, modifying, and recreating the aspects of

one’s individual real world. To some this is known as visual intelligence. Finding revealed that

mental imagery, spatial reasoning, graphic skills, and imagination are all part of spatial

intelligence.

Fogarty (2005) 25 understand the basic understanding of the different intelligence shows

that they can work together or separate. It was found out that a dancer can excel in his art only

19
if he has resilient musical intelligence to distinguish the different rhythms and patterns in the

music. However interpersonal intelligence to grasp how he can emotionally move his audience

through his movements, as will as bodily-kinesthetic intelligence to complete the movements.

Local

Cabasura (2016) 26 study focused on the investigation of music performance in relation

to the academic performance in mathematics using adaptive standardized tool among thirty

respondents representing across section of the university of community of which none were

music majors and their academic grades in music. Based on the findings of the study, the

researcher concluded that music target one specific area of the brain to stimulate the use of

spatial-temporal reasoning which is useful in mathematical thinking.

The study of Bagtas (2012) 27 centered on developing higher order thinking skills in

teaching mathematics, pupils needs to master not only the facts of the four fundamental

operations on the computation skills and memorize tables and formulas. They should also be

trained to engage in logical thinking, pose problems, discover patterns, draw conclusion, make

generalization and the like which would tap their thinking process to develop higher thinking

skills.

It was recommended that lesson then should be carefully planned and designed in a way

to expose the student to higher order thinking skills. Teacher’s therefore, should create

opportunities to ask higher order questions that would make students think deeply and be aware

or understand what they are doing.

20
 Anitha, et.al. (2013) 28 made as study on the multiple intelligence levels of secondary

school Student of government and private school in Secuder Abad. The study centered on the

performance of individual as a person, citizen , as worker, and as students depends upon the

intelligence he/she possess. An intelligent person has the ability to adjust himself in the

changing circumstances with ease, efficiency and speed. Based from the finding of the study ,

the researcher concluded that there is significant difference between multiple intelligence

levels of government school students and private school students.

29
Pogoy (2016) researcher focused on the teacher credentials and students.

Mathematics performance across Asian countries. The result of the study showed that there are

four out of six teachers credentials namely, teachers with mathematics education major,

teachers induction program and supervise practicum have statistically significant bearing on

the total quality of mathematics performance across Asian countries.

30
Cadosales (2016) study describe the students’ experiences with academic

consultation. In this study it was revealed that teachers encouragement develops the students

emotional attachment to the teachers. Student became open-minded and accept their strengths

and weaknesses. These categories interviewing emotional attachment as the core category.

Synthesis of the State-of-the -Art

The reviewed foreign literatures and studies have significant bearings to the present

study giving emphasis on multiple intelligences as in used in teaching. Similarities and

differences were identified.

21
 However Gardner (1994) importance planning in learning with activities use of

different intelligences of the students. Related also in the study. The school Wide Enrichment

Model (SEM)

According to Renzulli and Reis (2009) was the application of the gifted education

pedagogy to the total school improvement. Mayer Salovey and Caruso (2004). On their

orientation of the emotional intelligence, while Helms (1992) stress good test that should be

reliable and Anderson (1992) explained the two different routes to knowledge based on

intelligence theory. Insights gained from local literature was emphasis by Corpuz et.al. (2015)

that the twin goals of mathematics teaching are critical thinking and problem solving. However

Salandanan et. al,(2015) emphasized that the twin goal of the teaching of music and arts,

Pawilen (2015) viewed that the students are considered as the most influential among different

curriculum, Macayon et.al (2019) the importance of intelligence in teaching and planning.

Castillo et.al (2019) emphasized that self is among the most interesting task in exploring and

disciplining the wonders that an individual should be able to achieve in a lifetime.

Foreign related studies centered on Heming (2008) as to the multiple in the classroom.

Asian Academic Press. (2007) published a study on the multiple intelligences theory and its

enlightenment to higher education. Nolen, et al. (2006) emphasized in his study the spatial

intelligence as perceived in the visual world, while Fogan (2005) underscored the basic

understanding of the different intelligences that can work together or separate.

Local literature were the studies of Cabasuar (2016) in his investigation of music

performance in relation to the academic performance of students in mathematics. However the

study of Bagtas (2012) centered on developing higher order thinking skills. With the studying

Anitha, et.al. (2013) was on multiple intelligence levels of secondary school, Pogoy (2016) the

22
 relationship of teacher credentials to the mathematics performance of students and Cadosales

(2016) was a study describe the students’ experiences with academic consultation.

All the aforementioned studies foreign and local are deemed significant, relevant and

imperative in the guest for quality research, concomitant to further development considering

multiple intelligences as a powerful tool towards tenacity of student’s transformation. This is

the research gap that this study hopes to bridge.

Gap-Bridged by the Study

Previous studies reviewed by researcher Dealton theories of learning, basic

understanding on the different intelligences and learning styles, application of multiple

intelligence and learning styles, application of multiple intelligence in the classroom, area of

discipline and developing higher order thinking skills which has bearing with the present

study. However the researcher focused his study on the assessment multiple intelligences of

student as perceived by themselves. This is the research gap that this study hopes to bridge.

Theoretical Framework

The study hinged on Howard and Gardner’s multiple intelligences, Stenberg Triarchic

Theory of intelligence and Perkins Thinking Frames and Enculturation of Mindware. Gardner

(1983) theory of multiple intelligences based on his beliefs that the brain has evolved separate

system for different adoptive abilities, talents or mental skills that he calls intelligences.

According to Gardner (1991) there are seven types of intelligences, each of which is developed

to different degrees in every person. He further assumes that the brain pathways underlying

these intelligences are developed to different degrees in every person.

23
 Gardner’s Theory is relatively new to generate sufficient research to determine merits.

However, it is superior to traditional theories of intelligences in its attention to the kind of

abilities needed to function in everyday, non-academic settings, intelligence after all is not only

measured in school.

Robert Stenberg (1984) developed the Triarchic Theory of Intelligence Assuming that is

composed of three general types of abilities. He distinguished between componential

Intelligence which reflects verbal reasoning ability, experiential intelligence which the ability to

combine the different experiences in insightful ways to solve specific problem and contextual

intelligence which is the ability to function in everyday social situation.

The Triarchic Theory recognizes the individuals ability to function in settings other than

school. It also recognizes the fact that one may excel in one kind of intelligence without

excelling in the other two. However, Stenberg believes that each of the three kinds of the

intelligence can be improve by special training.

David Perkins (1986-1987) desiring to help Schools in addressing thinking skills stated

that any perspective on the teaching of thinking must confront the problem of intelligence, if for

no other reason than to help teachers decide whether those they teach are already functioning at

their intellectual ceilings or upper level. Can we improve intelligence by teaching our students to

think better?

Perkins (1987) stressed that as educators one should not limit his/her view of

intelligence. Instead one should identify the psychological factors that contribute to a broader,

more qualitative model of intelligence. For this part, he conceptualized intelligence in this way.

Intelligence + power + tactics + content.

24
 Perkins’ believes that no single one of these three views contains about intelligence, but

a combination of all three is more promising.

Perkins believed further that the thinking skills improve intelligence. Nothing that the

schools can do little about the power of intelligence and perhaps have done too much in content.

Howard Garner’s Robert Stemberg

Perkins Theory
Theory of the Eight Triachic Theory of

Multiple Intelligences. Intelligences

This theory challenged
the traditional notion that
there is one single type of
intelligence, sometimes
known as “g” for general
intelligence, that only
focuses on cognitive
abilities.
Describes intelligence as
It is a cognitive-contextual being three-dimensional.
theory that states three forms These three dimensions are
of intelligence: practical, the neural dimension, the
creative, and analytical experiential dimension and
intelligence. the reflective dimension.
Theory of intelligences such Thinking Frames and
as power tactics and content. Enculturation of Mindware

Researcher’s Theory

Teachers should 25 varied

provide activities and

experiences to their learners’ so that they will became

 Figure 3

THEORETICAL PARADIGM

Conceptual Framework

The study utilized the System Approach Management by Franco (1979). The three

components are: inputs, process and the outputs, together with the feedback mechanism.

The inputs consisted the multiple intelligences of students and the suggested measure for

improvement.

The process involved the survey-questionnaire rating scale, informed interview,

observation, analysis and interpretation of the data.

The output analyzed the multiple intelligences of the students and the suggested

measures for improvement.

Figure it shows the conceptual paradigm of the study.

26
 INPUT PROCESS OUTPUT

The Eight Multiple Survey-Questionnaire Determined and Analyzed

Intelligences of the the Multiple Intelligence
Rating Scale
students Suggested of students and the
Informal Interview
Measures for Suggested Measures for
Observation
Improvement Improvement
Analysis and
Interpretation of
the Data

FEEDBACK MECHANISM

27
 Figure 5

CONCEPTUAL PARADIGM

Hypotheses

The following null and alternative hypotheses is presented:

1.H there is significant agreement in the perception of students’ respondents.

2.H O there is no significant variation in the perception of students’ respondents.

28
 NOTES

1
Howard Gardner. His Book Frame’s of Mind. Teachers education journal, 1983

2
Thomas Armstrong. Multiple Intelligences in the classroom.
Alexander V.P. Association for supervision and Curriculum Development, 1994.

3
J.D. Mayer P. Salovey, and D.R. Caruso. Emotional Intelligence Theory, Findings
And Implications, Psychological Inquiry 2004. Psychology Today 1992.

4
D.E Helms Intelligence Test Result and its reliability psychological Theory, 2004.

5
M. Anderson. Intelligence and Development; A cognitive Theory,1992.

6
Raymond Catell and John Horn 2006. Types of intelligence. Facilitating learning. Metro
Manila.

7
Microsoft Encarta (2008) Internet Material. https; ll www. researchgate.edu.org.pdf.

8
Microsoft Corporation. Source :https: II www.edu.org.download Charles.html.

9
R. Assopardi. (2003). Types of intelligence Facilitating Learning. Metro Manila: Rex Book
Store.

10
E.Collins A. Cook (2011). Reading Material on types of intelligence . Metro Manila:
Lorimar Publishing

29
11
R. Romero and A Kemp (2007) Analytic Intelligence. Facilitating Learning Metro
Manila: REX Book Store

12
Reese, Sparks and Leyva (2010). Elements of reading Deped. No. 1 memorandum no.73

13
N. Skeat et. al. (2010) Oral Language. Conceptual Consideration on Implementing the 3Bs

14
John and Watson (2003). Phonics . Element of Reading. Deped Material on Teaching
Reading.

15
R. Rose (2006) Approach on Teaching Phonics. Deped Material on Teaching Reading

16
Brenda B. CorpuzPh. D. et.al.The Twin Goals of Teaching Mathematics Teaching
Principles of Teaching. Publish by Lorimars Publishing, Inc. 2015.

17
Gloria G. Salandanan, et.al. The twin goals of Teaching Music and Arts. Principle
of Teaching. Manila Lorimars Publishing, Inc. 2015.

18
Greg Tabios Pawilen. Curriculum Development: A guide for teachers and
student’s. Manila Rex Book Store, 2015.

19
Jonathan Veran Macayon et.al. Cognitive Memory and intelligences. The Self.
Quezon City: C and E Publishing Inc., 2019.

20
John Cristopher Dimasaka Castillo, et.al. Undersatnding the Self the most Interesting
Task. Quezon City: C and E Publishing Inc., 2019.

21
Andrea Heming.”Multiple Intelligences in the Classroom Western Kentucky University,
2008 Internet Material.

22
Asian Academic Press. “Multiple Intelligences Theory and It’s Enlightment to Higher
Education” Internet Material.

23
The School Wide Enrichment Model (SEM). According to Renezalli an Reis. SSHE.
Resarch on Modern Higher Education in China, 2016

24
J.I Nolen “Theory of multiple Intelligences in the classroom”. Internet Material Retrieved,
October 25, 2008.

25
R. Fogarty. “Understanding the theory of Multiple Intelligences. Early Childhood Today.
Internet Material Retrieved March 8,2008.

30
26
Jandel M. Cabasura. “Music Performance in Relation to academic Achievement in
Mathematics” Cebu Normal University.

27
Annabelle C. Bagtas. “ Developing Higher Order Thinking skills (HOTS) in teaching
Mathematics. Published in Modern Teacher Journal, 2012.

28
T.S Anitha. Study on the multiple Intelligences Levels of Secondary School/Students of
Government and Private School in Secunderabad, 2013.

29
Angelina M. Pogoy. “Teacher Credentials and Students Mathematics Performance Across
Asian Countries”. Unpublished Master’s Thesis, Cebu Normal
University, 2016.

30
Cadosales (2016) Maria Nancy Quinco-Cadosales, Teaching Efficacy of Elementary
Students Teachers, Education, Vol. 7 No. 1, 2017, pp. 10-15. doi:
10.5923/j.edu.20170701.03.

31
 CHAPTER 3

REASEARCH DESIGN AND METHODOLOGY

Included in this chapter are the research design population, sampling used, respondents,

instruments used, procedures and statistical procedure and statistical measures.

Research Design

The study utilized the descriptive analytic method of research in order to find out the

prevailing multiple intelligences of grade 8 students studying in Osmeña college High School

this year 2021-2022.The survey was conducted through the questionnaire rating scale

accomplished by the respondents. The data gathered were supplemented by the observation and

interviews with the respondents.

Population

The population includes the selected 140 grade 8 students of Osmeña College High School.

Sampling Used

32
 The study used the Slovin’s Formula to determine the correct number of respondents.

Respondents

The total number of respondents were 140 students determine by the Slovin’s Formula

those respondents were given questionnaire for them to answer.

Instrument

The main data gathering was a questionnaire rating scale prepared by the researcher using

the instrument formula by Howard Gardner but the suggested measure are prepared by the

researcher.

This questionnaire utilized the 5-point Likert scale for rating each indicator.

Validation of the instrument

The questionnaire rating scale were validated by the sets of juniors.. The first set is

composed of the of the Junior High teachers. They made questions on the indicators which

were also considered in the revision on the indicators which were also considered in the

revision of the first draft. The second set was composed of Senior High school teachers. From

the suggestion given some indicators were revised or included in the final draft.

Procedure

The researcher conducted an interns in reading of psychology books, journals and other

materials coming from the internet to gain insights on the information related to this present

topic.

The review was classified into foreign and local literature. Likewise foreign and local

studies for the orientation of the readers.

33
 After the review, the researcher was able to determine the statement of the problem.

This was shown to the adviser for comments and was advice to present it to the committee for

approval.

After the statement of the problem was approves, the researcher prepared a letter addressed to

the principal for the recommending approval to the President of the School. After it was

approved, the researcher distributed the questionnaire rating scale with the guidance of their

advisers. The researcher closely supervised the administration of the instruments.

The students’ respondents were given couple time to answer until it was finally retrieved for

tallying. The tallied questionnaire were subjected to statistical measures. After which, table were

prepared for interpretation of the data. The researcher prepared the five chapters of the study and

submitted to the Thesis committee for approval and ready for oral defense.

Statistical Measures

The frequency count and weighted mean was used. Using the following formula:

F xw
Xw =
N

Where:

Xw Weighted mean

F Frequency

W Weight

N Number of cases or respondents

34
 To determine the significant variations of the perceptions and Kruskall Wall’s One Way

Analysis of Variance was used using the following formula:

12 K
Kw= 2 2
N (N +1) ∑ Rg Rj -3 (N+1)
j-1

Where:

Kw is the computed Kruskall Wallis One Way Analysis

of Variance

N number of indicators

12,3 and l Constant group of respondents

Rj Total number of Weighted mean

Rg Average weighted mean

Likert Scale

Option Range Adjectival Interpretation

4.5-5.0 Strongly Agree

3.5-4.49 Agree

2.5-3.49 Moderately Agree

1.5-2.49 Less Agree

1.0-1.49 Do not Agree

35
 4.5-5.0 Very effective

3.5-4.49 Effective

2.5-3.49 Moderately Effective

1.5-2.49 Less Effective

1.0-1.49 Not Effective

CHAPTER 4

A DESCRIPTIVE ANALYSIS OF THE MULTIPLE INTELLIGENCES

OF SELECTED GRADE EIGHT STUDENTS AS PERCIEVED BY THEMSELVES

This chapter present the multiple intelligences of the Grade 8 Students and how these maybe

developed to strengthened their knowledge

1. Eight Multiple Intelligences

1.1 Linguistics

Table 1.1 shows the indicators of linguistics intelligence. The table also included the

weighted mean, rank and interpretation of the data gathered.

As gleaned on the table, out of the five indicators, three got an interpretation of agree on

English, Social Studies and History were easier for me in the school than Mathematics and

Science, the weighted mean was 3.62 rank 1. Books are very important to me, and I can hear

36
words in my head before, I read, I speak or write them down, both had a weighted of 3.56, rank

2.5. The remaining two indicators were interpreted as moderately agree on my conversation

includes frequent references two things that I’ve heard or read, 3.48, rank 4, and I got more

listening to the radio or spoken word than I do, 3.12 rank 5. The total weighted mean was 17.34

and the average weighted mean, 3.47, “moderately agree”.

Table 1.1

Indicators XW Rank Interpretation

1. Books are very important to me. 3.56 2.5 Agree

2. I can hear words in head before I read, speak

or write them down. 3.56 2.5 Agree

3. I get more out listening to the radio or a Moderately

spoken word cassette than I do. 3.12 5 Agree

4. English, Social Studies, and History were

easier for me in school than Mathematics and 3.62 1 Agree
Science.
5. My conservation includes frequent references Moderately
to things that I’ve read or heard. 3.48 4 Agree

Linguistic Intelligence of the Grade Eight Students

37
 As perceived by the student, they preferred other subjects than mathematics and

science. Books are very important to them. They can read, speak and write but in moderation.

For them, conversations includes what they read and heard and they are also pond of listening

to radio and cassette.

The data implied that the five linguistic-verbal intelligence are not easy for them.

People who are strong in this area are able to used words well, both in writing and speaking.

These students are typically very good at writing stories, memorizing information and reading.

In this study, student’s weaknesses are in words, language and writings. Majority of

these student cannot memorize written and spoken words. The researcher as teacher these

student are not enjoying reading and writing. Much more they done indulge in debate as they

are not good in persuasive speeches. It is believe that they are not able to explain things well

and use humor when telling stories. These weaknesses can be strengthened if the students will

study well, improve their study habits and continue reading.

1.2 Logical-Mathematical Intelligence

Table 1.2 shows the indicators together with the weighted mean, rank and interpretation

of data.

Indicators XW Rank Interpretation

1. I can easily compute numbers in my head 1.99 5 Less Agree

2. Mathematics and Science were among my 2.0 4 Less Agree

favorite Subject in School

38
 3. I enjoy playing games or solving brainteasers
that require logical thinking 2.09 1.5 Less Agree

4. My mind searches for pattern, regularities or 2.09 1.5 Less Agree

logical thinking.
5. I sometime think in clear abstract, wordless,
imageless concept. 2.06 3 Less Agree

TABLE 1.2

Logical-Mathematical Intelligences of Grade 8

Students As Perceived by Themselves

As shown on the table, all of the five indicators had an interpretation of less agree on: I

can enjoy playing games on solving brainteasers that require logical thinking and my mind

searchers from pattern, regularities or logical sequence in things, both had weighted mean of

2.09 rank 1.5. I sometimes think in clear, abstract, wordless, imageless concepts, 2.06 rank 3.;

Mathematics and Science were among my favorite subject in school, 2.0 rank 4; and I can

easily compute numbers in my head, 1.99, rank 5. The total weighted mean was 10.23 and the

average weighted mean was 2.05, “Less Agree”

The date implied that the logical- Total XW = 10.23

mathematical intelligence of the students as shown Average XW = 2.05

by their perceptions and interpretation of less agree.

Majority of the respondents have low perception’s on reasoning, recognition patterns and

logically analysing problems. These students and not to think conceptually about numbers,

relationships conceptually about numbers, relationships and pattern. Majority also of these

39
 students are poor in analyzing problems although some students have mathematical operations

intelligence as they use these in their everyday life. It is also accepted by the respondents that

they are excellent in problem solving, skills and they don’t enjoy thinking about abstract ideas

so much so they don’t also enjoy conducting scientific experiment and complex computations.

As shown by these weaknesses in the field of logical-mathematical intelligence,

students has to strive harder to improve in the study of mathematics. As it was gleaned in the

table based on the five indicators their foundation in mathematics are weak and these indicators

should be strengthened by the assistance of their teachers for further improvement.

1.3 Visual- Spatial Intelligence

Table 1.3 are indicators of visual-spatial intelligence of student together with their

weighted mean, rank and interpretation.

Indicators XW Rank Interpretation

Moderately
1. I often see clear visual images when I close 3.02 5 Agree
my eyes.
Moderately
2. I’m sensitive to color. 2.62 5 Agree

3. I enjoy doing jigsaw puzzles, mazes and other

visual puzzles. 3.32 3 Agree

4. I like to draw or doodle. 3.60 2 Agree

40
 5. I prefer looking at reading material that is Moderately
heavily illustrated. 3.63 1 Agree

Table 1.3
Visual- Spatial Intelligence of Grade Eight Students

As perceive by the respondents, out five indicators had on interpretation of agree on I

prefer looking at reading that is heavily illustrated, 3.63, rank 2. The remaining three indicators

were interpreted as moderately agree on I enjoy doing jigsaw, puzzles, maps and other visual

puzzles, 3.32, rank 3; I often see clear visual images when I close my eyes, 3.02 rank 4 and I’m

sensitive to color, 2.62, rank 5. The total weighted mean was 16.19 and the average weighted

mean was 3.24, “Moderately Agree”.

As gathered on the table, the respondents

Total XW = 16.19
preferred looking at reading that is heavily illustrated Average XW = 3.24

and they like to draw a doodle. However moderation

in the perception of they enjoy doing jigsaw puzzle, images and other visual puzzles they often

see clear visual images when they close their eyes and sensitive to color.

The data implied that they are not strong in visual-spatial intelligence. They are not good

at visualizing things. These student are not often good with direction as well as maps, charts,

videos and pictures. Moderation in visual-spatial intelligence. In addition they are not good in

writing as an enjoyment. They are not also good in putting puzzles together and they don’t

interpret pictures, graphs and charts well. They don’t enjoy in drawing, painting and the visual

41
arts because they don’t have recognize patterns easily. No one can be a good architect, artist and

engineer.

As shown by their weaknesses, their chances of improvement in this intelligences is

illusive. Other weaknesses can be improve if they well enhance these indicators for further

improvement but need more training with the guidance knowledgeable individual who are

incline with the visual-spatial intelligence.

1.4 Musical Intelligence

Table 1.2 are the indicators together with weighted mean, rank and interpretation.

As you can see on the table, only two indicators had an interpretation of agree on I

often make tapping sound or sing it little melodies while working, studying or learning

something new 3.9 rank; and I frequently listen to music or radio records, cassettes or compact

discs,3.53, rank 2. The remaining indicators had an interpretation of moderately agree on, if I

hear musical selection, once or twice. I am usually able to sing it back fairly and accurately,

3.42. My life will be poorer if their were no music in it. 3.28, and I can tell when a musical

note is off key, 3.09 the total weighted mean was 17.22 and the average weighted mean 3.44,

“Moderately Agree”.

Table 1.4
Musical Intelligence of Grade Eight Students

Indicators XW Rank Interpretation

Moderately
1. I can tell when a musical note is off key 3.09 5 Agree

42
 2. I frequently listen to music on radio, records,
cassettes, or compact disc 3.53 2 Agree

3. My life would be poorer if there were no Moderately

music in it. 3.28 4 Agree

4. If I hear a musical selection once or twice, I Moderately

am usually able to sing it back fairly and 3.42 3 Agree
accurately.
5. I often make tapping sounds or sing it little Moderately
melodies while working, studying or learning 3.9 1 Agree
something new.

The data implied as indicated on the table, their perceptions on musical intelligence had

an overall interpretation of moderately agree. Student accepted that they are not strong in their

musical intelligence as their thinking and patterns, rhythm and sound. They are not strong in

their appreciation for music. They might enjoy in singing but they are not good in playing

instruments. As student they cannot do the patterns and tones easily.

Moderation in remembering song and melodies and understanding of musical structure,

rhythms and notes.

Total XW = 17.22 Moderately Agree

People who have strong musical
Average XW = 3.44
intelligence are good in thinking in patterns, and

rhythm and sound. They have strong appreciation

for music and are often good at musical composition and performance. Their characteristics

enjoy singing and playing musical patterns and tones easily. They remember songs and

melodies and have rich understanding of musical instruments

1.5 Bodily-Kinesthetic Intelligence

43
 Table 1.5 shows the indicator on the bodily kinesthetic intelligence of students together

with the corresponding weighted mean, rank and interpretation of the data.

As gleaned on the table the two indicators had an interpretation of agree with the same

rank on I engage in at least one sport or physical activity on a regular basis, and I like working

with my hands at concrete activities such as sewing, weaving, carving and carpentry, 3.55 rank

1.5. The three indicators got an interpretation of moderately agree on I frequently used my

hand gesture or other forms of body language when conversing with someone, 3.42, rank 3; I

find it difficult to sit still for the periods of time, 3.38 rank 4, and I often like to spend my free

time out door, 3.37 ranks. The total weighted mean was 17.27 and the average weighted mean

was 3.45, “Moderately Agree”.

Indicated on the table , the students had a moderate bodily-kinesthetic intelligence.

They have bodily movement, performing actions and physical control. As perceived they don’t

fully strong in this area and don’t have excellent hand coordination and dexterity.

Table 1.5
Bodily-Kinesthetic Intelligence of Grade Eight Students

Indicators XW Rank Interpretation

1. I engage in at least one sport or physical

activity on a regular basis. 3.55 1.5 Agree

2. I find it difficult to sit still for the periods of Moderately

time. 3.38 4 Agree

3. I like working with my hands at concrete

activities such as sewing, weaving, carving, 3.55 1.5 Agree

44
 carpentry.
Moderately
4. I often like to spend my free time outdoors. 3.37 5 Agree

5. I frequently used my hands gesture or other Moderately

forms of body language when conversing 3.42 3 Agree
with someone.

The data implied that their physical movement and motor control is moderate. They

might be skilled at dancing, sports about they are not good in creating things with his or her

hands.

1.6 Interpersonal Intelligence

Table 1.6 are the indicators, weighted mean rank and interpretation of the interpersonal

relationship.

As shown on the table, the four indicators

Total XW = 17.27 Moderately Agree
were perceived by the respondents as agree on I
Average XW = 3.45
enjoy the challenge teaching another person or

group of people, what I know, how to do 4.17 rank 1. I have at least three close friends 3.97

rank 2; I consider myself a leader for others have called me that, 3.62, rank 3. I’m the sort of

person that people come for advice and council at work or in my neighborhood, 3.50. One

indicator have an interpretation of moderately agree on. I feel comfortable in the midst of a

crowd, 3.22, rank 5. The total weighted mean was 18.42 and the average weighted mean was

3.70,” Agree”.

45
 Table 1.6
Interpersonal Intelligence of Grade Eight Students

Indicators XW Rank Interpretation

1. I’m the sort of person that people come for 3.50 4 Agree
advice and council at work or in my
neighbourhood.

2. I have at least three close friends. 3.97 2 Agree

3. I enjoy the challenge teaching another person 4.17 1 Agree

or group of people, what I know, how to do.

4. I consider myself a leader for others have 3.62 3 Agree

called me that.

5. I feel comfortable in the midst of a crowd. 3.22 5 Agree

The data implied that their overall perceptions on their interpersonal intelligence in

terms of understanding and interacting with other people. They have the ability or skilled in

assessing emotions and desiredness.

1.7 Intrapersonal Intelligence

Table 1.7 shows the indicators of the intrapersonal intelligence, weighted mean, rank

and interpretation.

Table 1.7
Intrapersonal Intelligence Total XW = 18.48 Agree
of Grade Eight Students
Average XW = 3.70

46
Indicators XW Rank Interpretation

1. I regularly spend time alone, reflecting or

thinking about important live question. 3.82 3 Agree

2. I have a special hubby or interest that I keep

pretty much to myself. 3.86 2 Agree

3. I have realistic view of my strength and

weaknesses. 3.72 4 Agree

4. I consider myself to be strong independent

minded. 3.87 1 Agree

5. I keep a personal diary or journal to record the

event of my inner life. 3.58 5 Agree

As perceived by the respondents, all of the five indicators had on interpretation of agree

on I consider myself to be strong independent minded, 3.87 rank 1. I have a special hubby or

interest that I keep pretty much to myself, 3.86 rank 2; I regularly spend time alone, reflecting

or thinking about important live question, 3.82 rank 3; I have realistic view of my strength and

weaknesses, 3.72 rank 2; and I keep a personal diary or journal to record the event of my inner

life. The total weighted mean was 18.85 and the average weighted mean was 3.77 “Agree”.

The data implied that intrapersonal intelligence are good at being aware of their own

personal emotion and states feelings, and Total XW = 18.85 Agree

Average XW = 3.77
motivations. Majority of the students respondents

tend to enjoy self reflection and analysis including

47
 exploring relationship with others and good in assessing their personal strengths and self-

reflection.

1.8 Naturalistic Intelligence

Table 1.8 are the indicators of naturalistic intelligence together with weighted mean,

rank and interpretation of the data.

As gleaned on the table, four of the indicators got an interpretation of agree as perceived

by the respondents on I like to take care of plants, 3.62, rank 3; I am attracted by natural setting,

3.58 rank 4, and I am awe by natural phenomena, 2.97 rank 5 and moderately agree. The total

weighted mean was 17.58 and the average weighted mean was 3.57, “Agree”.

The data implied that student respondent are in tune with nature and are often interested

in nurturing, exploring the environment and learning about different species. It goes to show

that the respondents are said to be aware on the changes to their environment. They find

patterns and relationships to nature. They might be interested in subject as Botany, Biology and

Zoology but they can categorize and catalog information on their present studies. Some of them

enjoy camping, gardening, hiking and exploring the outdoors activities. Other students dislikes

learning unfamiliar topics that have no connection with nature.

It was recommended by Gardner’s the author of the multiple intelligences tat naturalistic

intelligence have potential in conservationist, gardener and farmers.

Table 1.8
Naturalistic Intelligence of Grade Eight Students

48
Indicators XW Rank Interpretation

1. I like to take care of plants.

4.05 1 Agree

2. I get excited about biological museums.

3.63 2 Agree

3. I am attracted by natural setting.

3.58 4 Agree

4. I prefer animals and birds as pets.

3.62 3 Agree

5. I am awe by natural phenomena.

2.97 5 Agree

2. Significant Variations in the Perceptions of the

Students in Their Multiple Intelligences
Table 2 shows the significant differences based on the computed KW = -119.33, N =40,

level of significance .05 and the tabular value was .9389. The interpretation of the data was not

significant and the decision on the null-hypothesis was accepted. The computation of the data is

in appendix C of this manuscript.

The data implied the computed KW is much lesser or negative than the tabular value.

The researcher can safely conclude that there is no Total XW = 17.85 Agree
significant variation in the perception of the Average XW = 3.57

respondent on the multiple intelligence of student.

Table 2

49
 Significant Variations in the Perceptions of the
respondents on the Eight Multiple Intelligences

Indicators Data

3.

Computed KW = -.119.33

N= 40

Level of Significance .05

Tabular Value .9389

Interpretation of the data Not

Significant

Decision on the null-hypothesis Accepted

Suggested Measures for Students Improvement

of Their Multiple Intelligences
Table 3 shows the indicators of suggested measures based on their weighted mean, rank

and interpretation of the data.

Table 3

50
 Suggested Measure for Student Improvement as Perceived by the Teachers

Indicators XW Rank Interpretation

1. Observe stylistic learning of student 4.57 8.5 Very Effective

and make proper suggestion.

2. Use a road range of teaching strategies 4.57 8.5 Very Effective

and approaches.

3. Encourage students in classroom 4.85 1.5 Very Effective

interactions.

4. Know the nature of every students by 4.85 1.5 Very Effective

closely observing their values and
attitudes.

5. Motivate student’s learning in all 4.57 8.5 Very Effective

aspect of development.

6. Follow-up student directed learning. 4.71 4.5 Very Effective

7. Introduce multiple intelligence to 4.71 4.5 Very Effective

other grade level or section

8. Consider multiple intelligence in 4.57 4.5 Very Effective

planning lesson or activities in school
and their homes.

9. Encourage student to speak effectively 4.71 8.5 Very Effective

and eloquently.

10. Provide well meaning assistance to 4.71 8.5 Very Effective

students with special talent.
Total XW = 46.85 Very Effective
Average XW = 4.68
As you can gleaned on the

table, all of the suggested measures were very effective. Out of two indicators two have the

same rank as the top highest ratings on encourage student in classroom interactions, and know

the nature of every student by closely observing their values and attitudes, both had a weighted

51
of 4.85, rank 1.5. Four indicators had the same weighted mean on follow up student self-

directed learning. Introduce multiple intelligence to other grade level or section. Encourage

student to speak effectively and eloquently, and provide well meaning assistance to students

with special talent, both had a weighted meaning of 4.71, rank 4.5. Four of the indicators have

the same weighted mean and ranks on, Observe stylistic learning of student and make proper

suggestion, use a road range of teaching strategies; Motivate student’s learning in all aspect of

development; Consider multiple intelligence in planning lesson or activities in school and their

homes, both had weighted mean of 4.57, rank 8.5.

The data implied that suggested measures are very important in order to improve the

multiple intelligence of the Grade 8 students, not only in intelligence Quotient and testing

because this are limited in nature. Most importantly are the different multiple intelligence to

account broader range of human activities in order to determine their strengths, characteristics

and weaknesses.

4. Significant Agreement in the Perception of Teachers on the

Suggested Measures for Improvement

Table 4 shows the significant agreement of perception based on the Computed

Concordance W of .13, M =2, N = 5, level of significance .05 and the tabular value was .7924.

The interpretation of the data was not significant and the decision on the null-hypothesis was

accepted.

Table 4
Significant Agreement in the Perceptions of
The Teachers on the Suggested Measures for Improvement

52
 Indicators Data

Computed Concordance

W= .13

M= 2

n= 5

Level of Significance .05

Tabular Value .7924

Interpretation of the Data Not

Significant

Decision of the null-hypothesis Accepted

The data implied that as gleamed on the table, the Computed Concordance was lesser than the

tabular value, meaning there is no significant agreement in the perceptions of the respondents.

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS,AND RECOMMENDATIONS

53
 This chapter present the summary of the study, including the findings together with the

conclusion and recommendations.

Summary

There is in the education field regarding the variation of student progress. “No two

individuals are alike in the universe.. If any student wants to reach his or her goals or aims he

or she has to meet many challenges like cognitive ability, efficient methods of learning ,

concentration, memory intelligence , learning environment and the student progress”.

This study aimed to identify the multiple intelligences of Grade 8 students of Osmeña

Colleges Junior High School and how these maybe developed to strengthen through the

suggested measure by the teachers.

The following specific questions were answered;

1. What is the extent of multiple intelligences as perceived by the Grade 8 students in

terms of:

1.1 Linguistic ;
1.2 Logical mathematical ;
1.3 Spatial ;
1.4 Musical
1.5 Bodily Kinesthetic ;
1.6 Interpersonal ;
1.7Intrapersonal ; and
1.9 Naturalistic?

2. Is there is a significant variations in the perception of the student’ respondents?

3. What are the suggested measures to improved the multiple intelligences of grade 8

students?

54
 4. Is there is significant agreement in the perception of the student?

The study utilized the descriptive –analytic method of research as it aimed to

determine the multiple intelligence of Grade 8 students as perceived by themselves. The main

instrument used for gathering the data was the use of questionnaires using the Garner’s

Theory of multiple intelligence supplemented by informed interview and observations.

There were 140 Grade Students being the respondents of the study and seven

teacher’s involved in answering the suggested measures for improvement. For the statistical

treatment of the data, the frequency count was utilized to determine the weighted mean. In

order to determine the significant variations of the perceptions of respondents, the Kruskull

Walls_One_Way Analysis of Variance was used and to determine the significant agreement

of perceptions of teachers for the suggested measures, the Kendell’s Coefficient of

Concordance W was used.

Findings

The data revealed the following findings:

1.1 On linguistic intelligence three of the indicators being the highest rating and the

verbal interpretation was agree on: English, Social Studies, and History were easier for me in

school than Mathematics and Science; Books are important to me, and I can hear words in my

head before I read, speak or write them down, Other indicators had a verbal interpretation were

moderately agree. The average weighted mean was 3.47, “Moderately Agree”.

1.2 As to logical and Mathematical, the five indicators had a verbal, interpretation were

moderately agree but the three indicators with a weighted mean of 2.09 and 2.06 were on I enjoy

playing games or solving brainteasers that require logical thinking; my mind searches for pattern

55
regular ties or logical sequences in thinking; and I sometimes think in clear abstract wordless

imageless imageless concept. The two indicators had 1.99 and 2.0 weighted means. The average

weighted mean of the five indicators was 2.05, “ Less Agree”.

1.3 On visual-Spatial the two indicators with an interpretation of agree were on I prefer

looking at reading that is heavily illustrated 3.63 and I like to draw or doodle, 3.60. The three

indicators with an interpretation of moderately agree and the weighted mean of 3.24 “

Moderately Agree”.

1.4 Based on the musical intelligence, two highest indicators had on interpretation of

agree on I often make tapping sound or sing it little melodies while working, studying on

learning something new, 3.9 and I frequently listen to music or radio, records, cassette or

compact disc, 3.53. The remaining indicators were interpreted as moderately agree on their

weighted mean of the five indicators were 3.44, Moderately Agree”.

1.5 Bodily-Kinesthetic intelligence two of the indicators had an interpretation of agree as

I engage in at least one sport or physical activity or a regular basis, and I like working with my

hands at concrete activities such as sewing, weaving, carving and carpentry. The three

remaining indicators, moderately agree with the weighted mean of 3. 42, 3.38 and 3.37. The

average weighted mean was 3.45, “Moderately Agree”

1.6 Interpersonal intelligence, four of then indicators got an interpretation of agree

except one with a lowest weighted mean with moderately agree on I enjoy the challenge of

teaching another person or group of person or group of people , what I know how to do, 4.17,

rank 1; I have at least three close friends, 3.97, rank 2; . I consider myself a leader for other have

56
called that people come for advise and counsel at work or in my neighbour hood 3.50 rank 4 and

for moderately agree with 3.22, rank 5. The average weighted mean was 3.70, “Agree”.

1.7 As to interpersonal, all the five indicators had an interpretation of agree as to the

following, I consider myself to be strong independent minded, 3.87, rank 1; I have a special

hobby or interest that I keep pretty much to myself, 3.86, rank 2; I regularly spend time alone

reflecting or thinking about important question, 3.82; I have realistic view of my strength and

weaknesses, 3.72 rank 4, and I keep as personal diary or journal to record the event of my inner

life. The average weighted mean was 3.77, “ Agree”.

1.8 On naturalistic intelligence, four of the indicators with an interpretation of agree as to

I like to take care of plants, 4.05, rank 1, I got excited about biological museums, 3.63, rank 2, I

prefer animals and birds as pets, 3.62, rank 3; I am attracted by natural setting, 3.58. The

remaining one indicators had moderately agree on I am awe by natural phenomena, 2.97, rank 5.

The average weighted mean was 3.57. “Agree”.

2. Based on the significant variations of perception, the Computed KW= -119.33, N=40;

level of significance =.05 and the tabular value was .9389. The interpretation of the data was not

significant and the decision of the study was accepted.

3. On the suggested measures for students improvement as perceived by the teachers on

the multiple intelligence. The ten indicators were all very effective but the six highest rating

were on encourage student’s in classroom interactions and know the nature of every students by

closely observing their values and attitudes, both had a weighted mean of 4.85, rank 1.5.

Follow-up student directed learning in all aspect of development, Introduce multiple

intelligence to the other grade level or section, encourage provide to speak effectively and

57
eloquently and provide well-meaning assistance to students with special talent, both had

weighted mean of 4.71. The average weighted mean was 4.68, “Very effective”.

4. Based on the significant agreement the Computed Concordance W=.13; M=2, N=5

level of significance, .05 and the tabular value was .7924. The interpretation of the data was not

significant and the decision on the null-hypothesis was accepted.

Conclusions

The following conclusions were deducted based on the finding:

1. Out of the 8 multiple intelligences of the Grade 8 had on interpretation of agree while

the five indicators, moderately agree.

2. There is no significant variation in the perceptions of the students based on the eight

multiple intelligence.

3. All of the ten indicators were interpreted as very effective.

4. There is no significant agreement in the perception of the respondent on the suggested

measures for students improvement.

Recommendations

As derived from the findings and conclusions, the following recommendation were

suggested;

1. The results of the this study should be disseminated to the Junior High School

students and other level.

58
 2. Suggested measures pertaining to this study should be implemented in Grade 8 for

student improvement.

3. A parallel study should be given to another grade level to substantiate the finding of

this study.

4. Include the findings of the study as one of the activities in the Research Forum of the

High School Department.

BIBLIOGRAPHY

A. PUBLISHED MATERIALS

59
 Alexander V.P. Association for supervision and Curriculum Development, 1994

Annabelle C. Bagtas. “ Developing Higher Order Thinking skills (HOTS) in teaching

Mathematics. Published in Modern Teacher Journal, 2012

Brenda B. CorpuzPh. D. et.al.The Twin Goals of Teaching Mathematics Teaching

Principles of Teaching. Publish by Lorimars Publishing, Inc. 2015.

Cadosales (2016) Maria Nancy Quinco-Cadosales, Teaching Efficacy of Elementary

Students Teachers, Education, Vol. 7 No. 1, 2017, pp. 10-15. doi:
10.5923/j.edu.20170701.03.
Constitution. Manila; Rex Bookstore 2014
Department of Education Order No. 42, S.2019

E.Collins A. Cook (2011). Reading Material on types of intelligence . Metro Manila:

Lorimar Publishing
Gloria G. Salandanan, et.al. The twin goals of Teaching Music and Arts. Principle
of Teaching. Manila Lorimars Publishing, Inc. 2015.

Greg Tabios Pawilen. Curriculum Development: A guide for teachers and

student’s. Manila Rex Book Store, 2015.

Hector S. De Leon, et al. Textbook on the Philippine Constitution. Manila; Rex Bookstore
2014

Howard Gardner. His Book Frame’s of Mind. Teachers education journal, 1983

J.D. Mayer P. Salovey, and D.R. Caruso. Emotional Intelligence Theory, Findings

Jonathan Veran Macayon et.al. Cognitive Memory and intelligences. The Self.
Quezon City: C and E Publishing Inc., 2019.

John and Watson (2003). Phonics . Element of Reading. Deped Material on Teaching
Reading.

John Cristopher Dimasaka Castillo, et.al. Undersatnding the Self the most Interesting Task.
Quezon City: C and E Publishing Inc., 2019.

K-12 Educate Reform Program. R.A 10533

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 Maria Rita D. Lucas, et al Facilitating Learning; A Metacognitive Process. Metro Manila;
Lorimars Publish, Inc. 2014.

M. Anderson. Intelligence and Development; A cognitive Theory,1992.

N. Skeat et. al. (2010) Oral Language. Conceptual Consideration on Implementing the 3Bs

Philippine Professional Standard for Teacher

Raymond Catell and John Horn 2006. Types of intelligence. Facilitating learning. Metro
Manila.

R. Assopardi. (2003). Types of intelligence Facilitating Learning. Metro Manila: Rex Book
Store. Metro Manila

R. Romero and A Kemp (2007) Analytic Intelligence. Facilitating Learning Metro

Section I of Article XIV of the Philippine Constitution.

Reese, Sparks and Leyva (2010). Elements of reading Deped. No. 1 memorandum no.73

R. Rose (2006) Approach on Teaching Phonics. Deped Material on Teaching Reading

So Donovan and J. Brandsford. Classroom Instruction that Works, 2005

Thomas Armstrong. Multiple Intelligences in the classroom. And Implications,

Psychological Inquiry 2004. Psychology Today 1992.

The School Wide Enrichment Model (SEM). According to Renezalli an Reis. SSHE.
Resarch on Modern Higher Education in China, 2016

T.S Anitha. Study on the multiple Intelligences Levels of Secondary School/Students of

Government and Private School in Secunderabad, 2013.

B. UNPUBLISHED MATERIALS

Angelina M. Pogoy. “Teacher Credentials and Students Mathematics Performance Across

Asian Countries”. Unpublished Master’s Thesis, Cebu Normal University, 2016

Angelina M. Pogoy. “Teacher Credentials and Students Mathematics Performance Across

Asian Countries”. Unpublished Master’s Thesis, Cebu Normal University, 2016.

Jandel M. Cabasura. “Music Performance in Relation to academic Achievement in

Mathematics” Cebu Normal University.

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 Jandel M. Cabasura. “Music Performance in Relation to academic Achievement in
Mathematics” Cebu Normal University.

T.S Anitha. Study on the multiple Intelligences Levels of Secondary School/Students of

Government and Private School in Secunderabad, 2013.

C. INTERNET SOURCES
(Magazine/Articles/Journals)

Andrea Heming.”Multiple Intelligences in the Classroom Western Kentucky University,

2008 Internet Material.

Asian Academic Press. “Multiple Intelligences Theory and It’s Enlightment to Higher
Education” Internet Material

Asian Academic Press. “Multiple Intelligences Theory and It’s Enlightenment to Higher
Education” Internet Material.

J.I Nolen “Theory of multiple Intelligences in the classroom”. Internet Material Retrieved,
October 25, 2008.

Microsoft Encarta (2008) Internet Material. https; ll www. researchgate.edu.org.pdf.

Microsoft Corporation. Source :https: II www.edu.org.download Charles.html.

R. Fogarty. “Understanding the theory of Multiple Intelligences. Early Childhood Today.

Internet Material Retrieved March 8,2008.

APPENDIX A

PERMIT TO CONDUCT STUDY

62
04/12/22

MARK PAUL M. AZARES

SCHOOL PRINCIPAL
OSMEÑA COLLEGES

Sir/Madam:

Good Day!

In view of the requirements for the degree, Master of Arts in Education (MAED) the
undersigned will write a thesis entitled, “MULTIPLE INTELLEGENCES OF SELECTED
GRADE 8 STUDENT OFOSMEÑA COLLEGES HIGH SCHOOL”.

In line with this, the researcher would like to ask permission from your good office to allow her
to distribute questionnaires to the teaching staff of the school.

Thank you very much for your preferential response on this request.

Very truly yours.

(Sgd.) JESSIE N. YLARAN

Researcher

Noted:

(Sgd.) JONALD B. SIA Ed.D

Dean, Graduate School

Approved:
(Sgd.) MARK PAUL. AZARES
School Principal

PERMIT TO CONDUCT STUDY

04/12/22
ROQUESA F. DAEP
K-12 Headmaster
OSMEÑA COLLEGES

63
Sir/Madam:

Good Day!

In view of the requirements for the degree, Master of Arts in Education (MAED) the
undersigned will write a thesis entitled, “MULTIPLE INTELLEGENCES OF SELECTED
GRADE 8 STUDENT OF OSMEÑA COLLEGES HIGH SCHOOL”.

In line with this, the researcher would like to ask permission from your good office to allow her
to distribute questionnaires to the teaching staff of the school.

Thank you very much for your preferential response on this request.

Very truly yours.

(Sgd.) JESSIE N. YLARAN

Researcher

Noted:

(Sgd.) JONALD B. SIA Ed.D

Dean, Graduate School

Approved:

(Sgd.) ROQUESA F. DAEP

K-12 Headmaster

PERMIT TO CONDUCT STUDY

04/12/2022

TO THE PRINCIPAL

Sir/Madam:

64
Good Day!

In view of the requirements for the degree, Master of Arts in Education (MAED) the
undersigned will write a thesis entitled, “MULTIPLE INTELLEGENCES OF GRADE 8
STUDENT OFOSMEÑA COLLEGES HIGH SCHOOL”.

In line with this, the researcher would like to ask permission from your good office to allow her
to distribute questionnaires to the teaching staff of the school.

Thank you very much for your preferential response on this request.

Very truly yours.

(Sgd.) JESSIE N. YLARAN

Researcher

Noted:

(Sgd.) JONALD B. SIA Ed.D

Dean, Graduate School

Approved:

______________________________
Signature over Printed Name

APPENDIX B

04/12/22

Dear Respondents,

65
 The undersigned is taking this Master’s Thesis entitled “MULTIPLE INTELLEGENCES
OF GRADE 8 STUDENT OFOSMEÑA COLLEGES HIGH SCHOOL” as requirement for
the Degree of Arts in Education Major in Administration and Supervision at Osmeña Colleges,
Espinosa St. Masbate City, 5400 Masbate.

In connection, the researcher is requesting your support being a respondent to this

questionnaire. Kindly your honest response to the questions based on your experience and
judgement.

Rest assured that your response will be treated with utmost confidentiality will strictly be
used for research purposes only.

Thank you very much for you cooperation.

Truly Yours,

(Sgd.) JESSIE N. YLARAN

Researcher

Part 1: Questionnaire checklist of the eight intelligences

Direction: Check the items as applicable:
5 Strongly Agree
4 Agree
3 Moderately Agree
2 Less Agree
1 Do not agree

66
 Indicators

A. Linguistic 5 4 3 2 1

1. Books are very important to me.

2. I can hear words in head before I read, speak

or write them down.
3. I get more out listening to the radio or a
spoken word cassette than I do.
4. English, Social Studies, and History were
easier for me in school than Mathematics and
Science.
5. My conservation includes frequent references
to things that I’ve read or heard.

B. Logical-Mathematical Intelligence 5 4 3 2 1

1. I can easily compute number in my head.

2. Mathematics and science were among my favorite

subject in schools.

3. I enjoy playing games or solving brainteasers that

require logical thinking. ]

4. My mind searches or pattern regularities or logical

sequence in things.

5. I sometimes think in clear abstract, wordless,

imageless concept.

C. Spatial Intelligence 5 4 3 2 1

1. I often see clear visual images when I close my

eyes.

2. I’m sensitive to color.

67
 3. I enjoy doing jigsaw puzzles, mazes and other
visual puzzles.

4. I like to draw or doodle.

5. I prefer looking at reading material that is heavily
illustrated.

D. Musical Intelligence 5 4 3 2 1

1. I can tell when a musical note is off key

2. I frequently listen to music on radio, records,

cassettes, or compact disc

3. My life would be poorer if there were no music in

it.

4. If I hear a musical selection once or twice, I am

usually able to sing it back fairly and accurately.

5. I often make tapping sounds or sing it little

melodies while working, studying or learning
something new.

E. Bodily-Kinesthetic Intelligence 5 4 3 2 1

1. I engage in at least one sport or physical activity on

a regular basis.

2. I find it difficult to sit still for the periods of time.

3. I like working with my hands at concrete activities

such as sewing, weaving, carving, carpentry.

68
4. I often like to spend my free time outdoors.

5. I frequently used my hands gesture or other forms

of body language when conversing with someone.

F. Interpersonal Intelligence 5 4 3 2 1

1. I’m the sort of person that people come for advice

and councel at work or in my neighbourhood.

2. I have atleast three close friends.

3. I enjoy the challenge teaching another person or

group of people, what I know, how to do.

4. I consider myself a leader for others have called

me that.

5. I feel comfortable in the midst of a crowd.

G. Intrapersonal Intelligence 5 4 3 2 1

1. I regularly spend time alone, reflecting or thinking

about important live question.
2. I have a special hubby or interest that I keep pretty
much to myself.
3. I have realistic view of my strength and
weaknesses.
4. I consider myself to be strong independent
minded.
5. I keep a personal diary or journal to record the
event of my inner life.

H. Naturalistic Intelligence 5 4 3 2 1

69
 1. I like to take care of plants.

2. I get excited about about biological museums.

3. I am attracted by natural setting.

4. I prefer animals and birds as pets.

5. I am awe by natural phenomena.

PART II: Questionnaire

Name of Respondent:_____________________________________________________
(Optional)
Age :____________________
Gender :____________________
Highest Education Attained :____________________
Year in Teaching :____________________

70
Suggested Measures for Student Improvement
Direction: The following are the Suggested measures. Please check in the right column using
the scale with verbal interpretation.

5 Very Effective
4 Effective
3 Moderately Effective
2 Less Effective
1 Least Effective
Indicators

Teachers Should 5 4 3 2 1

1. Observe stylistic learning of student and

make proper suggestion.

2. Use a road range of teaching strategies and

approaches.

3. Encourage students in classroom

interactions.

4. Know the nature of every students by

closely observing their values and attitudes.

5. Motivate student’s learning in all aspect of

development.

6. Follow-up student directed learning.

7. Introduce multiple intelligence to other
grade level or section
8. Consider multiple intelligence in planning
lesson or activities in school and their
homes.
9. Encourage student to speak effectively and
eloquently.
10. Provide well meaning assistance to students
with special talent.

71
 APPENDIX C

Significance Variation in the Perceptions of the

Students on their Multiple-Intelligences of the eight indicators

Indicator 1 2 3 4 5 6 7 8
s

72
 xw Ran xw Ran xw Ran xw Ran xw Ran xw Ran xw Rank xw Ran
k k k k k k k

1 3.56 23.5 1.99 1 3.02 8 3.09 9 3.5 21.5 3.5 19 3.82 34 4.0 39
5 0 5

2 3.56 23.5 2.0 2 2.62 6 3.53 20 3.3 15 3.9 38 3.86 35 3.6 31.5
8 7 3

3 3.12 10 2.09 4.5 3.32 13 3.28 12 3.5 21.5 4.1 40 3.72 33 3.5 25.5
5 7 8

4 3.62 29 2.09 4.5 3.60 27 3.42 16.5 3.3 14 3.6 29 3.87 36 3.6 29
7 2 2

5 3.48 18 2.06 3 3.63 31.5 3.9 37 3.4 16.5 3.2 11 3.58 25.5 2.9 7
2 2 7

Rj=10 104 15 85.5 94.5 88.5 137 163.5 132

4

Rj 20.8 3 17.1 18.9 17.7 27.4 32.7 26.4

Formula:

12
Kw= 2
N (N +1)

Computation:

12 -3(40+1)
Kw= 5(20.8 ¿ ¿2 + 5(3 ¿ ¿2+55(17.1 ¿ ¿2+5(18.9 ¿ ¿2+5(17.7 ¿ ¿2 +5(27.4 ¿ ¿ 2+5(32.7 ¿ ¿2
2
N (N +1)
+5(26.4 ¿ ¿ 2
12 5(432)+5(9)+5(292.41)+5(357.21)+5(313.29)+5(750.76)+5(1069.29)+5(696.96) -
¿
40(1600+ 1)
3(41)
12
¿ 2163.2 + 45 + 1462.05 + 1786.05 + 1566.45 + 3753. 8 + 5346.45 + 3484. 8 -123
40(1601)

73
 12
¿ 19,607.8 -123
64,040

=.001874 196,07.8 -123

=3.67-123

KW=119.33

APPENDIX D

Significance Agreement in the Perceptions of Teachers

on the Suggested Measures of Improvement

74
Formula:

Teachers Teachers Sum of

Indicators Perception on the Perception on D D2
1st Half the 2nd Half

XW Rank XW Rank Rank

1 4.57 4 4.71 2.5 6.5 .5 0.25

2 4.57 4 4.71 2.5 6.5 .5 0.25

3 4.85 1.5 4.57 5 Total6.5

= 30 .5 ∑ D2 =
0.25
5
4 4.85 1.5 4.71 2.5 4 -2 4

5 4.57 4 4.71 2.5 6.5 .5 0.25

12( ∑ D 2 )
W
¿
m 2(N )(N 2−1)

Computation: m
12(5)
W¿ 2
2 (5)(5−1)

60
¿
4 (5)(25−1)

60
=
20(24)

60
=
480

W= 0.13 CURRICULUM VITAE

75
PERSONAL BACKGROUND

Name : JESSIE N. YLARAN

Place of Birth : Ibingay, Masbate City

Date of Birth : May 16, 1996

Gender : Male

Civil Status : Single

Religion : Roman Catholic

Citizenship : Filipino

Mobile Number : 09265964027

Email Address : Jessiewarior@gmail.com

EDUCATIONAL BACKGROUND Year

Elementary : Ristituta Z. Medina Elementary School 2010-2011

Secondary : Masbate National Comprehensive High School 2014-2015

Tertiary : Osmaña Colleges 2018-2019

Graduate : Osmaña Colleges

Studies : Master of Arts in Education (MAED) 2020-

Present

ELIGIBILITY

Licensure Examination for Teacher September

2021

National Certificate II (Barangay Health) August 2019

76
SCHOOL WORK EXPERIENCE

Junior High School Teacher & College Instructor June 2019-Present

TRAININGS AND SEMINARS ATTENDED

In-Service Training for Teachers “Equip, Empower, February 2-

4,2021 Enhance”4 2021

Semestral Break In-Service Training March 5-19, 2021

Seminar Workshop on PPS-based syllabi in February 24-27, 2021

Pre-Service Teachers Education

Semestral Break In-Service Training December 14-18,2020

Writing Offline Modules for Distance Learning August 3-7, 2020

77