MULTIPLE INTELLIGENCE AND READING COMPREHENSION SKILLS

OF SENIOR HIGH SCHOOL AT HIGHWAY REGION INTEGRATED SCHOOL

A Thesis Proposal

Presented to

The Faculty of the Language and Literature Department

College of Arts and Sciences

ISABELA STATE UNIVERSITY
Echague, Isabela

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF ARTS IN ENGLISH LANGUAGE STUDIES

By
 Background of the Study

Introduction

The theory of Multiple intelligences is a theory first posited by Harvard developmental

psychologist Howard Gardner in 1983. Howard Gardner proposes that human intelligences can

be divided into eight modalities: visual-spatial, verbal-linguistic, musical-rhythmic, logical-

mathematical, interpersonal, intrapersonal, naturalistic, and bodily-kinesthetic.

In education, a variety of instructional strategies are used with the purpose of meeting the

different needs of different students.

In the early 1980s, Howard Gardner brought the theory of Multiple Intelligences to the public’s

attention (Gardner, 2011). These multiple intelligences range from the use of words, numbers,

pictures and music, to the importance of social interactions, introspection, physical movement

and being in tune with nature. 

Reading is one of the most important and the most significant skill that a learner should

have. It is also a skill that needs to be developed and to be a practiced by every learner.

Research studies on reading comprehension skills have revealed that reading is a complex

cognitive activity that is crucial for adequate functioning and for obtaining information in current

society and requires an integration of memory and meaning construction (Alfassi, 2004 as cited

by Zare and Othman 2013).

Multiple intelligence is a theory that describe how students learn and acquire information

in various ways, as well as how humans generate problems and solve them. In contrast to other
theories of learning capacities (such as the concept of a single IQ), the theory of multiple

intelligences proposes that people learn in a number of ways.

On the other hand, Reading is a cornerstone for a child's success in school and, indeed,

throughout life. Without the ability to read well, opportunities for personal fulfilment and job

success inevitably will be lost (1985). A student’s ability to master such a concept in primary

grades establishes the groundwork needed for student achievement in reading and thereby in

other subjects as well. If the ability to learn to read takes a prolonged time to develop, students

may struggle to read in later grades (Nielsen, Winter ,Keetle& , Jackson, 2007).

Among the four language skills, reading has always been the most challenging one in all

parts of the students’ academic studies. It is safe to say that the majority of humans are able to

read in their first language at some basic levels. In globalized world, productive and educated

citizens will require stronger literacy abilities, including reading, writing and even speaking and

communicative usages in society. Most of the societies and countries around the world are

multilingual, and people are facing an increased need for speaking well in more than one

language. Within this larger context, reading in second language (L2) settings continues to take

on increasing importance. English is not only considered as a global language for communication

but also it is a language for science, technology, and literature and advance academic research.

Benefits of second language needs give us a greater global understanding of the world such as

knowing many fascinating cultures around the world, academic achievements and so on

( Erdenebataar and Harputlo, 20216).

 Furthermore, Gardner’s Multiple Intelligence Theory (1983) shown that intelligence as

an individual cognitive component has a major impact on the process of second language

acquisition and can account for learner variance in second language acquisition.

Reading comprehension skills is defined as a thinking process by which a reader select

facts, information or ideas from printed material; determine the meanings the author intended to

transmit; decide how to relate the previous knowledge and judge their appropriateness and worth

for meeting the learners own objectives (Veeravagu et.al, 2010: 2006 as cited by MxKee, 2021).

Thus, this study will be conducted to determine the Multiple Intelligence and Reading

Comprehension Skills of Senior High School at Highway Region Integrated School, Garit

Echague, Isabela.

The researcher wants to study the Multiple Intelligence and Reading Comprehension

Skills of Senior High ESL Learners because she wants to determine their level of intelligences

and reading comprehension performance. This will aid the teachers in designing activities and

planning their lessons in order for the students to have better levels of their multiple intelligence

and reading comprehension skills.

Statement of the Problem

This study will investigate the multiple intelligence and reading comprehension skills of

the students on pre-pandemic and post-pandemic.

Specifically, it sought to answer the following questions;

1. What is the profile of respondents in terms of:

a. Senior High School Strand; and

b. GWA?

2. What is the multiple intelligence of the senior high school at Highway Region Integrated

School, Garit Echague Isabela?

3. What is the reading comprehension skill performance of the senior high school students

Highway Region Integrated School, Garit Echague Isabela?

4a. Is there a relationship between the respondents profile and their multiple intelligence?

4b. Is there a relationship between the respondents profile and their reading comprehension

skills?

Objectives of the Study

1. Determine the profile of respondents in terms of:

 c. Senior High School Strand; and

d. GWA?

2. Determine the multiple intelligence of the senior high school at Highway Region

Integrated School, Garit Echague Isabela.

3. Determine the reading comprehension skill performance of the senior high school

students Highway Region Integrated School, Garit Echague Isabela.

4a. Determine the relationship between the respondents profile and their multiple intelligence.

4b. Determine the relationship between the respondents profile and their reading

comprehension skills.

Significance of the Study

This research is beneficial to the following;

Students

The students will be able to know their level of multiple intelligence and reading comprehension

skills in English. Through this study the students get informed about their mistakes and

difficulties in reading. By the help of this study, students will be motivated to focus more and to

excel in their lessons especially in English subjects.

Teachers

This research is very helpful to the teachers because it can provide them with basis in devising

new materials for their use in teaching.

Other Researchers
 This study can help other researchers to serve and guide as reference for their future

investigation, basis especially when they are conducting a similar research study.

Scope and Delimitations

The study focused on the multiple intelligence and reading comprehension skills of the

Senior High School Students of Highway Region Integrated School Garit Echague Isabela. The

participants were the Senior High School Grade 11 students in all strands.

The reading comprehension skills is focused on the following: nothing details and

getting the main idea, getting meaning through contextual clues, and forming conclusions.

Definition of Terms

For clearer and better understanding of the study, the researcher listed the following

terms that are defined operationally:

Multiple Intelligence. This refers to the theory describing the different ways students learn and

acquire information.

Reading. This refers to the one of the four macro skills in learning.

Comprehension. This refers to the reading ability of the students.

Reading Comprehension. This refers to the thinking process by which a reader select facts,

information or ideas from printed material; determine the meanings the author intended to
transmit decide how to relate the previous knowledge; and judge their appropriateness and worth

for meeting the learners’ own objectives.

Skills. This is the ability to put ones knowledge to good use in executions or performance.

Linguistic Intelligence. This refers to the ability to use language and exhibit the ability be

sensitive to words and language.

Logical-Mathematical Intelligence. This refers to the ability to analyze situations or problems

logically, identify solutions, conduct scientific research, and easily solve logical/mathematical

operations.

Spatial Intelligence. This is the concept of being able to successfully perceive and derive insight

from visual data.

Bodily-Kinesthetic Intelligence. This is the capacity to manipulate objects and use a variety of

physical skills.

Musical Intelligence. This refers to the ability to produce and appreciate rhythm, pitch and

timbre or appreciation of the forms of musical expressiveness.

Interpersonal Intelligence. This refers the ability to understand and interact effectively with

others.

Intrapersonal Intelligence. Being aware of their own emotional states, feelings, and

motivations.
 REVIEW OF RELATED LITERATURE

This chapter includes the review of literature and studies which the researcher has

perused to shed the light on the topic under the study.

MULTIPLE INTELLIGENCE

Individual differences between students were identified by Ari and Deniz (2008) as a

personal diffrence for each student. Physical attributes (weight, height), IQ, interest, perception,

gender, ability, learning methods, and personality traits are all examples of indicidual variances.

Not every student learns in the same way, and not every method stimulates each childs attention

in the same way.

Intelligence is among the various aspects of individual differences which affect

education and language learning. The interest in the effect of intelligence can be attributed to the

advent of a new intelligence theory proposed by Howard Gardner (1983), namely Multiple

Intelligences Theory (MIT). Gardner defined intelligence as “the ability to find and solve

problems, the ability to respond successfully to new situations and the capacity to learn from

one’s past experiences” (Gardner, 1983, 21; Amir Reza, 2016, 200). Gardner (1983) views

intelligence multifaceted. His model is based on findings from both cognitive science (the study
of the mind) and neuroscience (the study of the brain). His approach is called “Theory of

Multiple Intelligences”. This theory suggests that intelligence is the ability to solve problems and

difficulties in a particular domain. This is an inborn attribute of the individual and the general

faculty of intelligence does not change much with age or with training or experience (Gardner,

1983). Howard Gardner proposes that human intelligences can be divided into eight modalities:

visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal,

intrapersonal, naturalistic, and bodily-kinesthetic.

The way of teaching reading is very important. Students should be offered opportunities

to understand the learning process and taught the MI theory so that they can effectively choose

techniques by which to learn. Teachers can design activities and projects around the intelligences

and allow their students to choose their learning activities based on their strengths. Students read

better, when they expect to do so, and it is up to the teacher to access their individual

expectations through their multiple intelligences (Amir Reza, 2016). Using MI in the classroom

makes lessons more interesting, which causes students to pay more attention to what is taught

and then learned.

According to Shearer (2006) he examined the differences in multiple intelligences (MI)

profiles of high school students with varying levels of reading skill. Significant differences were

found in four main MI scales (linguistics, logical-mathematical, interpersonal, and intrapersonal)

and a range of specific skills among high, moderate and low reading skill groups. The high

reading group was found to be more individual achievement-oriented and the moderate group

has strengths in the more socially focused realms and the low readers more pragmatic, practical,

and action-oriented.
 According to Gardner’s (2001) classification, there are nine different types of

intelligence, each of which has an impact on basic language learning skills. Gardner’s Multiple

Intelligence (MIT) was created in 1983. (Ahmed, 2012). The MIs theory has always been a

contentious point of view in language learning, with many differing perspective on the link.

Gardner’s definition of intelligence was the natural ability to adapt or create products valued in

one or more environments when he founded MIT in 1983, the father of MI theory; however,

Gardner has recently pruned and explained his first definition of intelligence, improving it to a

psychological ability that allows a learner to access knowledge that can be enabled in culturally

useful items (Zarei & Mohseni 2012).

There is no one, widely accepted definition of reading to be found in the relevant

literature. Therefore, various definitions of reading must be considered. The simplest definition

of reading is proposed by Grabe and Stroller (2002). They define reading as "the ability to draw

meaning from the printed page and [to] interpret the information appropriately" (Grabe &

Stroller, 2002:9).

Reading comprehension skills is the process of constructing meaning from a text and

involves the complex coordination of several processes, including “decoding, word reading, and

fluency along with the integration of background knowledge and previous experiences” (Mourad

Ali, 2015). Reading comprehension can be influenced by students' vocabulary knowledge, word

recognition skills, understanding of text structure proficiency, and cultural background

differences (Mohammed M. Fatah Allah 2014). Students who struggle with reading tend to place

more focus on the “surface aspects of reading, use fewer comprehension strategies, tap less into

background knowledge, and have more limited vocabularies” (Orosco, de Schonewise, de Onis,
Klinger and Hoover 2008, 16). Vocabulary knowledge has been shown to be highly related to

students' reading comprehension ability (Esam Gomaa 2015).

Reading skill has to be developed beside listening, speaking and writing skills. Reading is

the key to learning in all aspects of life; the people often learn by reading. When people read, and

they often try to learn and find the meaning of what they read. Nunan (2006, p.69) defines

reading as a set of skills that involves making sense and deriving meaning from the printed

works. Reading is a multi-dimensional process that involves the eyes, the ears, the mouth, and

most importantly, the brain (Brassell and Rasinski, 2008, p. 15). Brown (2001, p. 298) adds that

reading ability will be developed base on the association with writing, listening and speaking

activities. He also said that course that maybe labeled “reading, your goals will be best achieved

by capitalizing on the relationship of the skills, especially reading-writing connection. Nation

(2009, p. 49) says that reading is a source of learning and source of enjoyment. It can be a goal in

its own right and a way of teaching other goals. A source of learning, reading can establish

previously learned vocabulary and grammar, it can help learners learn new vocabulary and

grammar, and through success in language use it can encourage learners to learn more and

continue with their language studies. As a goal in its own right, reading can be source of

enjoyment and a way of gaining knowledge of the world. As learners gain skill and fluency in

reading, their enjoyment can increase.

Multiple intelligences education recognizes that all students have various intelligences,

but that they are not necessarily well developed or effective. By diversifying the material,

teachers can stimulate the less- pronounced intelligences. Some strategies that embrace

Gardner’s idea of multiple intelligence teaching include child-centered teaching, open-ended

projects, cross-curricular activities, independent study, learning center activities, multimodal

work, group projects, discovery learning, and authentic casement (Makofsky, 2012).

SYNTHESIS OF THE REVIEW RELATED STUDIES

The research deals with the importance of Multiple Intelligence and Reading

Comprehension Skills. According to Howard Gardner’s in (1983) Multiple Intelligence refers to

the theory describing the different ways students learn and acquire information. These Multiple

Intelligences range from the use of words, numbers, pictures, and music, to the importance of

social interactions, introspection, physical movement and being in tune with nature. A Reading

comprehension is the process of constructing from a text and involves the complex coordination

of several processes, including “decoding, word reading and fluency along with the integrations

of background knowledge and previous experiences” (Mourad Ali, 2015). Reading

comprehension can be influenced by students’ vocabulary knowledge, word recognition skills,

understanding of text structure proficiency, and cultural background differences (Mohammed M.

Fatah allah (2014).

On the other hand, Vocabulary knowledge has been shown to be highly related to

students reading comprehension ability (Esam Gomaa 2015). Students who struggle with reading

tend to place more focus on the ‘surface aspects reading, use fewer comprehension strategies, tap

less into background knowledge, and have more limited vocabularies” (orosco, de Schonewise,

de Onis, Klinger and Hoover 2008, 16).

Theoretical Framework of the Study

Gardner’s Theory of Multiple Intelligence

 According to Gardner’s Theory of Multiple Intelligences, each human being is capable of

seven relatively independent forms of information processing, with individuals differing from

one another in the specific profile of intelligences that they exhibit. The range of human

intelligences is best assessed through contextually based, “intelligence-fair” instruments. Three

research projects growing out of the theory are described.

The Schema Theory

According to schema theory, reading comprehension is a collaborative effort between the

reader's prior knowledge and the text. The ability to connect the written material to one's own

knowledge is required for effective comprehension. "Every act of comprehension involves one's

knowledge of the world as well," writes Anderson (1977, p.369). The goal of schema is to

describe interaction between what is in the text and how that information is shaped and stored by

the reader. The underlying assumption is that meaning does not lie solely in the print itself, but

interact with cognitive structure or schema already present in the reader’s mind. Thus reader has

presented in cognitive structure schemata with constitute a cognitive filter through which one

views the world and from which one predict or makes inferences about what is read (scheridan,

(1987).

The impact of schema theory on reading comprehension process has been tremendous.

Schema theory describes the process by which readers combine their own background

knowledge with the information in a text to comprehend that text. All readers carry different

schemata (background information) and these are also often culture-specific. This is an important

concept in ESL teaching, and prereading task are often designed to build or activate the learners’

schemata (Al Salmi, 2011).

Skill Model

The traditional definition of reading comprehension as it is interpreted by the authors and

writers of basal readers and literature anthologies, results in the teaching of reading through

“separately defined” comprehension skills, and could be called a “skills model,” Skills,

separately taught in a logical and sequential order, is thought to results in the improved

comprehension of textual material. The traditional skills model view of reading is bottom up or

data driven processing model. In the view of reading, letters are perceived in a left to right

sequence until a word is perceived as a whole; meaning is obtained and related to other words in

the sentence, thus activating the dominant schema and its particular concepts (Sheridna, 1987).

CONCEPTUAL FRAMEWORK

Independent Variables Dependent Variables

- Senior High - Multiple
School Strand intelligence and
- GWA reading
comprehension
skills

This study will evaluate the multiple intelligence and reading comprehension skills of the Senior

High School Students in times of pandemic.

As shown in figure 1, the independent variable contains the senior high school students, while in

dependent variable it contains the multiple intelligence and reading comprehension skills of the

students.

Hypothesis of the Study

1. There is no significant relationship between the respondent’s profile and their multiple

intelligence and reading comprehension skills.

RESEARCH METHODOLOGY

This chapter presents the research design, research locale, respondents of the study,

instrument and the statistical treatment of data used, and the set of data gathering procedures

performed.

Research Design

This study will be use descriptive-correlational design which aimed to describe and

establish the relationship between the respondents, multiple intelligence and their level of

reading comprehension skills. Quantitative data were collected to measure the multiple

intelligence of the respondents.

 The researcher will use survey questionnaire as his instrument in gathering data.

Statistical procedures will be used to provide a clearer understanding of the data present as

answers to the problem of the study.

Respondents of the Study

This study will be conducted at Highway Region Integrated School Grait, Echague

Isabela, among all strands of grade 11 senior high students that are enrolled in the first and

second semester S.Y 2021-2022.

Research Instrument

The research instrument is to determine the level of Multiple Intelligence and Written

performance of the Senior High School Students at Highway Region Integrated School.

This study used two questionnaires, first is the Multiple Intelligence, standardized

questionnaire will be administered, adapted from Georgine B. Saguiped (2019) with the study of

“Assessing the Multiple Intelligence of AB-English Students” the second is the Reading

comprehension skills, standardized questionnaire will be administered, adapted from Romana G.

Bauit (2014) with the study of “Reading Comprehension Skills of the Fourth Year Students of

the Ugad High School Santo Domingo, Echague, Isabela”.

Data Gathering Procedures

The data for this study will be collected using a survey questionnaire. The Multiple

Intelligence comprises 60 questions, while the Reading Comprehension Skills comprises 30

questions.
 This study investigated the multiple intelligence and reading comprehension skills of

Senior High School students at Highway Region Integrated School, Garit, Echague Isabela.

The researcher will secure permission from the Principals office of the Highway Region

Integrated School trough the recommendation of the thesis Adviser, Research Class Professor,

and Program Chair before administering of questionnaires to the respondents.

Statistical Treatment Data

Responses to the questionnaire of the target respondents will be statistically analyzed

with the data requirements of the study. Descriptive statistics like frequency count and

percentage will be considered in data interpretation.

To interpret the data effectively, the researcher will employ the following statistical

treatment.

Percentage

This will help the researcher to determine the frequency counts and percentage

distributions of personal related variables of the respondents.

Formula: % = F/Nx100
 READING COMPREHENSION SKILLS TEST

Adopted from the study of Romana G. Bauit (2014) “Reading Comprehension Skills of

the Fourth Year Students of the Ugad High School Santo Domingo, Echague, Isabela.

A. Nothing Details and Getting the Main Idea

Direction: Read the selection carefully then answer the question by writing the letter of

the correct answer in your answer sheet.

Selection 1
 What made Ramon Magsaysay a great man and a great president? Not

intelligence, education, or experience, but character. He was a man so honest that he

would send his relatives and friends to jail if they committed an offence. He would ever

forbid his own uncle from doing business with the government, although such business

was above-aboard and was done regularly long before his incumbency.

1. According to the selection, Ramon Magsaysay was a great man and a great

a. Leader

b. Politician

c. President

d. All of the above

2. According to the first sentence, an important ingredient of greatness is

a. Character

b. Intelligence

c. Leadership

d. Education

3. Above-board in the last sentence mean

a. Honest

b. Dishonest

c. Anomalous

d. Legal

e. Profitable

Selection 2
 Harry S. Truman recounting what was like to wear eyeglasses from the age of six had this

today. They called me four-eyes a lot of other things and it is a hard time overcoming it.” But

you can overcome it. You’ve got to fight for everything you do. You’ve got to be above those

calling names, and you’ve got to do more work that that they do. It usually comes out all right, in

the end.”

4. According to Harry S. Truman, how does one overcome an inferiority complex?

a. By keeping quiet and isolated

b. By calling others “names” also

c. By challenging others to fight

d. By doing more work than the other do

e. All of the above

5. What is the main idea conveyed on the selection?

a. A sad childhood forces one to strive harder

b. Having an inferiority complex is a disadvantages

c. Even men of authority are subject to criticisms

d. To overcome one’s difficulty one must work hard

e. Just ignore criticisms

6. What happened to Mr. Truman after seven years of receiving the criticisms?

a. He became failure man

b. He became successful

c. He was dismayed to live

d. He was linked by his peers

e. None of the above

Selection 3

The human skin is a marvelous part of the body with multifarious. Is serves as showcase

of what foes inside the body. It acts as protectors of the internal organs and receptors of the body

for external stimuli. It is the largest organ of the human body.

7. The paragraph best supports that states that

a. The human body is made up of skin

b. Exposing the skin too much heat is bad

c. The body sensation are received through the skin

d. The human skin is the largest sensory organ of the body

e. All of the above

8. According to the selections, the human skin is

a. A marvelous part of the body with multifarious function

b. Serves as the showcase of what goes on inside the body

c. Act as the protector of the internal organs and the receptors of the body for

external stimuli

d. The largest sensory organs of the body

e. All of the above

Selection 4

Wages refer to the total earning of a person for doing a certain kind of service in a given

period of time. They are paid on an hourly basic or by the product of a pace of rate, hence the

pay may be based on time, output, or even a combination of this two.

9. The paragraph state the

 a. Wages vary

b. Types of wages

c. Services are wage-oriented

d. Combination of wages is better

e. None of the above

10. The pay rate of any worker is based on

a. Time

b. Output

c. Skill

d. Expertise

e. A and b

B. Getting word meaning thru contextual clues

Direction: Select the meaning of the underlined word to each sentence. Choose the letter

of the correct answer in your answer sheet.

1. The people in the squatters started enviously at the opulent visitors dressed in

expensive silk and wearing golden necklace and ring.

a. Beautiful

b. Machinery

c. Slender

d. Stout

e. None of the above

2. When the fine started, pandemonium broke up.

a. Bell
 b. Machinery

c. Will confusion

d. Silence

e. Rally

3. The wedding entourage arrived ahead of the bride.

a. Fees

b. Enemies

c. Attendant

d. Kibitzers

e. Friends

4. The manager is nonchalant to the employees demands

a. Vocal

b. Concerned

c. Tenacious

d. Indifferent

e. Supportive

5. The attacks of the pirates were sporadic not well recognized or even planned.

a. Frequent

b. Unrepeated

c. Scattered

d. Silence

e. Rally

6. The gregarious athlete is always with the team because he enjoys their company.
 a. Mature

b. Happy

c. Intelligent

d. Sociable

e. Enthusiastic

7. The surprise wife was dumbfounded to set her husband from long vacation.

a. Angry

b. Speechless

c. Fainted

d. Surprised

e. Talkative

8. Ostentatious display of wealth is bad taste.

a. Obvious

b. Arrogantly

c. Skillfully

d. Merciful

e. Either A or B

9. The rudiment of army is based on discipline.

a. Basic ornament

b. Enjoyment

c. Policy

d. Basic principle

e. Joy
 10. Nobody can condone the destruction by or any kind or anti-social behavior of drugs

addicts.

a. Explain

b. Overlook

c. Condemn

d. Appreciate

e. None of the above

C. Forming Conclusion

Direction: Read carefully the following paragraph and choose the valid

conclusion which each paragraph suggests. Write the letter of the correct answer

in your answer sheet.

A. “All of us had butterflies” in our stomachs at one time or another before some

important event in our lives, such as making a speech before a large audience

or taking an examination. Butterflies are caused by action of the adrenalin, a

chemical which belongs to an elite group of substances called hormones.

1. The paragraph conclude that

a. We always have butterflies in our stomach before import events in our

lives.

b. We have made a speech before a large audience or taken an examination.

c. Butterflies in the stomach are caused by a hormone called adrenalin.

d. Adrenalin is a chemical reaction of the food produced by the hormone.

e. None of the above

B. Many people think that they can work better after they drink alcohol

beverages. Scientific test, however, show this is not true. On the contrary of

work and skill with which is done is reduced with the use of alcohol.

2. The paragraph conclude

a. Drinking alcoholic beverages can make people work better.

b. People can work better if they do not drink alcoholic beverages.

c. Reduced use of alcoholic increase the amount or work and the skill with

which it is done.

d. None of the above

C. From the employer’s point of view, coffee break is often an advice by which

employer’s waste valuable time. Because the coffee break privileges have

been so frequently abused employers have sought means of controlling it. In

some plants and offices, coffee and pastries have been sent around to the

various work areas in baskets, mobile food conveyors, and other means. In

other cases, vending machine has been installed at or near work area to

provide coffee and pastries.

3. The best conclusion of the paragraph is

a. Employers use the coffee break as a device to reward employees.

b. Plants and offices send snacks to their work because they have no

cafeterias.

c. Employees control the abused of the coffee by sending snacks to the work

area.

d. Coffee break is privilege for the employees.

D. Fads and hobbies, however are, in many cases, perhaps most not a source of

fundamental happiness, but a means to escape for reality, of forgetting for the

moment some pain to difficult be faced. Fundamental happiness depends more

than anything else, up on which may be called a friendly interest in person and

thing.

4. The best paragraph conclude

a. Fads and hobbies not cause happiness

b. To be happy, forget painful experience by indulge in fads and hobbies

c. We can have real happiness by being interested in people and things

d. Fads and hobbies are main source of happiness

e. None of the above

E. Love doesn’t itself effortlessly. To make love work, work at loving. This

requires and energy. Give yourself in love to get much in return.

5. The paragraph conclude that

a. There is no such perfect love

b. To make love work, be flexible

c. Maintaining a relationship does not happen automatically

d. One must be sensitive to his partner’s feelings

e. Fulfilling each other’s need to make love bloom

F. The basic skill is simply the art of self-expression in speech and on paper. A

man is uneducated who has not mastered the elements of clean forcible and

picked up some relish for style.

6. The paragraph concludes that

 a. An educated man can express himself well in speech and in writing

b. A man who cannot write well is uneducated

c. Education is important

d. All of the above

G. Police presence in their area of responsibility reduces the opportunity of

would be offender to commit a crime, for it increases the risk of being

detected. When there is police visibility, the offender thwarted to commit a

criminal act. This helps in crime prevention.

7. The best conclusion of the paragraph is

a. Police officer have an important role in prevention crime

b. Police officer are need to maintain peace and order in the community

c. Police visibility is an effective measure in crime prevention and control

d. Criminal take extra care not to be detected or arrested

e. All of the above

H. To enter the PNP services, one must pass the police entrance examination as

well as physical and mental test. These test are given to ensure that the

applicant is physically and mentally fit for training. Only mentally and

physically healthy applicants would surpass the rigid training.

8. What is the valid conclusion of the paragraph

a. It is difficult to become a police

b. Police requirements are tough

c. The country need effective police officer

d. All of the above

 I. How would you experience feeling happy and light and free as a bird?

Perhaps such experience only comes when one is able to pour out pent-up

emotion and has begun to learn to forgive and this transforming experience

usually liberates a person and makes him be able to love and to be close to the

creator.

9. The paragraph emphasizes the

a. Need of repenting and loving

b. Need for knowing and serving the creator

c. Need and forgive and love one’s enemies in order to be free of guilt and

feeling

d. Need to realize that gave loves most those sin; but can forgive and love.

e. None of the above

10. In the paragraph, the best indication of happiness is

a. When person does not have any problem

b. When person does not have any guilt feeling toward someone

c. When he learns to love, to forget and to forgive

d. All of the above

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