STUDENTS CAPABILITY TO EXCELL IN CLASS: THE MULTIPLE

INTELLIGENCES OF SENIOR HIGHSCHOOL IN HUMSS DEPARTMENT

A Case Study

Presented to the Faculty of Senior High School

Asian College of Technology

Bulacao, Talisay, Cebu City

In Partial Fulfilment

Of the Requirement for the Subject

INQUIRIES, INVESTIGATION AND IMMERSION

PAULA BIANCA BASCONES

EZRAEL DEMETERIO

REYEN MONTECILLO

CHAMPHINE SANCHEZ

ZEKE XYRUS ZETA

MARCH 2020
 TABLE OF CONTENTS

Title Page i

Abstract ii

Acknowledgement iii

Table of Contents iv

CHAPTER I- INTRODUCTION Page #

CHAPTER II- METHODOLOGY Page #

CHAPTER III- RESULTS AND DISCUSSION Page #

REFERENCES

APPENDICES

CURRICULUM VITAE
 CHAPTER 1

INTRODUCTION

Many teachers struggle in finding ways to reach individual learning styles and
needs. With every classroom assessment these educators may had a hard time accommodating
those students who have difficulties in achieving the tasks among his/her classmates.
On the other hand, teachers have had at least one student who surprised them with the way the
student solved a particular problem ,it may have been a child who solved a maths problem
correctly but differently from the way it was taught.
Why were these students surprising?
Perhaps there are two reasons. First, there were things about these children their teachers did not
know or haven't noticed. But a second reason may be that the teachers themselves may not have
ever thought about the problem in that way.

This study provides the rationale and approach to Howard Gardner's Theory of
Multiple Intelligences which will be helpful to enhance learning and stimulate learning styles for
students. Gardner, a professor at Harvard graduate school stated that there are 8 categories in
multiple intelligence. We used a survey questionnaire with a series of questions that can be
determined an individual to which category does he/she belong.

Interpersonal intelligence is a type of skill refers to the ability of socializing and identify other
people's moods, desires, and intentions .
Individuals with Intrapersonal intelligence are aware regarding of their emotions, beliefs, values,
and how they detect and respond to the moods, motivation and desires of others.

Kinaesthetic intelligence learns best through physical activities which includes to develop the
ability to control one's bodily movements skill fully and express emotions and opinions.

The group of logical/mathematical intelligence has the capacity to rationally think and explore
patterns, mathematical ideas, problem solving and reasoning that develop their ability to think
conceptually and also abstractly.

Students who have musical intelligence have to ability to produce and appreciate rhythm,
pitcher, and timber. They learn to express themselves more by rhythmically ways.

Students with naturalist intelligence inborn to desire in exploring and nurture the environment
they are living in. They deeply appreciate and understand the environment and everything in it.
The group of students with spatial intelligence have the capability to visualize and illustrate
images or objects accurately.

Verbal/Linguistic intelligence group enables them to have well develop verbal skills and
manipulate words whether in oral or written.

This theory is an approach in providing the proponents the basis to which of the
intelligences does the students predominantly have.
This study is supported with the theories of Triarchic Theory of Human Intelligence by Robert
Sternberg (1985) and Constructivism by Jean Piaget (1960).
The Triarchic Theory of Intelligence is identified to have different components rather than a
single ability. In this theory, intelligence is identified as the ability to achieve success in life
based on an individual’s personal standards. The skill to attain success is dependent to an
individual’s capability to profit from one’s strengths and compensate for one’s weakness. This
theory distinguishes three aspects; analytic skills, such as the ability to think and evaluate
information; creativity, the ability to invent solutions or ideas; and practical skills, which enable
one to cope with concrete situations. Success is attained through a balance of these three aspects
(Sternberg, 1985).
This theory is an approach and guide that will lead the proponents to distinguish the respondent’s
intelligence among the eight (8) classifications. The three aspects of this theory will be a factor
in order to specify one’s intelligence. Sternberg's Triarchic Theory is an important effort to
create the various theories of intelligence.

SIGNIFICANCE OF THE STUDY/ BENEFITS

This study contributes to the SHS students to allow learning in a way that is associated
to his/her strengths and abilities. They can formulate strategies to enhance their talent which
helps them to do better in class by knowing their strengths and what area needs improvement.
There would specific ways for educators to incorporate the intelligences into their daily lesson
planning for practical use in the classroom. In this way teachers would be able to improve their
teaching techniques and it will be apparent to guide the students in their compatible learning
areas.
 REVIEW OF RELATED LITERATURE

FOREIGN STUDY

June Maker (1987) conducted studies on groups of gifted children, the Discovering
Intellectual Strengths and Capabilities. They found that an individual might solve certain types of
problems in a superior way yet be average or below average with others. These findings fit
perfectly with Gardner’s theory and other theories suggesting that every individual has more than
one type of intelligence. The amount of any given intelligence possessed by an individual can be
assessed by observing problem solving skills and overall learning capacity can be improved "by
learning through the particular intelligence or" by applying " one's strongest intelligences.

LOCAL STUDY

Multiple Intelligence-Based Learning Preferences of Students, Modes of

Delivery and Assessment Tools used in Lourdes College
Miguela B. Napiere (Discipline: Education)
Based on Gardner’s (1983) Multiple Intelligence (MI) theory, this study examined the dominant
intelligences and learning preferences of 232 freshmen in a school in Cagayan de Oro City,
Philippines. The dominant modes of delivery and assessment tools used by 14 instructors in the
basic subjects were also examined. Results revealed that students have dominant musical-
rhythmic and spatial-visual intelligences; and they prefer to learn through linguistic and
intrapersonal means. The dominant modes of delivery used were intrapersonal and logic-based
modes; and the assessment tools used were primarily related to the interpersonal and logical-
mathematical intelligences. Correlation results show that students who have strong intrapersonal
intelligence tend to prefer to learn in linguistic ways. Each mode of delivery used in classes is
significantly related to each assessment tool. The study suggests the need for more instructional
strategies that will tap the musical and visual intelligences of students; and more opportunities to
demonstrate their learning through active involvement, sound-related activities, and reflection-
stimulating ways.

The Department of Education (DepEd) in the Philippines uses "Multiple Intelligences"

as among the excellent features of its new curriculum. In 2010, Luistro said the enhanced K+12
is a free, pro-poor, multiple intelligence program for graduates to be equipped with skills
necessary to be employed after high school graduation. The Philippines in its new DepEd K+12
curriculum fully embraces "Multiple Intelligences" as a theory of education.
One simply has to see the multiple ways of presenting a particular lesson and the multiple ways
by which student learning is assessed in "Multiple Intelligences". These are not nine different
subjects. This is teaching and assessing one specific lesson in nine different ways. Keeping all of
the above tasks in mind and reflecting on what Gardner thinks on how Multiple Intelligences can
be implemented in education.

GOALS AND OBJECTIVES

This study outlines methods to help students learn in ways compatible with their strengths.

-Help students determine to which aspect in the multiple intelligences do their abilities belong
and how they use this intelligence to solve problems.
-List several teaching techniques used in the classroom that links to every areas of multiple
intelligence.
-Offer a wide understanding of the intelligences and solution to teaching students with
differences.

STATEMENT OF THE PROBLEM

General Problem: This study aims on determining students' abilities in Howard Gardner's theory
of Multiple Intelligences and how they apply their strategies to excel in class.

1.How many percent of the respondents belong to the specific Multiple Intelligence?

2.What are the challenges encountered by students that help and hinder them with this
intelligence?

3.In what activity do students usually engage to enhance their abilities?

4.What are the current teaching strategies, curricular adaption and student assessments that
applied to enhance the learning styles of students?

5.Based on the findings, what could be the enhancement program in order to improve the
Intelligence of the students?
 CHAPTER 2
METHODOLOGY

The researcher used the case study to analyze the multiple intelligence of the students
and its impact to the students capabilities to excel in class at Asian College of Technology Senior
High School HUMSS Department for formulating strategies. This study Qualitative and
Quantitative are used to collect results and analysis to student responses using quantitative
descriptive research method defines quantitative as an explanation of problem by collecting
numerical data that are analyzed using mathematically based methods. There will be a total of 35
respondents and 35 survey questionnaires. The respondents of this study are the Asian College of
Technology Senior High School students.
 CHAPTER 3
RESULTS AND DISCUSSION

This pie graph shows the number of percent on our survey on the given categories of multiple
intelligences to get the results in percentage (%); the f stands for the frequency which is the total
count of all answers respectively in each category. The n is the total number of answers in all
categories which we have is 619. In getting the percentage we divided the frequency by the n
(n) total number of answers in all categories and multiply the answer by 100.

Verbal / Linguistic Ability

P= 92/619 x 100 P= 14.86 x 100 P= 15 %

Visual / Spatial
P= 73/619 x 100 P= 11.79 x 100 P= 12%

Bodily/ Kinaesthetic
P= 99/619 x 100 P= 15.99 x 100 P= 16%

Intrapersonal
P= 14/619 x 100 P= 2.26 x 100 P= 2%

Logical / Mathematical
P= 62/629 x 100 P= 10.01 x 100 P= 10%

Musical / Rhythmic
P= 111/619 x 100 P= 17.93 x 100 P= 18%

Interpersonal
P= 108/619 x 100 P= 17.44 x 100 P= 17%

Naturalistic
P= 60/619 x 100 P= 9.69 x 100 P= 10%

Three of the highest percentage in the category of multiple intelligence are Musical,
Interpersonal and Bodily or Kinaesthetic. Musical includes learning through rhythms which as
we observe, most of learning strategies of teachers for young graders includes singing by adding
tones and rhythm. There are lots of famous student singers in the HUMSS Department which are
known to have a high musical /rhythmic capability. The 17% belongs to Interpersonal; thus
includes socializing and communicating skills. Activities in HUMSS Department such as
Reporting and discussion helps students to communicate well and understanding on how to
respond to others. HUMSS department are known to be where students are honed to be a teacher,
social worker, a writer or psychologist, and etc. Most events in Asian College of Technology
includes presentations and other clubs involving physical activities
REFERENCES

Armstrong, T. (2000). Multiple Intelligences in the Classroom (2nd ed.). Virginia. Association
for Supervision and Curriculum Development. 1-2, 8-10, 21-27s

Cox, J. (n.d.). Top 5 Teaching Strategies.

Retrieved from: http://www.teachinghub.com/top-5-teaching-strategies. Retrieved on 07,
December 2017.

Dunlosky, J et al., (2013). Improving Students’ Learning With Effective Learning Techniques.
Retrieved from: http://journals.sagepub.com/stoken/rbtfl/Z10jaVH/60XQM/full. Retrieved on
09, August 2017.

Gill, E. (2017). 5 Effective Method of Teaching in The Classroom. Retrieved

from http://education.cu-portland.edu/…/5-types-of-classroom-te…/.
Retrieved on 09, August 2017.

O’Connor, K. Tighe, J, (2005). Assessment to Promote Learning, Volume 63, Seven Practices
for Effective Learning. Retrieved from http://www.ascd.org/…/Seven-Practices-for-Effective-
Learnin….
Retrieved on 11, August 2017.

Piaget, J. (n.d). Constructivsm. Retrieved from https://www.learning-

theories.com/constructivism.html.
Retrieved on 10, August 2017.

State University. (n,d). Intelligence - Triarchic Theory Of Intelligence.

Retrieved from cceducation.stateuniversity.com/…/Intelligence-TRIARCHIC-TH…
APPENDIX 1.1 DATA GATHERING PICTORIAL

APPENDIX 1.2

QUESTIONNAIRE SAMPLE
 CURRICULUM VITAE

NAME: Reyen A. Montecillo

AGE: 18 yrs. old
BIRTH DATE: August 21, 2001
FATHER’S NAME: Roberto E. Montecillo
MOTHER’S NAME: Evelen C. Montecillo
ADDRESS: 1133, Sitio Sunrise, Pooc, Talisay City, Cebu
GENDER: Female
RELIGION: Roman Catholic
CONTACT NUMBER: 09455212280
AMBITION: Teacher
MOTTO: Fortune favors’ the brave
EDUCATIONAL ATTAINMENT:

SCHOOL YEAR GRADUATED

ELEMENTARY: Vicenta A. Manreal Elem. School 2013-2014
JUNIOR HIGH SCHOOL: Talisay Malayan Academy 2017-2018
SENIOR HIGH SCHOOL: Asian College Of Technology (BulacaoCampus) 2019-2020
TRACK & STRAND: Academic/HUMSS
NAME: Champhine A. Sanchez
AGE: 18 yrs. old
BIRTHDATE: November 21, 2001
FATHER’S NAME: Anacleto R. Sanchez
MOTHER’S NAME: Marife A. Sanchez
ADDRESS: Poblacion Ward II, Minglanilla Cebu
GENDER: Female
RELIGION: Roman Catholic
CONTACTNUMBER: 09424653702
AMBITION: Teacher/ Engineer
MOTTO: Simplicity is Beauty
EDUCATIONAL ATTAINMENT:
SCHOOL YEAR
GRADUATED
ELEMENTARY: Minglanilla Central School 2013-2014
JUNIOR HIGH SCHOOL: Tulay National High School 2017-2018
SENIOR HIGH SCHOOL: Asian College Of Technology (BulacaoCampus) 2019-2020
TRACK & STRAND: Academic/HUMSS
NAME: Paula Bianca Bascones
AGE:18 yrs. old
BIRTH DATE: December 21, 2001
FATHER’S NAME: Aristeo Bascones
MOTHER’S NAME: Emelyn Bascones
ADDRESS: Dumlog, TalisayCity, Cebu
GENDER: Female
RELIGION: Roman Catholic
CONTACTNUMBER: 09456901112
AMBITION: Doctor/FA
MOTTO: Live life to the fullest.
EDUCATIONALATTAINMENT:
SCHOOL YEAR GRADUATED
ELEMENTARY: Talisay City Central Elem. School 2013-2014
JUNIOR HIGH SCHOOL: Talisay City National High School 2017-2018
SENIOR HIGH SCHOOL: Asian College Of Technology (BulacaoCampus) 2019-2020
TRACK & STRAND: Academic/ HUMSS
NAME: Zeke Zeta Xyrus
AGE: 18 yrs. old
BIRTH DATE: June 09, 2001
FATHER’S NAME: Honorio B. Zeta
MOTHER’S NAME: Amiel .Zeta
ADDRESS: Pooc, Talisay City, Cebu
GENDER: Female
RELIGION: Roman Catholic
CONTACT NUMBER: 09676504870
AMBITION: Doctor
MOTTO: God is my strength and power
EDUCATIONAL ATTAINMENT:
SCHOOL YEAR GRADUATED
ELEMENTARY: Don Carlos Central Elem. School 2013-2014
JUNIOR HIGH SCHOOL: Loyola High School 2017-2018
SENIOR HIGH SCHOOL: Asian College Of Technology (BulacaoCampus) 2019-2020
TRACK & STRAND: Academic/HUMSS
 ABSTRACT

Most events in Asian College of Technology includes presentation and other clubs

involving physical activities. A lot of athletes are in the HUMSS department and they are very

well trained to immerse themselves through sports and other physical activities in school which

enhances their skills on movements. Thus, it is an advantage to athletes other students who

joined clubs with physical activity on their physical Education subject. Student who are focusing

on their certain field such as athletes may have the possibility that their academic performance

will be low. Multitasking and balancing their academics and extracurricular activities it's one of

the issues that students are facing. However teacher can effectively adopt existing curriculum

materials and instruction to better align the instructional materials for use across classrooms.

There are lessons for deep enhancement where, students can make of phenomena, data, or ideas.

Assessment of the learning capabilities of students provides a key pillar development of a

successful teaching strategy and carrying out prescribed tasks and other projects given by the

teacher analyzing systems while also solving indentified problems demonstration of concepts,

reporting and discussions done in class. These current teaching strategies of teachers in HUMSS

department are effective enough in training the students and enhancing their skills as well as

engaging to their capabilities through joining school clubs according to their will.
 ACKNOWLEDGEMENT

We would like to thank our co-students for their participation in the survey who

supported our work in this way and helped us get a result of better quality. We also grateful to

our III teacher Mr. Junritch Lopez for patience and support in overcoming numerous obstacles

we have been facing through our research. Nevertheless, we also grateful to almighty God who

guide us in every work we have done and giving us strength to finish this study. We would like

to thank our friends for accepting nothing less than excellence from us. Last but not the least, we

would like to extend our sincerest gratitude to our family: our parents and to our brothers and

sisters for supporting us spiritually and giving us financial support throughout writing this

research and our life in general. Thank you so much.

NAME: Ezrael A. Demeterio
AGE: 18 yrs. old
BIRTHDATE: December 2, 2001
FATHER’S NAME: Rael B. Demeterio
MOTHER’S NAME: Emily A. Demeterio
ADDRESS: Cayam, City of Naga, Cebu
GENDER: Male
RELIGION: The Church of Jesus Christ of Latter Day Saints
CONTACT NUMBER: 09263892852
AMBITION: Agriculture
MOTTO: Every man have a purpose
EDUCATIONAL ATTAINMENT:

SCHOOL YEAR GRADUATED

ELEMENTARY: NPC-Colon Elementary School 2013-2014
JUNIOR HIGH SCHOOL: University of VisayasMinglanilla Campus 2014-2018
SENIOR HIGH SCHOOL: Asian College Of Technology (Bulacao Campus) 2019-2020
TRACK & STRAND: Academic/HUMSS