Chapters 1-5 Final

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Department of Education
GETULIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOOL DEPARTMENT
Chapter 1
INTRODUCTION
Background of the Study
This study was conducted to determine the Multiple intelligences of
students at Getulio National High School for school year 2022-2023.
Specifically, this study sought answer to the following questions:
1. What is the profile of the respondents when categorized according to sex,
grade level, and monthly family income and when taken as a whole?
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2.What is the Multiple Intelligence of students when categorized according to
sex,
grade level, and monthly family income?
3. What is the Multiple Intelligence of students when taken as a whole?
4. Is there a significant difference in the Multiple Intelligences of students when
categorized according to sex, grade level, and monthly family income?
5. Is there a significant difference in the Multiple Intelligences of students when
Hypothesis
1.There are no significant differences in multiple intelligences of the respondents
when categorized according to sex, grade level, and monthly family income.
2. There are no significant differences in multiple intelligences of the respondents
when taken as a whole.
Theoretical Framework
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This research undertaking is primarily anchored to Howard Gardner’s
Multiple Intelligence Theory. This theory stresses that part of being unique,
every individual possesses intelligence different from those of others. According
to this theory, there are nine (9) intelligences presented.
The Logical – Mathematical Intelligence in which labeled as number smart,
the Liguistic – Verbal Intelligence known as language smart, the Visual – Spatial
Intelligence as picture smart, Musical Intelligence as music smart, the Bodily-
kinesthetic Intelligence or the body smart, the Interpersonal Intelligence known
as people smart, the Intrapersonal Intelligence as the self-smart, the Naturalist
Intelligence known as the nature smart, and the Existentialist Intelligence as
spiritual smart.
Each person may have all of these intelligences but vary from one to
another. Moreover, these intelligences that a person might have, one is
considered his or her strength/dominant intelligence type which sometimes does
not match how he or she taught in school.
School psychologists are encouraged to become familiar with MI
instructional methods to facilitate teachers’ MI instruction planning. This can be
accomplished through both consultee-centered teacher consultation and/or
systematic consultation with the aim of helping to create classroom curriculum
and systems – level interventions.

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The favorability of using MI instruction becomes even more obvious when
student data from MI methodology are linked to the assessment of students’
various abilities.
Conceptual Framework
This study focused on the Multiple Intelligences of students.
The dependent variables were the multiple intelligences of students. The
independent variables which were the profile of the respondent are sex, grade
level and monthly family income,
Sex is a variable included because it is necessary for us to find out the
level of male and female respondents in their multiple intelligences and which
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among the two cope best during this trying time. Likewise, it aimed to find out
which coping mechanisms are prevalent to be practiced by both sexes.
Monthly family income is a variable included in this study because our
status in life matters during this time of pandemic. This is the measurement of
the level of tolerance about the different multiple intelligences of students.
Likewise, a weakness and strength of students in terms of intelligence.
It is study conceptualized that the difference in the level of challenges and
coping strategies of the non-permanent workers exist when they are classified
according to sex, monthly income and grade level.
This study also conceptualized that a positive significant relationship exists
in the multiple intelligences of students.
Research Paradigm
Multiple Intelligences of Students
Independent variable Dependent variable
Profile of the Respondents
 Sex
Multiple Intelligences of
 Grade level
Students
 Monthly Family Income
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Figure 1. The Schematic Diagram of the Study

Figure 1 showing the schematic diagram of the differences in the multiple
intelligences of students. Independent variables are sex, grade level and monthly
family income and the Multiple Intelligences of students as the dependent
Variable.
Definition of Terms
The following terms were define conceptually and operationally to give
clarity and better understanding of the terms used in the study.
Multiple intelligences. Refers to a theory describing the different ways
students learn and acquire information.(https://tophat.com)
In this study, multiple intelligences is the different skills and abilities of
students to learn.
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Students. A person who attends a school, college or university: a person
who studies something. (https://www.merriam-webster.com/dictionary/student)
In this study, students refer to Senior High School learners for school year
2022-2023 of Getulio national High School.
Education. The process of facilitating learning, or the acquisition of knowledge,
skill, values, beliefs and habits. Methods include storytelling, discussion,
teaching, training and directed research. (https://en.m.wikipedia.org/wik
i/education)
In this study, education is somewhat the way of teachers to train students
a better person by assisting and guiding them what and how to do well.
Significance of the Study
This study would be beneficial to the following:
Deped Official. They would know the multiple intellingces of students. In
this connection, they woiuld be able to give support on students` studies and
give better education for all.

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Administrator. The result of this study would serve as the basis for
making improvement in school, such that conducting programs that would
enhance the intelligences of students.
Teachers. The result of the study would help teachers. Since, teachers
are the mother of the students in school they would be the one to guide the
student in enhancing their level of intelligence. Teachers also benefits their study
in the way of, how they mold students a better citizen in the future.
Parents. The result of this study would be beneficial to parents so that
they would be aware on the abalities and skills of their children.
Students. The students are the main beneficiaries of this study. They
would be aware of their abilities and capabilities in order to enhance their skills.
They would be encouraged to become a responsible students.
Researchers. This result of study would give them further information
about the multiple intelligences of students. This study would help and serve as
reference in conducting their own research.
Future Researchers. This result of study would give them further
information about the multiple intelligences of students. This study would help
and serve as reference in conducting their own research.
Scope and Delimitation of the Study

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This study would determine the multiple intelligences of students of
Getulio National High School (GNHS) for the school year 2022-2023. The
objective of this study would help students in enhancing their skills and was able
to identify the diiferent ways to learn and acquire information.
The researchers looked for students who are currently studying in Getulio
National High School. The content of this study was administered from August
2022- July 2023. Where in the independent variables are the sex, grade level,
family monthly income of students and the dependent variables are the multiple
intelligences of students.
The descritpive statistic (frquency,percentage, and mean) was the
appropriate design in this study. T-test and ANOVA, all computations were
processed using the researcher. This discussion is limited only in data provided
by the respondents which were based on their own perception as to their
multiple intelligences. This study is conducted to determine the multiple
intelligences of students of Getulio National High School.

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Chapter 2
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter presents the related literatures in Types Multiple Intelligences
and classification of Multiple Intelligences. Studies conducted in foreign and local
settings are also included in this chapter.
Conceptual Literature
On Multiple Intelligences
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Types of Multiple Intelligences
Educational psychologist Howard Gardner, proponent of the theory of
multiple intelligences, believes children develop their own learning and thinking
patterns (intuitive learning) between birth and age five. When entering the
school system, a different educational style is introduced (academic learning),
which is not necessarily in line with the child's style. This contradiction in learning
styles (intuitive versus academic) can create confusion for the child, making the
learning process even more difficult. Once you better understand how brain
works you can see why a variety of new learning experiences are important
(Lisenbach, 2000).
Howard Gardner initially formulated a list of seven intelligences. His listing was
provisional. The first two have been typically valued in schools; the next three are
associated with the arts; and the final two are what Howard Gardner called 'personal
intelligences'. Later as his study had progressed he added two intelligences. One
associated with nature and the sequel was associated with the understanding about the
significance of life. The Linguistic Intelligence involves sensitivity to spoken and written
language, the ability to learn languages, and the capacity to use language to accomplish
certain goals.
This intelligence includes the ability to effectively use language to express
oneself rhetorically or poetically; and language as a means to remember information.

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There are numerous ways to express one self, and probably even more ways to gain
knowledge and understand the universe.
Individuals are capable, the theory of multiple intelligences advocates, of
deep understanding and mastery in the most profound areas of human
experience. Even long before the theory emerged and was named in 1983 by
Howard Gardner, numerous teachers fostered the intelligences of their students.
Multiple intelligences teaching recognize that each student possesses
these intelligences, but that they are not always developed well or effectively.
Teachers can activate the less-pronounced intelligences by diversifying the
curriculum. Child-centered teaching, open-ended projects, cross-curricular
activities, independent study, learning center activities, multimodal work, group
projects, discovery learning and authentic assesment are some techniques that
embrace Gardner's theory of multiple intelligence teaching (Makofsky, 2012).
Moreover, it has been found that schools using MI Theory commonly had
a culture of hard work, respect, and caring; a faculty that collaborated and
learned from each other; classrooms that engaged students through constrained
but meaningful choices, and a sharp focus on enabling students to produce high
quality work. Some educators use the theory of MI to promote self-directed
learning.
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 The Logical-Mathematical Intelligence-shows the capacity to analyze
problems logically, carries out mathematical operations, and investigates
issues scientifically. It entails the ability to detect patterns, reason
deductively and think logically. This intelligence is most often associated
with scientific and mathematical thinking.
 Musical Intelligence-involves skill in the performance, composition, and
appreciation of musical patterns. It encompasses the capacity to recognize
and compose musical pitches, tones, and rhythms. Musical intelligence
runs in an almost structural parallel to linguistic intelligence.
 Bodily-kinesthetic Intelligence-entails the potential of using one's whole
body or parts of the body to solve problems. It is the ability to use mental
abilities to coordinate bodily movements. Howard Gardner sees mental
and physical activity as related.
 Spatial Intelligence-involves the potential to recognize and use the
patterns of wide space and more confined areas.
 Interpersonal Intelligence-is concerned with the capacity to understand
the intentions, motivations and desires of other people. It allows people to
work effectively with others. Educators, salespeople, religious and political
leaders and counselors all need a well-developed interpersonal
intelligence.
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 Intrapersonal Intelligence-entails the capacity to understand oneself, to
appreciate one's feelings, fears and motivations. It involves having an
effective working model of ourselves, and to be able to use such
information to regulate our lives.
 Naturalist Intelligence enables human beings to recognize, to categorize
and to draw upon certain features of the environment. It combines a
description of the core ability with a characterization of the role that many
cultures value.
 Existential Intelligence is the ability to contemplate phenomena or
questions beyond sensory data, such as the infinite and infinitesimal.
Careers or callings which suit those with this intelligence include shamans,
priests, mathematicians, physicists, scientists, cosmologists, and
philosophers (Smith, 2008).
Visual-Spatial Intelligence
If you have good visual-spatial intelligence, you are excellent at visualizing
things. You may be particularly good at reading maps and charts and can easily
understand all sorts of visual material such as diagrams. You are also pretty
good at parking your car in a small space.
People who are strong in this type of intelligence make good artists,
architects, designers, explorers and engineers.

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Linguistic-Verbal Intelligence
If you have good linguistic-verbal intelligence, you will likely have a way
with words. You will be able to write and speak well and can often communicate
ideas easily to others. You may also have an amazing memory for words, names
and other written and verbal information. People with this intelligence often
enjoy giving presentations and engaging in debates with others. Alternatively,
you may prefer to communicate through the written word.
People who are strong in this type of intelligence make good writers,
journalists, lawyers and teachers.
Logical-Mathematical Intelligence
If you have strong logical-mathematical intelligence, you are probably
happiest working in a logical way. You are likely excellent at analyzing things and
recognizing patterns and relationships between things. People with this
intelligence are able to think conceptionally about complicated ideas.
People who are strong in this area make good mathematicians, scientists,
computer programmers and accountants.
Bodily-Kinesthetic Intelligence
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If you have this kind of intelligence, you will have good coordination and
dexterity. You will be good at creating or fixing things with your hands. People
with this intelligence are good at all things that involve moving the body,
including sport and dance. People who are skilled in this form of intelligence may
also find they learn things better by doing them rather than having them
explained or following instructions. Good careers for this type of person
include builder, athlete, dancer, sculptor or actor.
Musical Intelligence
This one is fairly self-explanatory. People with this intelligence will enjoy
all kinds of music and rhythm and will be good at performing and composition.
They will often be pitch perfect and have an incredible memory for musical
pieces.
Those with this intelligence will enjoy careers in all types of musical fields,
including musician, composer, singer, conductor, or music teacher.
Interpersonal Intelligence
If you have strong interpersonal intelligence, you will be able to relate to
and interact with others easily. You will be excellent at verbal communication but
also able to read body language. People with this intelligence are good
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at resolving conflict with and between others and are generally great people to
talk to whenever you have any problems.
Good careers for people with this type of intelligence include counsellor,
psychologist, diplomat, politician, philosopher and salesperson.
Intrapersonal Intelligence
If you have high intrapersonal intelligence, you will be very self-aware and
have a complete understanding of your emotional states, feelings and
motivations. People with this skill will enjoy spending time in self-reflection and
can often be quite introverted types. They will be aware of their own strengths
and weaknesses.
Good career choices for these type will include anything that takes lots of
thought and consideration. These types will often want a career that makes a
difference to the world. Philosopher, scientist, writer, filmmaker and charity
worker would suit them well.
Naturalistic Intelligence
This intelligence was a later addition to Garner’s theory. Individuals who
are high in this type of intelligence will enjoy a deep connection with the natural
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world. They will be happiest when they can spend time out in nature rather than
in an office or classroom.
Good careers for those with this type of intelligence include field biologist,
zoologist, explorer, gardener, conservationist or farmer.
Garner’s multiple intelligence theory is a fascinating way to look at human
intelligence. We all know people who are clever or wise at different things
and we need all these types of intelligence to enrich our world. By embracing our
own skills and strengths, we can achieve more success and feel happy and
confident in living life our way.
Understanding these different types of intelligence is also useful if you
have children or spend a lot of time with young people. By understanding the
multiple intelligence theory, we can help these young people reach their full
potential and feel proud of their unique gifts.
Related Studies
Foreign Studies
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According to Yayich R. (2020), In his study the applications of multiple
intelligence theory in education are wide. Students apply the learning in the
classroom according to their own dominant intelligence and learning style, which
is most effective for them. Combining learning styles with dominant intelligences
enhances the students' learning processes. The purpose of this case study is to
examine the relationship between dominant intelligences according to Gardner's
multiple intelligence theory and middle school students' academic achievement.
A case study was conducted in Israel, in a middle school, among seventh-graders
and involved 158 students. Findings indicated that in excellent classes - 80.9% of
students had logical intelligence, in at least one of the levels of dominance; in
ordinary classes only 48.4% of students have logical intelligence, at least in one
of the levels of dominance. We also examined the relationship between the
amount of dominant intelligences among students in all classes, excellent and
ordinary.
Findings indicated that in excellent classes the percentage of students
with two or three dominant intelligences was higher than the percentage in
ordinary classes. It is important to note that these are not just the logical and
verbal, but also all types of intelligences, such as spatial, musical, kinetic and
others. In conclusion, the dominant intelligences that highly influence and

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measure achievement in the education system are not the logical-mathematical
and the linguistic-verbal, but the only logical-mathematical.
Moreover, the amount of intelligences at the dominant levels can predict
and indicate student's success at school.
According to Tsai M.N. (2019), The main purpose of his the study was to
explore the differences of multiple intelligences on junior high school students
with different gender, grade, and students’ types. The study adopted survey
research design, and the samples including 341 participants from the seventh
and the eighth-grade junior high school students in Taiwan.
The research instrument used in the study was Chinese Version of Multiple
Intelligence Developmental Assessment Scales Form-B. All data was analyzed by
applying descriptive statistics, and t-test, one-way analysis of variance. The
results of the study were as following:
(1) Depending on the average scores of multiple intelligences, seventh
grade students got the highest scores on interpersonal intelligence, and got the
lowest scores
on natural intelligences. Eighth grade students got the highest scores on
interpersonal intelligence, and got the lowest scores on bodily-kinesthetic
intelligences.
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(2) General students and special needs students got the highest scores
on interpersonal intelligence. However, the former got the lowest scores on
natural intelligence, and the latter got the lowest scores on logical-mathematical
intelligence.
Gifted students got the highest scores on logical-mathematical
intelligence, and the lowest scores on bodily-kinesthetic intelligence. (3) Seventh
grade students significantly got the higher scores than eighth grade students on
spatial, music, bodily-kinesthetic, and natural intelligences. (4) Girls significantly
got higher grades than boys on linguistic, spatial, music, interpersonal, and
existential intelligences. Boys only got higher grades than girls on logical-
mathematical intelligence.
According to Aydin H. (2019), Many thesis, dissertations, and articles have
been written on whether the concept of multiple intelligence has achieved the
expected success in educational environments that has been established in
accordance with the multiple intelligence principle and whether such
developments have had a positive influence on the attitudes of students towards
their learning.
In other words, what kind of results do these scientific reports show? The
research conducted in this paper seeks to determine the answer to this question
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through a meta-analysis and to determine if the creation and implementation of
learning and teaching activities based on multiple intelligence models have had a
positive influence on the academic success of students and have engendered
positive attitudes towards learning. Within the context of this research, the
following moderating factors were incorporated into the research; the level of
education with which the studies dealt, the lesson under discussion, and the
geographical region in which the studies were conducted and the year of
publication of the studies concerned.
These moderating factors did not seem to create any divergence in the
results of the research regarding academic success. With respect to moderating
factors, while no differences existed regarding the level of education, differences
were observed in the relationship with the lessons, the geographical region and
the academic year under observation within the studies.
According to Hodge E. (2019), The purpose of his study was to synthesize
the literature in order to assess and quantify (if possible) the relationship
between MI instructional approaches and student achievement indicators in
secondary school classrooms (grades 6-12).
This study employed the best-evidence synthesis methodology devised by
Robert Slavin. Criteria for study inclusion included germaneness, minimization of

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bias, and validity. This study allows for several conclusions: (1) a very limited
amount of research focusing on the relationship of MI instructional approaches
and student achievement indicators in secondary school classrooms exists, (2)
instances of MI instructional approaches vary widely in methodology and
implementation but demonstrate a fairly consistent philosophical approach, and
(3) the studies included in this research synthesis failed to prove causation in the
relationship of MI instructional approaches and student achievement indicators in
secondary school classrooms.
However, substantial evidence exists showing that multiple intelligences
theory contributes positively to student learning and development. Further
research is needed to quantify the relationship between MI instructional
approaches and academic achievement indicators in secondary classrooms.
According to Aysel S. and Arikan A. (2018), The aim of their study was to
investigate the relationship between students’ gender and intelligence types, the
relationship between particular intelligence types and students’ success in
grammar, listening and writing in English as a foreign language and the
relationship between parental education and students’ types of intelligences.
Preparatory class students (n=144) attending Erciyes University’s School
of Foreign Languages participated in the study and the data was collected
through the Multiple Intelligences Inventory for Adults. Descriptive statistics,

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independent samples t-test analysis, correlation analysis and one-way analysis of
variance (ANOVA) were used to analyze the data.
Analysis of the data revealed no significant gender differences in the
intelligence types held by the participants except for that between gender and
linguistic intelligence which was positive. Negative but significant relationships
were found between success in students’ test scores in grammar and bodily-
kinesthetic, spatial, and intrapersonal intelligences whereas the relationship
between musical intelligence and writing was found to be significant and
positive.
Finally, no significant relationship was found between parental education
and students’ intelligence types.
According to Caputi M. (2021),Her present mixed-methods classroom-
based study investigated whether the provision of multiple intelligences teaching
approach to physically disabled learners could contribute to activating multiple
intelligences and have a positive impact on their classroom engagement. To
address this issue, three intact classes of 10 Iranian physically disabled learners
participated in this study. In so doing, the study utilized an experimental design
with 10 participants in the control group and 20 participants in two experimental
groups. Drawing on quantitative and qualitative analysis, the results indicate
that, over six months, the use of the multiple intelligences teaching approach
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contributed to a significant improvement in the learners’ multiple intelligences.
The implementation was also successful in raising the learners’ classroom
engagement. Further, comparing the first language (Persian) & second language
(English) multiple intelligences-based instruction, L2 (English) multiple
intelligences-based instruction was more effective in fostering physically disabled
learners’ multiple intelligences and classroom engagement.
Local Studies
Based on Napiere (2018), this study examined the dominant intelligences
and learning preferences of 232 freshmen in a school in Cagayan de Oro City,
Philippines. 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.
According to Lennie M. Badajos and Crispina V. Diego (2020), Managing
students in the classrooms with multiple intelligences is one of the tough issues
teachers encounter. The practice of multiple intelligences instruction depends
mainly on the teacher's performance in teaching. That is to challenge the

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students by setting high standards for further achievement and evaluate
students' progress. The theory of Multiple Intelligence (MI) resonates with many
educators. It gives an idea to create a relatively even distribution of students of
different abilities and diverse educational needs. It has been found out that
teachers who based their instructional practices on MI theory have more
authentic classrooms, and students are more genuinely engaged in class.
Hence, the paper describes the extent of multiple intelligences
instructional practices and the level of teaching performance of the public
elementary school. Likewise, it sought to determine the significant relationship
between multiple intelligences instructional practices, teaching performance, and
demographic profile of teachers.
According to Naoe D. (2019), her study identified the multiple
intelligences of the Grade V pupils of David Elementary School through
instructional process which integrates the Multiple Intelligences Theory that
helped the learners recognize the importance of discovering and awakening their
latent intelligences.
The researcher took the opportunity to collect some materials that she
needed like questionnaires, checklist and other important information which she
got from the different speakers. These pieces of information contributed a lot in
the designed MI module that steer the learners’ intelligences.

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Prepared module was content-validated by selected SPED teachers/
administrator in Baguio City. Gathered information from the respondents,
namely: fifteen (15) parents, four (4) teachers and fifteen (15) pupils were
processed and analyzed using frequency counts, percentages, weighted mean,
and t-test.
The pupils who attended the MI class were found to possess all the eight
intelligences in varied degrees. Bodily-kinesthetic intelligence, as perceived by
the pupils, appeared to be their strongest intelligence. It was also found out that
among the three important subjects that the researcher tested namely Science,
English, and Math, the pupil respondents appeared to be naturalists. Both the
parent and teacher groups had almost the same perception with regard to the
children’s pupils’ intelligences.
However, it was in the intrapersonal intelligence that the two adult
groups differed significantly in their perception. Except for this area of
intelligence, the null hypothesis that there is no significant difference between
the parents’ and the teachers’ perception on the different multiple intelligences
of the pupils is accepted. The activities that integrate the MI theory were most
preferred by the pupils, which gave them relatively high scores in the posttest.
This result led to the rejection of the null hypothesis stating a no
significant difference in the pupils’ pretest and posttest scores before and after
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the administration of the Multiple Intelligences activities. Indeed, integrating and
applying the Multiple Intelligence theory in the classroom can make learning fun,
interesting, and more meaningful in the lives of the children.
According to Fernando G. and Cabrera J (2018), Their study determined
whether the extent of students’ multiple intelligences were predictors of their
academic performance as reflected in their test scores in Cost Accounting and
Financial Management. The multiple intelligences include Logical Intelligence,
Linguistics Intelligence, Musical Intelligence, Bodily Intelligence, Interpersonal
Intelligence, Intrapersonal Intelligence and Naturalistic Intelligence.
Using descriptive-correlation methods of 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 averaged 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.
The researchers also found significant relationship between logical,
linguistics and visual intelligences and the academic performance of the
respondents. The respondents’ extent of logical and linguistics intelligences
significantly predicts their academic performance in accounting.

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There is a need to enhance the course syllabi to include teaching
methodologies that utilize multiple intelligences. Further studies can be
conducted on the effect of multiple intelligences on the academic performance of
students in other accounting courses and on the predictive value of multiple
intelligences in passing the Certified Public Accountants Licensure Examinations
in the Philippines.
According to Aringay M. and Prado N. (2019), This work is intended to
determine the multiple intelligences of public secondary school teachers in the
District of Don Carlos, Bukidnon and their performance. Specifically, the study
sought to accomplish the following objectives: (1) identify the kind of intelligence
these teachers possess; (2) identify the level of job performance of public
secondary school teachers in the District of Don Carlos; (3) find out the level of
multiple intelligences categorized as: bodily-kinesthetic, interpersonal,
intrapersonal, linguistic, logical-mathematical, musical, naturalistic and spatial;
(4) determine the level of performance according to their multiple intelligences
when grouped according to: age, income, educational attainment, gender, civil
status, number of children and cognitive designation; (5) determine the
significant relationship between the teachers' multiple intelligences and their

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performance and personal profile; and (6) determine which of these multiple
intelligences singly or in combination influence the performance of the public
secondary school teachers.
Ninety-four teachers from the District of Don Carlos served as
respondents of the study. Man, frequency counts, percentages, ANOVA,
correlation and regression analysis were the statistical tools used. Results of the
study revealed that 81 teachers or more than the majority (86.2%) has a very
Satisfactory performance from their Performance Appraisal System for Teachers
(PAST).
In terms of Multiple Intelligence, the respondents possessed the following
intelligence ranked from the highest to lowest; first is intrapersonal intelligence,
second is spatial, third is bodily-kinesthetic, fourth is interpersonal, fifth is
naturalistic, sixth is musical, seventh is linguistic and the eight in rank is logical-
mathematical. As to their mental ability test score, (70.2%) they are Average in
their cognitive designation.
Through ANOVA, when grouped according to multiple intelligences;
educational attainment, income and cognitive designation came out to have
significantly related with their performance. Of cognitive designation, further
analysis shows a significant relationship between spatial and intrapersonal
intelligence with their performance. When the performance was correlated with
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the teachers' multiple intelligence and their personal profile the results showed
that all multiple intelligence namely naturalistic, musical, logical-mathematical,
spatial, interpersonal, bodily-kinesthetic, linguistic and intrapersonal are not
significantly related with their job performance. Three out of seven variables of
personal profile were found to be significantly related with their performance.
These variables are educational attainment, income, and cognitive designation
from the mental ability test score. The regression analysis explained the
educational attainment, cognitive designation from mental ability test score and
naturalistic intelligence are the factors that significantly influence their
performance.
Relevance of Related Literature and Studies

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The aforementioned related literature and studies are compiled purposely
to show the significance of the foregoing studies and records of valuable inputs
and facts in-line with the on-going study.
These serve as a concrete compilation of necessary data about the
multiple intelligences conducted by various researchers as bases which would
support the claims and standpoints in the objectives herein. Likewise, these facts
and theories aid anyone to a thorough understanding of the study being
conducted. Thus, The concepts included herein are very significant and beneficial
to the part of the readers and future researchers to be knowledgeable about the
coping strategies to be employed during this challenging time.
The studies included in this chapter play a vital part in the conduct of this
study. These provide the readers a glimpse of an actual result of the previous
similar studies which have already been conducted and circulated for educational
purposes. These are the firsthand data coming from local and international
researchers and research enthusiasts doing similar research.
Results of these studies would serve as a guide for comparing data of the
on-going study. Further, these would be the bases for giving recommendations
about the multiple intelligences of the respondents and will more aware of their
level of intelligence on acquiring information.

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Summary
Each of us have different types of multiple intelligence. several studies
prove it, related studies suggest that the need for more instructional strategies
that will tap the musical and visual intelligences of student, because studies
found out that some students are not into this type of intelligence. Some results
also shows that students who have strong intrapersonal intelligence tend to
prefer to learn in linguistic ways. Studies indicated that in excellent classes the
percentage of students with two or three dominant intelligences was higher than
the percentage in ordinary classes. It is important to note that these are not just
the logical and verbal, but also all types of intelligences, such as spatial, musical,
kinetic and others. In conclusion, the dominant intelligences that highly influence
and measure achievement in the education system are not the logical-
mathematical and the linguistic-verbal, but the only logical-mathematical.
Moreover, the amount of intelligences at the dominant levels can predict
and indicate student's success at school.
Chapter 3
RESEARCH METHODOLOGY
34
This chapter presents the research design, the respondents, the data
gathering procedure, the validity and reliability testing of the instrument and the
statistical tools used in the study.
Research Design
The descriptive research design was used to determine the Multiple
Intelligences of students at Getulio National High School, school year 2022-2023.
Descriptive research design is a type of research design that could obtain
facts about existing conditions, can detect significant relationship between
current phenomena which are helpful in decision making and education planning
and in interval evaluation or assessment.
The data were gathered using a researcher-made questionnaire which
was validated by the experts on their field pertaining to some questions to
determine the Multiple Intelligences of students.
Locale of the Study
The study was conducted at Getulio National High School, Getulio
Buenavista, Guimaras, District of Buenavista 1.
Respondents of the Study

35
The respondents of the study are the randomly selected students at
Getulio National High School S.Y. 2022-2023
Table 1. Distribution of the Respondents
Categories frequency Percentage

(f) (%)
Grade Level
Junior High School
Grade 7 33 19.8%
Grade 8 24 14.46%
Grade 9 31 18.67%
Grade 10 25 15.06%
Senior High School
Grade 11 31 18.67%
Grade 12 22 13.25%
Total 166 100%
Table 1 shows the distribution of respondents at Getulio National High

School in different Grade Levels.
Data Gathering Instrument

36
This study was use researcher-made questionnaire. The questionnaire is
divided into two parts. The first part of the questionnaire asked for the personal
information of the respondents. The second part is main section which contains
the list of specific questions that are used to collect the specific data needed for
this study. There is a clear direction for answering the questionnaire. There are
80 questions that can be answered by placing a “1” next to each statement you
feel accurately describes you.
Validity of the Research Instrument
The researcher patterned the questionnaire from Walter Mckenzie
instrument that introduces by the panelist.
In order for the said instrument to be valid, faculty members who were
experts in their field were requested to validate whether each of the items was
appropriate, not appropriate or needs revision.
Reliability of the Research Instrument
The instrument was pre-tested among 50 students at Getulio National
High School for prior actions to be taken before distributing the research
questionnaire.
37
Data Gathering Procedure
The researcher will personally distribute or conduct the questionnaire, retrieve
the same, and tally the data from the gathered questionnaire. After
administering the test, the data will be checked, tallied, processed, analyzed and
interpreted using the SPSS at 0.10 level of significance.
The participants will be assured that all information will be treated with
utmost confidentiality to encourage them to cooperate and answer the questions
honestly.
Data Analysis Procedure
For the analysis of data, the researcher used frequency count,
percentage, mean, t-test and ANOVA.
Statistical Tools Used

Frequency count. This was used to find the number of responses to
each item in the questionnaire and also the number of respondents in each
variable that is being used in the study.
Percentage. This was used to determine role of index of such variables
like sex, grade level, and monthly family income.
Mean. This was used to determine the types of multiple intelligences of
students.
38
T-test. This was used to determine the significant difference in the
multiple intelligences of students in terms of sex.
ANOVA. The ANOVA was used to determine the significant difference in
the multiple intelligences of students in terms of sex, grade level, family monthly
income.
39
Chapter 4
RESULTS AND DISCUSSION
This chapter presents the data collected for the purpose of answering the
questions posed in the chapter. The data were analyzed and interpreted in
accordance with what was required by each statement of the problem.
Profile of the Respondents
Table 2 presents the results of the profile of the respondents. Out of the
166 respondents, 83 or 50% are male while the female are also 83 or 50%. And
when grouped according to grade level, more of the respondents are enrolled to
grade 7 at 33 or 20%, grade 8 at 24 or 14%, grade 9 at 31 or 19%, grade 10 at
25 or 15%, grade 11 at 31 or 19% and grade 12 at 22 or 14%. In terms of
monthly family income, 81 or 49% belong to the income of 5,000 (49 or 29%)
have an income of 5,001-10,000 (9 or 5%) have an income of 10,001-15,000 (13
or 8%) having an income of 15,001- 20,000 (14 or 8%) have a 20,001 and
above income.
40
Table 2. Profile of the Respondents
Categories frequency Percentage

(f) (%)
Entire Group
Sex
Male 83 50%
Female 83 50%
Total 166 100%
Grade Level
Grade 7 33 20%
Grade 8 24 14%
Grade 9 31 19%
Grade 10 25 15%
Grade 11 31 19%
Grade 12 22 14%
Total 166 100%
Monthly Family Income

41
5,000 81 49%
5,001-10,000 49 29%
10,001-15,000 9 5%
15,001-20,000 13 8%
20,001 and above 14 8%
Total 166 100%
Table 3 reveals that when the respondents were taken as a whole, the
multiple intelligences of students are: (Ʃx=0.62) and interpreted High is “Natural

42
Intelligence and Existential Intelligence and (Ʃx=0.51) with low responses and
interpreted as Fair is “Logical Intelligence”.
Table 3. Multiple Intelligences of Students When Taken as a Whole
Multiple Intelligences Ʃx Description
1. Natural Intelligence 0.62 High

2. Musical Intelligence 0.58 Fair
3. Logical Intelligence 0.51 Fair
4. Existential Intelligence 0.61 High
5. Interpersonal Intelligence 0.54 Fair
6. Kinesthetic Intelligence 0.57 Fair
7. Verbal Intelligence 0.57 Fair
8. Intrapersonal Intelligence 0.57 Fair
9. Visual Intelligence 0.58 Fair
When grouped as to sex, the prevalent multiple intelligence of male
respondents is “Existential Intelligence” (Ʃx=0.64) and interpreted as High while

43
“Natural, Musical and Logical Intelligences” (Ʃx=0.53) are interpreted as Fair.
Table 4 presents the data.
Table 4. Multiple Intelligences of Students When Grouped

as to Sex (Male)
1. Natural Intelligence 0.53 Fair

2. Musical Intelligence 0.53 Fair
4. Existential Intelligence 0.64 High
8. Intrapersonal Intelligence 0.57 Fair
Table 5 presents that when grouped as to sex, the Multiple Intelligences of
female respondents is (Ʃx=0.61) is interpreted as high are both “Intrapersonal

44
and Musical Intelligence”, And (Ʃx=0.50) and interpreted as fair is the
“Interpersonal Intelligence”.

as to Sex (Female)
1. Natural Intelligence 0.51 Fair

2. Musical Intelligence 0.61 High
4. Existential Intelligence 0.58 Fair
8. Intrapersonal Intelligence 0.61 High
The Multiple Intelligences of students when grouped according to monthly
family income are also identified. It was shown in the result that (Ʃx=0.65) and
interpreted as high are both “Visual and Natural Intelligence” having the income
45
of 5,000 pesos and (Ʃx=0.60) are interpreted as fair are both “Intrapersonal and
Logical Intelligences”. Table 6 presents the data.
Table 6. Multiple Intelligences of Students When Grouped as to Family

Monthly Income (5,000)
1. Natural 0.65 High

2. Musical 0.62 High
3. Logical 0.60 Fair
4. Existential 0.64 High
5. Interpersonal 0.60 Fair
6. Kinesthetic 0.62 High
7. Verbal 0.61 High
8. Intrapersonal 0.60 Fair
9. Visual 0.65 High
family income are also identified. It is shown in the result that among the 5,001-
10,000 income (Ʃx=0.57) and interpreted as fair is “Visual Intelligence” and

46
(Ʃx=0.47) and also interpreted fair is “Logical Intelligence”. Table 7 presents the
data.
Table 7. Multiple Intelligences of Students When Grouped as to

Family Monthly Income (5,001-10,000)
1.Natural 0.55 Fair

2.Musical 0.48 Fair
3.Logical 0.47 Fair
4.Existential 0.55 Fair
5.Interpersonal 0.50 Fair
6.Kinesthetic 0.55 Fair
7.Verbal 0.53 Fair
8.Intrapersonal 0.55 Fair
9.Visual 0.57 Fair
family income are also identified. It is shown in the result that among 10,001-
15,000 income of the respondents (Ʃx=0.50) responded to “Kinesthetic
Intelligence” and interpreted as fair while (Ʃx=0.33) responded to both “Natural

47
and Intrapersonal Intelligences” and interpreted as very low. Table 8 presents
the data.

1.Natural 0.33 Very Low

2.Musical 0.43 Fair
3.Logical 0.39 Very Low
7.Verbal 0.35 Very Low
8.Intrapersonal 0.33 Very Low
9.Visual 0.39 Very Low
family income are also identified. It is shown in the result that among the
15,001-20,000 income of the respondents (Ʃx=0.73) responded to “Existential

48
Intelligence” and interpreted as high while (Ʃx=0.44) responded to “Logical
Intelligence” and interpreted as fair. Table 9 presents the data.

1.Natural 0.59 Fair

2.Musical 0.50 Fair
3.Logical 0.44 Fair
4.Existential 0.73 High
5.Interpersonal 0.62 High
6.Kinesthetic 0.69 High
7.Verbal 0.65 High
8.Intrapersonal 0.63 High
9.Visual 0.60 Fair
The Multiple Intelligences of students when grouped according monthly
family income are also identified. It is shown in the result that among the 20,001
and above income of the respondents (Ʃx=0.59) esponded to “Existential

49
Intelligence” and interpreted as Fair while (Ʃx=0.40) responded to “Musical
Intelligence” and interpreted as very low. Table 10 presents the data.

Family Monthly Income (20,001 and above)
1.Natural 0.46 Fair

2.Musical 0.40 Very Low
3.Logical 0.41 Fair
7.Verbal 0.52 Fair
8.Intrapersonal 0.47 Fair
9.Visual 0.56 Fair
The Multiple Intelligences of students when grouped as to grade level are
also identified. Among the Grade 7 students (Ʃx=0.70) responded to both
“Musical and Visual Intelligence” and interpreted as High while (Ʃx=0.57)
of them responded to “Interpersonal Intelligence” and interpreted as Fair. Table
11 presents the data.

50

as to Grade Level (Grade 7)
Multiple Intelligence Ʃx Description

7. Verbal 0.65 High
8. Intrapersonal 0.66 High
9. Visual 0.70 High
also identified. Among the Grade 8 respondents (Ʃx=0.79) responded to “Natural
Intelligence” and interpreted as high while (Ʃx=0.71) responded to both “Visual
and Verbal Intelllgences" and interpreted as high but serves as the lowest in
terms of the mean. Table 12 presents the data.

51

3. Logical 0.76 High
5. Interpersonal 0.73 High
7. Verbal 0.71 High
9. Visual 0.71 High
also identified. Among the Grade 9 respondents (Ʃx=0.57) responded to
“Existential Intelligence” and interpreted as fair while (Ʃx=0.47) responded to
“Logical Intelligence” and interpreted also as fair but ranked the lowest in terms
of the mean. Table 13 presents the data.

52
1. Natural 0.55 Fair

2. Musical 0.49 Fair
4. Existential 0.57 Fair
6. Kinesthetic 0.54 Fair
7. Verbal 0.50 Fair
9. Visual 0.52 Fair
“Existential Intelligence” and interpreted as fair, while (Ʃx=0.23) responded to
“Logical Intelligence” and interpreted as low. Table 6.3 presents the data.


1. Natural 0.28 Very Low
53
2. Musical 0.36 Very Low

3. Logical 0.23 Very Low
5. Interpersonal 0.32 Very Low
6. Kinesthetic 0.38 Very Low
7. Verbal 0.42 Fair
8. Intrapersonal 0.35 Very Low
9. Visual 0.27 Very Low
“Natural Intelligence” and interpreted as fair while (Ʃx=0.45) responded to
“Logical Intelligence” and interpreted also as fair but serves as the lowest in
terms of mean. Table 15 presents the data.


54
1. Natural 0.56 Fair

2. Musical 0.46 Fair
6. Kinesthetic 0.48 Fair
7. Verbal 0.49 Fair
9. Visual 0.50 Fair
also identified. Among the Grade 12 respondents (Ʃx=0.76) responded to “Visual
Intelligence” and interpreted as high while (Ʃ=0.63) responded to “Intrapersonal
Intelligence” and interpreted as high but serves as the lowest in terms of the
mean. Table 16 presents the data.


55
3. Logical 0.65 High

5. Interpersonal 0.64 High
7. Verbal 0.72 High
9. Visual 0.76 High
There is significant difference in the Multiple Intelligences of students
when classified according to sex, since the computed t-value of 233.71 is greater
than the tabular value of 1.646 with df=165 at 0.05 level of significance.
Therefore, the null hypothesis is rejected. Table 17 presents the data.
Table 17. Difference in the Multiple Intelligences of Students

When Grouped as to Sex
Sex X sd t-test tabl. Interpretation

value
Male 0.57 0.129
233.71 1.646 Significant

56
Female 0.55 0.00
t-test˃ table-value df= 165 at 0.05 level of significance
*Significant*
There is also significant difference in the Multiple Intelligences of Students
when classified according to Grade level, since the F comp 65908.13 is greater
than F tab 3.23 with df= 160 at 0.05 level of significance. Therefore, the null
hypothesis is rejected. Table 18 presents the data.

When Grouped as to Grade level
Source of Sum of Df Mean Comp Tab Interpretation

Variance Squares squares
Between 0.02 6 0.0008

Groups
Within
57
Groups 0.07 160 0.0013447205
F comp˃ F tab df= 5 and 160 at 0.05 level of significance
*Significant*
There is also significant difference in the Multiple Intelligence of students
when classified according Monthly Family Income, since the F comp 21798.52 is
greater than F tab 3.23 with df= 161 at 0.05 level of significance. Therefore, the
null hypothesis is rejected. Table 19 presents the data.

When Grouped as to Monthly Family Income
Source of Sum of Df Mean Comp Tab Interpretation

Variance Squares squares
Between 1.19 5 0.6044

Groups
Within
58
Groups 0.21 161 0.0010369697
F comp˃ F tab df= 5 and 161 at 0.05 level of significance
*Significant*
Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings, the conclusion and the
recommendation made for the study.
Summary
This study was conducted at Getulio National High School, Getulio,
Buenvista, Guimaras with a total of one hundred sixty six (166) respondents of
Senior High School and Junior High School the descriptive method was the
59
researcher used in this study. The Walter L. McKenzie questionnaire was used in
order to reveal the relationship of the variables. The special was conducted to
determine the Multiple Intelligences of Students at Getulio National High School
for School Year 2022-2023. It aimed to answer the following question:
1. What is the profile of the respondents when categorized according to sex,
grade level, and monthly family income and when taken as a whole?
2.What is the multiple intelligence of students when categorized according to
sex,
grade level, and monthly family income?
3. What is the multiple intelligence of students when taken as a whole?
4. Are there significant difference in the multiple intelligences of students when
categorized according to sex, grade level, and monthly family income?
5. Are there significant difference in the multiple intelligences of students when
taken as a whole?
Through this stated problem the researchers came up with the following:
60
There are no significant differences in multiple intelligences of the
respondents when categorized according to sex, grade level, and monthly family
income. There are no significant differences in multiple intelligences of the
respondents when taken as a whole.
Summary of the Findings
Based on the findings of the study, it was revealed that when taken as a
whole, (x=0.62), “Natural Intelligence” (x=0.58),” Musical Intelligence”
(x=0.51),” Logical Intelligence” (x=0.61), “Existential Intelligence” (x=0.54),
“Interpersonal Intelligence” (x=0.57), “Kinesthetic Intelligence” (x0.57), “Verbal
Intelligence” (x=0.57), “Intrapersonal Intelligence”, (x=0.58),” Visual
intelligence”.
It was also revealed that when grouped as to sex, in which among the
male respondents (x=0.64) of them are good in “Existential Intelligence”;
(x=0.59) of them are good in “Visual Intelligence”; (x=0.58) of them are good in
“Verbal Intelligence”. On the other hand, among the female respondents
(x=0.61) of them are responded to both “Intrapersonal Intelligence” and
“Musical Intelligence”; (x=0.58) of them responded to both “Kinesthetic
Intelligence” and “Existential Intelligence”; (x=0.54) of them responded to
“Verbal Intelligence”.
61
It was also revealed that when grouped as to grade level, among the
Grade 7 (x=0.70) of them responded to both “Visual intelligence” and “Musical
Intelligence”; (x=0.66) of them responded to both “Intrapersonal Intelligence”
and “Natural Intelligence”; (x=0.65) of them responded to “Kinesthetic
Intelligence” and “Verbal Intelligence”. And among Grade 8 respondents
(x=0.79) of them responded to “Natural Intelligence”; (x=0.76) of them
responded to both “Logical Intelligence” and “Existential Intelligence”; (x=0.75)
of them responded to “Musical Intelligence”. In addition, among the Grade 9
Respondents (x=0.57) of them responded to “Existential Intelligence”; (x=0.55)
of them responded to “Natural Intelligence”; (x=0.54) of them responded to
both “Interpersonal Intelligence” and “Kinesthetic Intelligence”. And among the
Grade 10 (x=0.50) of them responded to “Existential Intelligence”; (x=0.38) of
them responded to “Kinesthetic Intelligence”; (x=0.36) of them responded to
“Musical Intelligence”. And among the Grade 11 respondents (x=0.56) of them
responded to “Natural Intelligence”; (x=0.54) of them responded to “Existential
Intelligence” ; (x=0.51) of them responded to “Interpersonal Intelligence”. And
among Grade 12 respondents (x=0.76) of them responded to “Visual
Intelligence”; (x=0.72) of them responded to “Natural, Existential, Kinesthetic,
and Verbal Intelligence”; (x=0.65) of them responded to both “Musical and
Logical Intelligence”.
62
The study also showed that when grouped as to monthly family income
identified that (x=0.65) among 5,000 family monthly income responded to both
“Visual and Natural Intelligence”; (x=0.64) of them responded to “Existential
Intelligence”; (x=0.62) of them responded to both “Kinesthetic and Musical
Intelligence”.
And among the 5,000- 10,000 family monthly income respondents
(x=0.57) of them responded to “Visual Intelligence”; (x=0.55) of them
responded to “Intrapersonal, Kinesthetic, Existential, and natural intelligence”;
(x=0.53) of them responded to “Visual Intelligence”. Among the 10,000- 15,000
family monthly income (x=0.50) of them responded to “Kinesthetic Intelligence”;
(x=0.44) of them responded to both “Existential and Interpersonal Intelligence”;
(x=0.43) of them responded to “Musical Intelligence”.
Among 15,000- 10,000 family monthly income (x=0.73) of them responded to
“Existential Intelligence”; (x=0.69) of them responded to “Kinesthetic
Intelligence”; (x=0.65) of them responded to “Verbal Intelligence”. And finally
Conclusion
Based on the findings of the study, it was concluded that as a whole the
students are good in Natural, Musical, Existential, Interpersonal, Kinesthetic,
Verbal, Intrapersonal, and Visual Intelligence. It was also concluded that
students are good at all aspects except only for Logical Intelligence Which is
63
considered to be the hardest aspect of human intelligence. It clearly shows that
students are not that good in logical Intelligence.
Finally, it was concluded that there was significant difference on the
Intelligences of students when grouped as to sex. Moreover, there was
significant differences on the Multiple Intelligences of students when grouped as
to Grade level and Monthly Family income.
Recommendation
In the light of the findings, the following recommendations are made:
 Teachers need to enhance the course syllabi to include teaching
methodologies that utilize multiple intelligences.
 Students must not only focus on the verbal and visual intelligence but in
mathematical- logical intelligence also.
 Further research is needed to quantify the relationship between MI
instructional approaches and academic achievement indicators in
secondary classrooms.
64
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1

Background of the Study

This study was conducted to determine the Multiple intelligences of

students at Getulio National High School for school year 2022-2023.

Specifically, this study sought answer to the following questions:

1. What is the profile of the respondents when categorized according to sex,

2.What is the Multiple Intelligence of students when categorized according to

grade level, and monthly family income?

3. What is the Multiple Intelligence of students when taken as a whole?

4. Is there a significant difference in the Multiple Intelligences of students when

categorized according to sex, grade level, and monthly family income?

5. Is there a significant difference in the Multiple Intelligences of students when

1.There are no significant differences in multiple intelligences of the respondents

2. There are no significant differences in multiple intelligences of the respondents

when taken as a whole.

This research undertaking is primarily anchored to Howard Gardner’s

every individual possesses intelligence different from those of others. According

to this theory, there are nine (9) intelligences presented.

The Logical – Mathematical Intelligence in which labeled as number smart,

Intelligence as picture smart, Musical Intelligence as music smart, the Bodily-

kinesthetic Intelligence or the body smart, the Interpersonal Intelligence known

as people smart, the Intrapersonal Intelligence as the self-smart, the Naturalist

Intelligence known as the nature smart, and the Existentialist Intelligence as

another. Moreover, these intelligences that a person might have, one is

considered his or her strength/dominant intelligence type which sometimes does

not match how he or she taught in school.

School psychologists are encouraged to become familiar with MI

instructional methods to facilitate teachers’ MI instruction planning. This can be

accomplished through both consultee-centered teacher consultation and/or

systematic consultation with the aim of helping to create classroom curriculum

and systems – level interventions.

The favorability of using MI instruction becomes even more obvious when

student data from MI methodology are linked to the assessment of students’

This study focused on the Multiple Intelligences of students.

The dependent variables were the multiple intelligences of students. The

level and monthly family income,

Sex is a variable included because it is necessary for us to find out the

which coping mechanisms are prevalent to be practiced by both sexes.

Monthly family income is a variable included in this study because our

the level of tolerance about the different multiple intelligences of students.

Likewise, a weakness and strength of students in terms of intelligence.

It is study conceptualized that the difference in the level of challenges and

according to sex, monthly income and grade level.

This study also conceptualized that a positive significant relationship exists

in the multiple intelligences of students.

Independent variable Dependent variable

Profile of the Respondents

Figure 1. The Schematic Diagram of the Study

The following terms were define conceptually and operationally to give

clarity and better understanding of the terms used in the study.

Multiple intelligences. Refers to a theory describing the different ways

students learn and acquire information.(https://tophat.com)

In this study, multiple intelligences is the different skills and abilities of

Students. A person who attends a school, college or university: a person

who studies something. (https://www.merriam-webster.com/dictionary/student)

2022-2023 of Getulio national High School.

Education. The process of facilitating learning, or the acquisition of knowledge,

skill, values, beliefs and habits. Methods include storytelling, discussion,

teaching, training and directed research. (https://en.m.wikipedia.org/wik

In this study, education is somewhat the way of teachers to train students

Significance of the Study

This study would be beneficial to the following:

Deped Official. They would know the multiple intellingces of students. In