UNIVERSITY OF NUEVA CACERES

School of Graduate Studies

Master of Arts in Education
Educational Leadership and Management

CHAPTER 2
LITERATURE REVIEW
Team B

MATRIX
Themes Source 1 Source 2 Source 3 Source 4 Source 5
Perceptions on the Hessel Shahzada Fili (2016)
Multiple Intelligences (2005) (2011)
The Role of Parents Tus (2021) Niswatin, et Lara & Duman Tameon
on Child’s al. (2020) Saracostti (2018) (2020)
Development (2019)
Sociocultural and Ambarwati Gupta (2016)
Environmental (2018)
Influence on Child’s
Multiple Intelligences
Interventions for Sipai (2017)
Developing Multiple
Intelligences in Early
Childhood
The Correlation of Atela, et al. Tacuban
Child’s Multiple (2019) (2017)
Intelligences to
Career Choices

DISCUSSION
I. Perception on the Multiple Intelligences

Parents play a big role in developing the multiple intelligences (MI) of students. Parents
and teachers have a different understanding and point of view on a child's multiple intelligences
but according to Hessel (2005), communication between the parent and teacher will help in
assessing the child's strengths and weaknesses and offer activities that build on strengths in
each intelligence. In Particular, mothers have very warm contact with their children. Hence, a
comparative study was conducted for first-grade children's multiple intelligences from the
perspectives of teachers and parents. Disparities in race/ethnic origin and gender were also
explored. Due to this strong and lasting contact a mother’s behavior, her socialization, her
language, and her education exercises a very deep influence on a child's personality. Based on
Shahzada et., al (2011) says that educated mothers create an enriched home environment,
seek out structured learning opportunities for their children and enhance their child’s cognitive
and academic skills.

On the other hand, Fili (2016) cited that the emotional intelligence/ skills of the child can
be developed through learning and experience. He also explained that an emotionally intelligent
individual is the one who less experiences negative emotions and can cope in stressful
situations. Emotional and behavioral problems of the child result from characteristics of the
child and the situations within the family, peer group, school, and community. Furthermore,
emotional concerns were connected to the tendency to engage in deviant behavior and self-
destructive behavior.

II. The Role of Parents on Child’s Development

The involvement of parents in their child’s education is believed to be one of the most
significant aspects of academic achievement. Several studies have been conducted to explore
how parental involvement is correlated to an increasing student’s academic progress, resulting
in an improved relationship between home and school.

According to Tus (2021), parents are children's first educators. As such, they empower,
engage, and lead them with values. This established the benefits of actively involved parents
helping to increase and stimulate a child’s interest in school and encourage academic
achievement for students and families. Likewise, other educational research has repeatedly
proved that intelligence should be honed at a young age. There are some factors that help a
child's intelligence to develop. Part of it is inherited, and part of it is influenced by the
environment, as the child grows and develops in the midst of his surroundings. As a result,
parents should serve as role models in his life, setting examples, directing, and guiding him to
achieve his goals. Making time together becomes a fun educational tool and, of course, has a
positive impact on children's intelligence development, Niswatin et al. (2020).

In addition, Lara & Saracostti (2019) believes that the different parental involvement
profiles (based on the main forms of parental involvement identified in literature) influence
children’s academic achievement. This study included 498 parents or guardians whose children
attended second and third grade in 16 public schools with high levels of socioeconomic
vulnerability within three different regions in Chile. It also used hierarchical cluster analysis,
applied the standardized Euclidean Distance method, and used Ward’s algorithm to identify
parental involvement profiles based on the five subscales of the parental involvement scale.
This study’s cluster analysis results reveal that the degree of parental involvement is a critical
element in the academic achievements of children, especially during their first school years.

In a review of research on parental involvement in school choice for their children,

Duman (2018) notes that the parents' perceptions of school management were not entirely
positive. Although the study Lara & Saracostti (2019) corroborates that parental involvement
can contribute alike in other cultural contexts, it is pointing to the need to also implement
policies to promote it. Niswatin et al. (2020) also agree that the impact of parenting styles and
parental roles on the development of children and learners must be re-examined as well.
Furthermore, Tameon et.al (2020) concluded that the understanding of parents regarding
children’s multiple intelligence is at the level of just-know and only a small number of parents
assisted in the development of their children’s multiple intelligences. The research used data
collection techniques by disseminating a survey sheet given in writing to 100 parents of
elementary school students who are living in the city of Kupang.

III. Sociocultural and Environmental Influence on Child’s Multiple Intelligences

Sociocultural emphasizes the importance of social interaction in psychological
development. It implies that human learning is primarily a social process, with our cognitive
functions formed through interactions with those who are "more skilled." According to the
sociocultural perspective, people in our lives who serve as mentors, such as teachers and
parents, guide our psychological development. At times, we develop our values and beliefs
through interactions in social groups or through participation in cultural events. Sociocultural
learning examines not only how adults and peers influence individual learning, but also how
cultural beliefs and attitudes influence how learning occurs.

Ambarwati (2018), on the other hand, focused on the parental influences and
environment on learning outcomes. According to the study's findings, parental attention,
emotional intelligence, and motivation to learn all have a positive and significant impact on
learners' learning outcomes. This study can assist us as researchers in assessing parents'
knowledge of MI and directing them to appropriate interventions based on their children's
learning abilities.
 However, Gupta (2016), asserts that a student's background and environment influence
the development of multiple intelligence. The following factors have an impact on a child's
multiple intelligence development and shaping: 1) Working status of parents, 2) Educational
qualification of parents, 3) Student's residence in a joint and nuclear family, and 4) Number of
Siblings.

IV. Interventions for Developing Multiple Intelligences in Early Childhood

Early childhood is crucial to the future since it is such a critical period of human life.
These studies stress the importance of parental involvement in a child's education and parent-
teacher relationship in addressing children’s needs. Each participation appears to be important
for children's academic adjustment. In terms of developing children's multiple intelligences, the
interventions of the two studies have a significant relationship. In addition, Sipai (2017) revealed
that parent-teacher relationships play a central role in shaping, addressing, and identifying
children's strengths and weaknesses, as well as how multiple intelligences develop innately in
them. It will undoubtedly address their problem by providing various activities that help shape
their intelligence and providing suited activities to them. Moreover, the studies demonstrated
that parents who wanted to enhance the development of a specific outstanding talent not only
influenced the development of the desired skill but also influenced the development of others
and involved intellectual capabilities. Hence, before making use of the integrated-activity plans
to promote multiple intelligence capabilities and various activities, it should be thoroughly
studied and understood.

V. The Correlation of Child’s Multiple Intelligences to Career Choices

The study of Atela, et. al (2019) explored the correlation of Multiple Intelligences and
students’ career choices. To augment the lack of existing studies in Kenya, they conducted a
study using correlational and descriptive survey research design. This technique generated
results that determined the percentages of students under each Multiple Intelligence. The
results revealed that there is a need to guide students in acquiring an in-depth understanding of
self to be able to choose careers that best suit their knowledge and skills. This implies that
sufficient career opportunities should be created so that they will not settle on what is only
available but they will have enough career choices suited to their multiple intelligences.

Similarly, Tacuban (2017) emphasized that multiple intelligences play a crucial role in an
individual’s career choice. Through the utilization of the Career Decision Support System Using
Multiple Intelligences (CDSS-MI), learners were guided in choosing courses aligned to their
dominant intelligence. The results of the study affirmed that students’ multiple intelligences
significantly affect their career choice. It was recommended that the CDSS-MI be used by the
Guidance and Testing Office.

These studies will provide leverage in crafting programs for students and parents that
will educate them on various career choices aligned to their knowledge and specific skill set. In
addition, it will guide the parents in addressing their child’s multiple intelligences that will benefit
them in the future.

GAP IN LITERATURE
The selected studies in this section presented universal truths that define the impact of
parental involvement to child’s learning and the development of the Multiple Intelligences.
However, there is a lack of similar studies conducted in the Philippines to affirm and support the
universal truths. Sociocultural attributes vary from place to place, thus constituting a distinct
environment for diverse groups of learners. This aspect is considered in dealing with the issues
raised in this study.

REFERENCES

Hessell, S. (2005). Teacher and Parent Perceptions of Children's Multiple Intelligences.

Shahzada, G. (2011). Mother’s Education and Students’ Multiple Intelligences. Mediterranean

Journal of Social Sciences, 2(2), 373-373.

Fili, E. (2016). Parents Perception About the Correlation of Emotional Intelligence Trait and
Empirical Scales of Emotional and Behavior Problems Scales of Children 10-12 Years
Old.

Tus, J. (2021). Amidst Online Learning in the Philippines: The Parental Involvement and Its
Relationship to the Student’s Academic Performance.
https://www.researchgate.net/publication/352368179
Niswatin, K. et al. (2020). The Role of Parents in Developing Multiple Intelligences Since Early
Education. International Journal of Education and Research Vol.8 No.10 October 2020
https://www.ijern.com/journal/2020/October-2020/07.pd

Lara, L., Saracostti, M. (2019). Effect of Parental Involvement on Children’s Academic

Achievement in Chile. How Children Learn from Parents and Parenting Others in Formal
and Informal Settings: International and Cultural Perspectives.
https://www.frontiersin.org/research-topics/8514/how-children-learn-from-parents-and-
parenting-others-in-formal-and-informal-settings-international-a#articles

Duman, J., Aydin, H., Ozfidan, B. (2018). Parents’ Involvement in their children’s Education: The
Value of Parental Perceptions in Public Education
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Tameon, S. M., Saudale, J., Oematan, T. O. (2020). Parental Participation in Increasing

Children’s Multiple Intelligence. 1st International Conference on Information Technology
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Gupta, S. (2016). Effect of Family Variables on Multiple Intelligences of Secondary School

Students of Gujarat State. International Journal of Indian Psychology 3 (3), DOI:
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Ambarwati, W. (2018). Influence of Parents Attention, Emotional Intelligence and Learning

Motivation to Learning Outcomes. Journal of Education, Teaching and Learning Volume 3
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Sipai, S., et al. (2017). The Development of Multiple intelligence capabilities for early childhood
development center, local organization administration in Chaiyaphum province
https://files.eric.ed.gov/fulltext/EJ1126785.pdf

Atela, R. J., Othuon, L., & Agak, J. (2019). Relationship Between Types of Intelligence and
Career Choice Among Undergraduate Students of Maseno University, Kenya. Journal of
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http://www.jst-online.org/index.php/JST/article/view/121