4.

MATERIALS AND METHODS

4.1. The Subject

The respondents of the study were the selected grade 12 GAS A students of MSUN

IDS Senior Highschool. MSUN-IDS Senior Highschool is located at Zone 6 Poblacion,

Naawan, Misamis Oriental.

4.2. The study area

The study was conducted in MSU-N IDS SHS campus, (Fig. 4). MSUN99-IDS SHS

is located at Zone-6, Poblacion, Naawan, Misamis Oriental.

4.3. Issues and problems: Implications for research

Based on the review in the previous section, in-depth study on the proper alignment

of students’ Multiple Intelligence to their collegiate course is very important. The study

focused on the respondents’ multiple intelligence: its proper alignment to their collegiate

course, socio-economic conditions that influence the respondents’ perceptions, advantages

and disadvantages of having multiple intelligence, and the implications to the students,

teachers and parents.

4.4. The respondents and sampling method

The five respondents were the students of MSUN-IDS SHS and were chosen by

purposive sampling. Due to time availability of respondents to answer the questionnaire and,

only five respondents was considered purposively. The whole process was done in one day.

4.5. Research instrument

Two sets of questionnaire was use in the study. The first set of questionnaire is a

standardized form of survey questionnaire. This semi–structured questionnaire consisting of

statements that will determine which intelligences are strongest for them was prepared in

order to achieve the objectives. The second set of questionnaire is a self-made questionnaire

which consisted of s

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4.5.1. Part I of the research instrument

Part I of the instrument was the Personal Data Sheet, which was provided the

personal information of the respondents that included their name, age, gender, educational

attainment, and monthly family income. The instrument was constructed with due

consultation with the Research Adviser.

4.5.2. Part II of the research instrument

Part II of the instrument was the survey questionnaire on the respondent’s multiple

intelligence: course preference, and implications of the socio-economic condition, matching

with preferred college course, and advantages and disadvantages of multiple intelligence to

proper vertical alignment of MI to preferred collegiate course.

The draft of the questionnaire-checklist was prepared to contain all the necessary

statements and questions that was needed to determine the preferred collegiate course and

Multiple Intelligence of the respondents. The content was validated through extended

discussions with Research Adviser. After revision, the final set of question was test validated

to the randomly select respondents. These constituents were not the respondents.

Comments and suggestions of these respondents was used to evaluate and improve the

questionnaire. The revised questionnaire was revalidated by administering it to another set of

students of MSU-N IDS SHS who was also chosen purposively but not respondents. Based

on the comments and feedbacks obtained, the instrument were reformulated and were

reproduced and then were translated from English to Cebuano for use in the study. After the

final revision, the questionnaire-checklist was administered to the respondents who was

chosen purposively. Most of the items in the questionnaire-checklist requested the

respondents to check answers from a set of multiple choices and in most instances to put a

check on the box that was provided for. The questionnaire-checklist begins with an

introductory statement and assurance of confidentiality of information that were gathered in

the conduct of the study. Each respondent was given a complete set of the questionnaire-

checklist. The respondents was given enough time of one hour to answer the questionnaire-

checklist which were retrieved thereafter. The respondents’ responses constitutes the data

regarding their preferred collegiate course and their response to the questions that will

determine their multiple intelligence, and their implications to a better and more effective

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learning and successful career. The respondents were instructed to ask questions in cases of

difficulties in understanding the questions. In such case, the questions was translated to

explain further in the local dialect.

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 PROBLEMS Null HYPOTHESES
1. Are there socio-economic conditions 1. There are no socio-economic
that influence the respondents’ conditions that influence the
perceptions on multiple intelligence? respondents’ perception on multiple
2. Are there multiple intelligence of intelligence.
students that match with their preferred 2. There are no multiple intelligence of
course in college? students that match with their preferred
3. Are there advantages and collegiate course.
ISSUES disadvantages of having multiple 3. There are no advantages and
Proper intelligence? disadvantages of having a multiple
Vertical alignment of 4. Are there implications of the socio- intelligence.
Multiple Intelligence economic condition, matching with 4. There are no implications of the
to preferred course of preferred college course, and socio-economic conditions, matching
MSUN-IDS Students advantages and disadvantages of with preferred collegiate course, and
multiple intelligence to proper vertical advantages and disadvantages of
multiple intelligence to proper vertical
alignment of MI to preferred collegiate alignment of MI to preferred collegiate
course? course.

Study Title
Multiple Intelligences: It’s vertical alignment to the preferred course of Gas A and B students of Mindanao State University at
Naawan Integrated Developmental School Senior High School

Objective:
To describe the socio-economic conditions that influence the respondents’ perceptions.
To describe the multiple intelligence of students that match with their preferred collegiate courses?
To describe the advantages and disadvantages of having multiple intelligence.
To describe the implications of the socio-economic conditions matching with preferred course and advantages and disadvantages of
multiple intelligence to proper vertical alignment of MI to preferred collegiate course.

Methods Survey Questionnaire, Interview, Focus group discussion

Expected outputs:
Socio-economic profits of respondents.
Perceptions on the multiple intelligence matching with preferred collegiate course.
Perceptions on advantages and disadvantages of multiple intelligence.
Perception on the implications to proper vertical alignment of MI to preferred collegiate course.
Course preference and multiple intelligence of the respondents.

Qualitative analyses, percentages, means

Post-evaluation

Recommendations in the implications of the socio-economic condition, matches MI with

preferred collegiate courses, and its advantages and disadvantages to proper vertical
alignment of MI to preferred course of MSUN-IDS Students

Figure 2. The research process involved in the study in relation to issues, problems,
hypothesis and objectives of the study.

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 Preliminary Protocol: School Principal and Adviser of MSUN-IDS Senior High School

Visitation Phase: School Principal, Adviser and Students

of MSUN-IDS Senior High School

Administering of survey questionnaire, and conducting personal interviews to respondents of

selected GAS A students of MSUN-IDS Senior High School

Socio-economic survey: Profile, Traditional practices, Pre-evaluation

N= 10 respondents MSUN-IDS

Data collecting, processing (tallying, tabulating)

Respondents' Profile
 Name
 Age
 Gender
 Strand
 Preferred course
 Family Income
Multiple Intelligences
 Verbal / Linguistic intelligence
 Logical / Mathematical intelligence
 Spatial intelligence
 Bodily kinesthetic intelligence
 Musical intelligence
 Interpersonal intelligence
 Intrapersonal intelligence
 Naturalist intelligence

Data quantitative analysis (narrative descriptions and analysis)

Survey Questionnaire, Focus group discussion, interviews

Post evaluation with the respondents

Recommendations in the implications of the socio-economic condition, matches MI with

preferred collegiate courses, and its advantages and disadvantages to proper vertical
alignment of MI to preferred course of MSUN-IDS Students

Figure 3. The flow chart of methods involved in the conduct of the study.

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Figure 4. Location of the study area in MSUN.

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4.6. Data collection

4.6.1. Primary data collection

Primary data was obtained by using a survey questionnaire, which were the research

instrument used in the study, written in English and translated in vernacular or Cebuano. The

research instrument was pre-tested. The data focused on: (1) socio-economic profile of the

respondents: age, gender, monthly family income, and educational attainment; and (2) the

preferred course and assessment of the multiple intelligence of the respondents.

4.6.2. Secondary data collection

Available secondary information on Multiple Intelligence as well as the socio-

economic aspects of the respondents were gathered through a survey questionnaire about

their demographic profile and was synthesized.

4.7. Data gathering procedure

4.7.1. The individual interview

An interview was conducted with the 10 selected respondents from MSU-N IDS,

Naawan, Misamis Oriental, Philippines. The interview schedule were divided into two

objectives. Objective 1 probes on the respondents’ information concerning the respondents’

views on their multiple intelligence and Objective II delved on the’ implications of the socio-

economic condition, matching with preferred college course, and advantages and

disadvantages of multiple intelligence to proper vertical alignment of MI to preferred collegiate

course of the respondents. In conducting the survey questionnaires and interview or focus

group discussions, a total of 10 respondents were taken as sample in the study. Informal

conversations were used so that they speak and express spontaneously without being

pressured.

The interview schedule was included questions to assess the respondents’ views on

their Multiple Intelligence and the respondents’ and the implications of the socio-economic

conditions, matching with preferred college course, and advantages and disadvantages of

multiple intelligence to proper vertical alignment of MI to preferred collegiate course. The

respondents was interviewed individually at MSU-N IDS campus on the following dates by

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using the research instrument: February 2017 and March 2017. This pool of questions and

content was developed and was validated through extended discussions with the research

Adviser. The respondents were given a copy of the questions to be asked in the interview

and were allowed enough time to think on their answers. Likewise, before the interview

begins, an introductory statement was given to help set the tone of the interview and to

ensure that the respondents were free from anxiety associated with the interview. All

interviews was done in such a way that distractions were minimized. The question and

answer procedure was done in such a way that the interviewer read a question and the

interviewee were given his/her answer after hearing the question. This pattern was repeated

until all of the questions were read and answered. Often times the interview questions were

translated in local dialect.

It takes about one hour to complete one interview respondent. The atmosphere

during the interview was quiet and was relaxed since rapport between the interviewers and

the interviewee had already been established prior to the actual conduct of the study. It was

emphasized that the interview was part of the study and that the respondents was free to ask

questions if there were items that need to be clarified. The respondents were assured of the

confidentiality of information that was gained in the conduct of the study. This assurance

were necessary to ward off inevitable interview syndrome which may create an undesirable

fear of being “marked” or possibly penalized. The respondent’s answers to the interview

questions were recorded in cassette tapes. The cassette tapes that were used in the

interviews was properly coded and labelled so that name, age, gender and other data of the

respondents shall be clearly indicated. The tape-recorded proceedings was repeatedly

played every evening to prevent accidental erasures and to make the tapes ready for the next

day’s interview and also to accurately grasp the contents and meanings of the respondents’

responses to every question. The respondents’ responses were summarized question by

question. Likewise, selected dialogues were transcribed verbatim from the tapes which were

represented in several pages. Respondents’ responses was collated onto a single page.

Summaries were examined for common and disparate replies and was used to identify

respondents’ views on implications of the socio-economic condition, matching with preferred

college course, and advantages and disadvantages of multiple intelligence to proper vertical

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alignment of MI to preferred collegiate course. Interpretations are made from the summaries

were confirmed or rejected by referring to individual respondent summaries and to the

audiotapes. This procedure was carried out carefully to ensure reliability.

4.8. Data analysis procedure

The statistical procedures used to analyse the data of the study were the following:

Frequency and percentage distribution. These were used to measure the frequency
distribution of respondents socio-demographic factor using the formula.

f
P= × 100
N
Where:

P is the percentage of distribution

F is the frequency of distribution

N is the population sample

Weighted mean. This was used to determine the respondents’ level of perceptions in
all statements in the questionnaire by using the formula:

x=
∑ W i Xi
N
Pearson product moment correlation coefficient was used for data analyses to
determine the relationship between variables. Suppose the two variables X and Y, with
means XBAR and YBAR, respectively, and the standard deviations S x and S y , respectively,
the correlation was computed as:
n
r =∑ ¿ ¿ ¿
i=1

There are some shortcuts, but in general the formula is tedious but the computer was
used to do all the computation.

Scoring guidelines. Each of the statements in the survey was assessed on a 5-pt.
Likert-type scale (Table 1). The respondents were asked to indicate their response to each
statement. The possible response were 5 for Strongly Agree (SA), 4 for Agree (A), 3 for
Undecided or Neutral (U), 2 for Disagree (D), and 1 for Strongly Disagree (SD). Since the
purpose of the study is to determine the central tendency of the response to each of the
statement, the weighted mean of the statement shall be calculated.

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