(CREATIVE TITLE)

1 Group M
10 March 2024

MEMBERS IN ALPHABETICAL ORDER:

Capugan, Johann Reuel G. (2023-30901)
Datuin, Name #2 (Student number)
Delector, Jerome C. (2023-31502)
Grafil, Franz Bryner Y. (2023-31526)
Nunez, Mer Kim Ian K. #5 (2023-31564)
 I. INTRODUCTION

This paper examines how students and educators differ in their conception of learning

and intelligence, towards gaining an understanding of their expectations and motivations in

education. Looking into a dataset comprising 218 student responses and 71 educator responses,

the study applies both qualitative and correlation analyses across multiple variables, such as

opinions on the types and natures of intelligence, and self-assessments on one’s grades and

intelligence.

II. DATA INTERPRETATION AND ANALYSIS

Composition of respondents
Students (218 respondents): High school students, ages 15 to 19 (60%); college students, ages 20 to 23
(40%)
Educators (71 respondents):
Younger teachers, ages 22 to 27 (49%); older teachers, ages 28 and up
(51%)
On the impact of fixed mindset on 1. Students who claim that IQ is permanent are more likely to assess their
assessing one’s own grades and intelligence as above average (76%) than those who do not (65%).
intelligence: 2. Students who claim that intelligent persons have less need to study to learn
are less likely to assess their school grades as above average (63%) than
those who do (81%).
On the impact of growth mindset on the Students who claim that intelligent persons are able to learn more than less
perception of landing better jobs: intelligent ones are more likely to believe that intelligent persons get
better jobs (44%) than those who do not (29%).
On the perception of attending Students who claim that intelligent persons attend prestigious schools are
prestigious schools in relation to getting more likely to believe that they get better jobs (67%) than those who do
better jobs: not (31%).
On the perception of honor students in1. Educators who claim that intelligent persons are honor students are more
relation to their proficiency in math and likely to believe that intelligence relates to proficiency in math (50%) than
languages: those who do not (38%).
2. Educators who claim that intelligent persons are honor students are less
likely to believe that intelligence relates to proficiency in languages
(38%) than those who do (53%).
On the difference between students and 1. Most students claim that excellent memory (22%), good teachers (20%),
educators on the necessities of learning: and experience (19%) contribute the most to learning.
2. In like manner, most educators claim that good teachers (23%),
experience (21%), and excellent memory (15%) contribute the most to
learning.
Figure 1. Table of Summative Information based on a Survey among Students and Educators
 The survey data indicates a consensus among students subscribing to the entity theory,

which posits that intelligence is a fixed attribute, tend to self-assess their intelligence as above

average, yet paradoxically, they do not assess their academic grades as above average.

The data also suggests a correlation between increased study time and the belief among

learners of an increased likelihood of securing superior employment opportunities. This aligns

with Carol Dweck’s growth mindset theory, which postulates that individuals have the capacity

for improvement through effort and continuous learning. This mindset, in conjunction with

lifelong learning, is perceived as a critical strategy for adapting to advancements and securing

superior employment.

Interestingly, the survey reveals a prevalent belief among learners that attending

prestigious schools leads to superior employment opportunities and that IQ is a fixed attribute.

This perspective aligns with Dweck’s Entity theory (Dweck, 1999), suggesting that these

students are primarily focused on demonstrating their abilities, perceive skills as stable, and

attribute poor performance to a lack of ability (Henderson and Dweck, 1990), leading to a sense

of academic helplessness.

The survey also uncovers a bias among educators towards mathematical skills over

language fluency when defining intelligence. This finding aligns with Gardner’s theory of

multiple intelligences and suggests a potential undervaluation of linguistic skills, as evidenced by

the Philippines’ low reading comprehension ranking (Conoza, 2022).

Finally, the survey highlights a consensus among both learners and educators that a

competent teacher, excellent memory skills, and experience are vital for successful learning.

They concur that a competent teacher empowers students to succeed rather than merely

providing answers. Memory is perceived as a foundational skill for higher-order thinking, and
experiences, both inside and outside the classroom, make learning more meaningful and

enduring (Schunk 2012, p4).

Intelligence, as perceived by learners and educators, extends beyond academics to other

capacities, aligning with Howard Garner’s Multiple Intelligence (MI). They associate

intelligence with professions like engineers, doctors, and teachers, and believe an intelligent

person excels in various skills, provides quick solutions, and communicates effectively. While

acknowledging that IQ is inherited, they believe intelligence can be enhanced through teaching

methodologies. Effective learning is seen when learners can perform tasks, solve problems, and

explain their learning. A good teacher, excellent memory skills, and experience are deemed

crucial for successful learning. These perceptions suggest that understanding intelligence and

learning can enhance students’ learning achievement.