Professional Documents
Culture Documents
CHAPTER I
Introduction
dominated by a single general ability. This model was proposed by Howard Gardner in
his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated
intelligences showed: potential for brain isolation by brain damage, place in evolutionary
findings.
distinction between intelligences has been set out in great detail, Gardner opposes the
blend of all the intelligences. Gardner firmly maintains that his theory of multiple
intelligences should "empower learners", not restrict them to one modality of learning.
foster improvement and make full use of the learning process. Results provide a
framework for talking about how students fare in school, and a constant standard to
which all students are held. Performance results also allow students to be ranked and
and schools accountable for the components of each and every grade.
students demonstrate their knowledge by taking written and oral tests, performing
Teachers evaluate in the form of letter or number grades and side notes, to describe how
well a student has done. At the state level, students are evaluated by their performance on
standardized tests geared toward specific ages and based on a set of achievements
but it has not been totally eliminated. It may not be possible to fully remove subjectivity
from the current evaluation methods, since most are biased toward students that respond
that excel in reading, mathematics and test-taking, a skill that is not in itself indicative of
academic worth. The tests reward visual learners, and give no chance for kinesthetic or
auditory learners to show their abilities. The standardized test fails to recognize students
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with learning and physical disabilities that do not allow them to complete the test in the
same manner or amount of time as other students. Evaluations from classroom teachers,
though they give the most detailed information, may still retain bias if individual
differentiation and learning styles have not been taken into account.
Although education is not the only road to success in the working world, much
effort is made to identify, evaluate, track and encourage the progress of students in
schools. Parents care about their child's academic performance because they believe good
academic results will provide more career choices and job security. Schools, though
invested in fostering good academic habits for the same reason, are also often influenced
by concerns about the school's reputation and the possibility of monetary aid from
government institutions, which can hinge on the overall academic performance of the
school. State and federal departments of education are charged with improving schools,
and so devise methods of measuring success in order to create plans for improvement.
Because of the aforementioned learning situations of the students, the researchers attempt
The main problem of this study is: to determine if there is a correlation between
To support and further clarify the main problem, the researchers will also find
areas?
performance?
To the Students. This study intends to send awareness with the students’
weaknesses and strengths in terms of their multiple intelligences. It also aims to make
them realize that they may not be as good as the others in English, in the field of Science
or even in Mathematics, but they may have skills in the other areas like in Music, Arts, or
in Kinesthetic. This will help them accept themselves positively, have healthy self-esteem
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and manage themselves with dignity in any learning situation. Understanding oneself and
ones role in teaching-learning process, the students will be motivated to learn and have
active participation and strong desire for knowledge. And this will lead them to have a
substantial information about the correlation of the multiple intelligences of the students
to their academic performance. Knowing the students capabilities, teachers will know the
appropriate learning methods that will be very beneficial and effective with the students
learning.
To the School Administrators. Findings of this research will give them insights
students. With the results of this study, it will give the school ideas about the good
academic habits. This study will also contribute awareness about the concerns of the
schools over-all performance and will aid the school administrators to rescue their
This study limited its coverage to the Grade Seven students of San Pedro High
School, San Simon, Pampanga, who were currently enrolled during the school year 2013-
2014.
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The scope of this study focused on the academic performance of the respondents
and its significant relationship with multiple intelligences. This study considered every
performance.
7
Notes in Chapter I
http://www.ask.com/question/what-is-the-meaning-of-academic-performance
http://beta.usc.edu.ph/research/index.php/dissertations/614-the-multiple-intelligences-
profile-and-academic-performance-of-freshman-students-in-mandaue-city-public-
http://www.ehow.com/about_4740750_define-academic-performance.html?
CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents the theories, literature, and studies gathered from local and
Relevant Theories
Sanga (2012), one of the multiple-factor views of intelligence. Gardner proposed that
there are at least eight different types of intelligences: verbal skills, mathematical skills,
Furthermore, the theory also talks about the different facets of intelligences like
the ability to solve problems that one encounters in real life, the ability to generate new
problems to solve, and the ability to make something or offer a service that is valued
within one's culture. In his cross-cultural exploration of the ways in which people are
intelligent
pluralistic theories. Many hundreds of schools across the globe have incorporated MI
principles into their mission, curriculum, and pedagogy; and hundreds of books have
been written (in numerous languages) on the relevance of MI theory to educators and
The Achievement Goal Theory of Gage (1998) as cited by Santos (2008) states
that three factors interact to determine a person’s achievement: (1) achievement goals, for
instance, an aspiring linguist in English subject but an aspiring historian may not put
much effort in their English subjects, (2) perceived ability, a person who perceives his
ability to be adequate in a given subject is likely to succeed than those who doubts his
competency in that particular subject, and (3) achievement behavior, a student that is
more motivated is more likely to succeed than a less motivated student with equal
abilities in the same subject. According to the central proposition of achievement of the
theory revolves around the manner in which individuals determine their goals in an
achievement setting.
Related Literature
making inferences. This proves that every child has unique abilities that need to be
nurtured. Some of these abilities are innate and only needs to be developed like the
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memory. During exams there is a great edge of having a retentive memory but this ability
has to be developed with the help of the teachers to guide the child.
Gazzaniga and Heatherton (2008) revealed that multiple intelligences is the idea
that people can show different skills in a variety of different domains. While intelligence
and adapt to diverse environments. A child can be musically inclined and at the same
time excels in sports and can show off these abilities depending on a specific
particular lesson in a period of time or how can a child formulate a solution promptly in a
given situation.
Armstrong (2009) said that even if the students are smart in eight different ways
are expected to excel in academics. There should be a follow up with solid academic
and other basic subjects. There are a lot of factors for the success of a child especially in
his or her academic performance. The teacher plays a huge role for the students’
improvement and also their parents. The child needs someone to remind and guide him
after school.
achievement striving are the expectations that people hold regarding their own potential
for success or failure. If people expect to do well on task, they are likely to devote more
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effort into it than they do if they anticipate failure. Some people have confidence that
they will ultimately prevail, while others are filled with doubt.
As what Gazzaniga and Heatherton revealed that multiple intelligences was the
idea that people can show different skills in a variety of different domains, this study
revealed that the respondents’ have different abilities and capabilities, though they have
Related Studies
(2009) revealed that there is a significant correlation between multiple intelligences and
research, the researchers found out that the 56 student respondents, sampled purposively
from Far Eastern University, have a great extent of multiple intelligences and performed
“good” in the two aforesaid courses. The average scores of students in the two courses
who perceived to have a great extent of multiple intelligences got higher grades than
students who perceived to have a moderate extent of multiple intelligences. Also, finds
significant relationship between logical, linguistics and visual intelligences and the
Livelihood Education in Selected Laboratory High School in SUC Region III of Rosita
D. Hilario (2009), the results found out that taken jointly, of all the student-related
variables as viewed by the students, five had significantly affected the level of
Profiency and Academic Performace of First Year High School Students marked that the
significantly to other intelligences except for kinesthetic and visual people. People who
possess these intelligences except for the kinesthetic and visual people tend to have the
The first study shows using a descriptive was that there is a significant correlation
In the second study, out of all the student-related variables, only five had significantly
affected the level of achievement of the students which lead the hypotheses was rejected.
While in the third study, the results show that the verbal people in Academic
Achievement in English did not differ significantly to other intelligences except for
kinesthetic and visual people, and people who possess these intelligences except the
Achievement. In relation to our, it was shown that there was a significant correlation
between the respondents’ academic performance to five of the eight intelligences namely:
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intelligences.
Conceptual Framework
“It is not enough merely to tell students that they are smart in eight different ways
and expect them to blossom. This has to be followed up with solid academic effort
Multiple Intelligences
1. Linguistic Intelligence
2. Logical-Mathematical
Intelligence
3. Musical Intelligence
4. Bodily-Kinesthetic
General Point Average
Intelligence
5. Spatial Intelligence
6. Interpersonal Intelligence
7. Intrapersonal Intelligence
8. Naturalistic Intelligence
Intelligences and Academic Performance of the first year students in the San Pedro
National High School, accounting their General Point Average (GPA) during the second
grading period, school year 2013-2014. The Multiple Intelligences include the
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To answer the questions set forth in this study, the following hypothesis is
Definition of Variables
in the second grading period. Results provide a framework for talking about how students
fare in school, and a constant standard to which all students are held.
the ability to discriminate among them and draw upon them to guide behavior.
rhythms and meanings of words and sensitivity to the different functions of language.
capacity to discern, logical or numerical patterns and ability to handle long chains of
reasoning.
minerals and animals including rocks and grass and all variety of flora and fauna. Ability
Notes in Chapter II
in English of First Year High School Students at the University of the Assumption, 2008
Education
http://www.ascd.org/publications/books/109007/chapters/MI-Theory-and-Its-Critics.aspx
(December 8, 2013)
https://iadr.confex.com/iadr/2006Brisb/techprogram/abstract_78531.htm (December 8,
2013)
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CHAPTER III
METHODS OF RESEARCH
This chapter presents the methods and techniques used in the study, research
instrument, data gathering procedures and the statistical treatment that were used.
The study used the descriptive method or otherwise known as normative survey.
It was a method concerned with the prevailing or existing status of an event or problem
under this method. This method analyzed data to find the correlation of multiple
Sampling Technique
The researchers selected the first year students of the San Pedro High School in
the school year 2013-1014 as the respondents in the study and used simple random
sampling. The researchers will write each name of the respondents in a piece of paper
separately and place them in a bowl. Then, shuffle the rolled papers in the bowl every
time the researchers pick out one to give the respondents a fair chance and avoid being
bias.
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There were 159 first year students in the San Pedro High School and were divided
into four sections. In this study, the researchers only included 50% of the students in each
section as respondents. Random sampling was used as a method in choosing sample from
a target population such each population will have an equal chance to be involved in
41 x 0.50 = 21
38 x 0.50 = 19
36 x 0.5 = 18
44 x 0.05 = 22
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Table 1
Research Instrument
asked. Each item was designed with 5-point Likert scales, using values of 1 for “strongly
Table 2
Logical-Mathematical 11-20
Visual/ Spatial 21-30
Musical 31-40
Bodily-kinesthetic 41-50
Interpersonal 51-60
Intrapersonal 61-70
Naturalistic 71-80
instrument used in the study. It shows that from numbers 1-10 are questions in measuring
the linguistic/verbal intelligence, from numbers 11-20 are questions in measuring the
from 51-60 are questions in measuring the intrapersonal intelligence, from 61-70 are
questions in measuring the interpersonal intelligence, and from 71-80 are questions in
A letter of permission to conduct the study was written and submitted by the
researchers to the Principal of San Pedro High School. After the researchers were
permitted, another letter of request to get a copy of the list of number of first year
students per section in the San Pedro High School was written and submitted to the
registrar’s office. The researchers then distribute the questionnaires to the respondents.
Subsequently, the papers were collected after the students had answered by the
researchers.
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The data were gathered, organized, tallied and tabulated using assigned coded
To ease the processing and computation of the different statistical treatment, the
researchers made use of the Statistical Packages for Social Sciences (SPSS). The use of
the SPSS was due to the fact that a large number of students that were used as
respondents. The SPSS software uses two levels of significance, the .01 and the .05 level.
employed in this study to determine the relationship between Academic Performance and
Multiple Intelligences of the Grade Seven students. The independent variables and
dependent variable were measured according to the following five-point Likert scale and
verbal description:
4 Agree (A)
3 Neutral (N)
2 Disagree (D)
2.50-3.49 Average
1.00-1.49 Low
The respondents’ level of performance was described using the result of their
second grading period Grade Point Average (GPA) according to the following:
93 – 100 High
85 – 92 Above Average
78 – 84 Average
74 – below Low
Sta. Ana, Ma. L., Multiple Intelligences as a Predictor of the Performance of Freshmen
CHAPTER IV
This chapter presents, analyzes and interprets the data gathered to assess the
students.
To fully understand this study, the presentation is divided in three parts which are
The first part of the presentation is about how are the multiple intelligences of the
Gardner.
The second part of the presentation deals with the academic performance of the
respondents in all the subject areas or their Grade Point Average (GPA).
The last part of the presentation is about the significant relationship or correlation
determine the multiple intelligences profile of the students. The inventory was consists of
eighty (80) items each of which describes in a specific intelligence. There were a total of
The Table 4 on the next page is the descriptive measures of students’ multiple
intelligences.
Table 3
Interpretation
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Linguistic had a mean of 3.89, which means that the respondents have an above
average rating in the linguistic component of the multiple intelligences inventory test. In
the logical-mathematical component the respondents posted a mean of 3.85, which can be
interpreted that the students have an above average rating in recognizing abstract patterns
and reasoning with the respect to visual/spatial, the mean is 3.91, which means that the
musical component, the group posted the highest mean of 3.97 which is above average.
component in 3.91. Their interpersonal intelligence got a mean of 3.94 which means that
collaboration. Their intrapersonal intelligence has a mean of 3.92. This shows that the
respondents have above average rating. Their naturalistic intelligence has the lowest
mean of 3.83. It can be said that, still, the group got an above average rating in
The result supports what Gazzaniga and Heatherton (2008) revealed, that multiple
intelligences is the idea that people can show different skills in a variety of different
domains.
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(GPA)
The academic performance of respondents came from their grade point average
Table 4
(GPA) 80
Valid N (listwise)
The above table reveals that the grade seven students of San Pedro High School
have a Grade Point Average (GPA) mean of 83.18, which has a rating of average.
Based on the result presented in the table above, the respondents’ rating in terms
of their academic performance or their grade point average (GPA) is only average,
conversely, their rating in their multiple intelligences test is above average. This supports
Armstrong (2009), even if the students are smart in eight different ways are expected to
excel in academics. There should be a follow up with solid academic effort leading to
27
tangible improvements in knowledge of history, math, science, reading, and other basic
subjects.
The multiple intelligences and the academic performance is the main concern of
this study. The independent variable, the students’ multiple intelligences are correlated
with the dependent variable which is the student’s academic performance or grade point
average (GPA). The multiple intelligences that are considered are as follows: (1)
Table 5
The above table shows that five (5) of the eight (8) multiple intelligences has
relationship.
Synonymous to the results on the table above, Hilario (2009), found out from the
results taken jointly, of all the student-related variables as viewed by the students, five
Notes in Chapter IV
Education
CHAPTER V
This chapter presents the summary of the study, the conclusions, and
recommendations based on the obtained, analyzed, and interpreted data presented in the
previous chapter.
Summary
The study was focused on the relationship between the respondents’ Multiple
Intelligences and their Academic Performance during the second grading period of the
1.4Bodily-Kinesthetic Intelligence;
2 What is the academic performance of the respondents in all of the subject areas?
In line with these specific problems, the following research hypothesis was
The respondents were the Grade Seven students of San Pedro High School in San
Simon Pampanga.
The inventory consists of eighty (80) items of which describes in a specific intelligence.
There are a total of eight (8) identified intelligences with ten (10) items each. The eight
This study utilized the descriptive method of research to examine the relationship
between the respondents’ multiple intelligences and their academic performance during
A total of eighty (80) Grade Seven students enrolled in the said school during the
employed in this study to determine the relationship between Academic Performance and
Summary of Findings
the specific problems raised in the study were ascertained and can be summarized as
follows:
1.) There are eighty (80) students from four sections (randomly selected) of the said
interpersonal, 3.94; intrapersonal, 3.92; and naturalistic, 3.83. All have an above
average rating.
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2.) The Academic Performance or the Grade Point Average (GPA) of the respondents
is average.
3.) Among eight (8) multiple intelligences, five (5) were found to be significantly
related to the academic performance of the respondents. The five variables were
kinesthetic intelligences.
Conclusions
In the light of the findings of the study, the following conclusions were drawn:
Recommendations
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In the light of the findings of the study, the following recommendations were
1. With five of the students’ multiple intelligences with significant relationship with
classroom setting should also focus on social aspects so that the students will
2. In addition, teachers are also recommended to add more activities that would add
especially in the fields or subject areas that they lack interest with.
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BIBLIOGRAPHY
A. Books
B. PublicationsJournals
C. Theses
Achievement in English of First Year High School Students at the University of the
Assumption, 2008
Education, 2008
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http://www.ask.com/question/what-is-the-meaning-of-academic-performance
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2158151
http://www.ascd.org/publications/books/109007/chapters/MI-Theory-and-Its-
Critics.aspx
https://iadr.confex.com/iadr/2006Brisb/techprogram/abstract_78531.htm
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2158151
37