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Chapter III

This chapter presents the method utilized in this study
together with the procedures employed including the preparation,
distribution and data collection, the research method used, about









questionnaires which was the chief tool used in gathering the
needed data and the statistical treatment of data.

Research Design






method, which highlights the purpose, methods and other facts
regarding the study.













observation of a social setting such as a classroom or school
over extended period. While, the correlation research design is
used to describe the statistical association between two or more
variables. (Shaughnessy et al, 1997)

Population and Sample Size

Y. 2013-2014. OF STUDENTS 45 45 44 51 185 . The researchers chose the purposive sampling for it is convenient. Patton (1990) stated that subjects for purposive sampling are selected because of some characteristics. Table 1 Population and Sample SECTION Grade 8-1 Grade 8-2 Grade 8-3 Grade 8-5 TOTAL Instrumentation NO.50 The respondents are composed of one hundred eighty-five (185) selected Grade 8 students of Sta. Lucia High School S. The researchers administered the instruments to all the students of every class. The researchers used the purposive sampling. No computation was needed to identify the number of respondents.

28. Part I Multiple Intelligence: Verbal-Linguistic Intelligence (1. Virginia Gordon standardized for test Linda Study but Wong Habits. 53 . 52 and 60). The Items are distributed as follows. 44. 19. 41. 35. 27. 21. 37. 9. 43. 20. Likert scales are a non-comparative scaling technique and a reuni-dimensional (only measure a single trait) in nature. 45. 25. 13. 11. 2008) Part I of the instrument is the profile of the respondents. 17.51 The research instruments that will be utilized in the study are the data gathering tools devised by Thomas Armstrong for Multiple Intelligences. (Bertram. Bodily-Kinesthetic Intelligence (4. Respondents are asked to indicate their level of agreement with a given statement by way of an ordinal scale. This was used to generate data on the demographic characteristics of the respondents. Part IV is for the Study habits of respondents. The instruments use Likert Scale type of questionnaire. 33. 49 and 57). 59). while Part III is for gathering the Learning Styles of the respondents and lastly. 12. which PART was II to is the utilized Multiple Intelligences data the on Multiple Intelligences of the respondents. questionnaire. 29. 36. were for The modified Learning given to fit Styles and instruments are the Philippines setting and were validated by experts. Musical Intelligence (5. Spatial Intelligence 51 and (3.

35. 20 and 26).52 and 61). 46. 16. 17. 14. 7. 32. 49 and 54)and Tactile/Kinesthetic Learning Style (5. 39. 7. 12. 40. 11. 45 and 52). 27. 47. 37. 56 and 64). 39. 38. 26. Reading Habits (5. Intrapersonal Intelligence (7. 34. Note-Taking Habits (4. 11. 16. 28. 13. 50. Interpersonal Intelligence (6. 40. 17. 23 and 29) and Writing Habits (6. 48. 2. 24. Auditory Learning Style (1. 24. 15. 8. 9. 21. 42. 32. 24 and 30). 10. lastly Part III Study Habits: (1. 25. Part II Learning Styles: Visual Learning Style (3. 38. 21 and 27). 16. 30. 31. Test Taking/Preparation Habits (3. 33. 12. 20. 18. 9. The instruments can both be analysed and interpreted through weighted mean and Pearson Coefficient. 13. 15. 30. 22. 10. 31. 14. 14. 47. Time Management 19 and 25). 6. 23. 41. 44. 23. 36. Data Gathering Technique Product-Moment Correlation . 18. 48. 51 and 53). 55 and 63) and Naturalist Intelligence (8. 22. 43. 46. 54 and 62). 19. Study Environment (2. 8. 22 and 28). 29. 15. 4.

the researchers engaged in the gathering information related to the research variables. after the selection and identifying of the respondents in coordination with the English teachers. The body of information gathered have provided the researcher with additional insights as to the instrument to be used in gathering data. ranking. Lucia High School. Then. To start the study. 3 and 5 as to avoid disrupting the classes. Upon Office the to conduct approval of the the test to request. the researchers entered during the free time of Section 1. and Pearson Product-Moment Correlation Coefficient. the the researchers gave the letter of approval to the principal of Sta. Then. standard deviation. Information and response of the students will be processed and subjected to statistical treatment such as frequency and percentage distribution. .53 At the outset of the study. weighted mean. 2. the findings will be extracted and analysed based on the processed data. This was used since the researchers handle the sections utilized for the data gathering and they happen to belong in the higher sections. Stratified purposive sampling was used for selecting the respondents. They were selected to ensure reliability of data. the researcher delivered a letter of request selected to the Division school.

The formula for percentage is: part = whole 100 To determine the Multiple Intelligences.54 After the analysis of data. the formula is as follow: . the researchers used Weighted Mean. Statistical Treatment of Data The following statistical tools will utilized for the data gathered: For the profile of the respondents. the researchers will summarize the outcomes. The students would also be given recommendations and techniques that they could practice to extract better academic performance from them. The summary will then be shown to the teachers for them to use as a reference in utilizing different learning activities for the students. Learning Styles and Study habits of the respondents. the researchers used percentage.

21.00 Always 3 2.55 WM= Σ∫ X n The data was interpreted using the following interval: a.00-1.75-2.20 Good 2 1.49 Fair 1 1.49 Sometimes 1 1.75-2. Multiple Intelligences SCALE RANGE INTERPRETATION 4 3.74 Rarely To determine the dispersion of the responses.00 Excellent 3 2. Std = Standard Deviation X = Each score .4.50-3.50-3.20 Often 2 1. Learning Styles and Study Habits SCALE RANGE INTERPRETATION 4 3.74 Poor b.00-1.21. the Standard Deviation was computed by: std= √ ∑ ( X− X´ )2 n−1 Where.4.

60 – 0. r = Pearson correlation coefficient x = Values in first set of data y = Values in second set of data n = Total number of values.59 0.56 X´ = Mean of all values n = Number of values To determine the significant correlation between Multiple Intelligences.39 INTERPRETATION High Correlation Moderately High Correlation Moderate Correlation Low Correlation be .80 – 1. the Pearson Product-Moment Correlation Coefficient is computed by: Where.00 0.20 – 0.79 0. Learning Styles and Study Habits.40 – 0. The interpretation Intelligences. learning of the styles and correlation study of habits Multiple will interpreted based on the following interval: RANGE 0.

19 Negligible Correlation .01 – 0.57 0.