DISTINGUISHED THE MULTIPLE INTELLIGENCES OF

HUMANITIES AND SOCIAL SCIENCES STUDENTS IN

JAVIER E. GARDE ESSENTIAL COLLEGES INC.

Researchers;

AGUSTIN PRINCESS JOYCE,

CALLANGA JAMIE RUTH,

DE GUZMAN JET LEOMAR,

DOMINGO KHAREEN PEARL,

GANZAN REYMART,

SEVILLA JOHN REIGN,

STA MARIA JERSHEY

June, 2023
 CHAPTER 1

INTRODUCTION AND ITS BACKGROUND

Multiple intelligences are a theory first posited by Harvard developmental

psychologist Howard Gardner in 1983. This theory suggests human intelligence
can be differentiated into the following modalities: visual-spatial,
verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal,
intrapersonal, naturalistic and bodily-kinesthetic. In contrast to other
notions of learning capabilities (for example, the concept of a single IQ),
the idea behind the theory of multiple intelligences is that people learn
in a variety of different ways. “I believe that the brain has evolved over
millions of years to be responsive to different kinds of content in the
world,” says Gardner.r

Multiple intelligences refer to a 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. The theory posits that an understanding of which type(s) of
intelligence a student may possess can help teachers adjust learning styles,
and suggest certain career paths for learners. The theory has come under
criticism from both psychologists and educators, where many believe that
the various ‘intelligences’ represent innate talents and abilities.
Cognitive psychologists have further stated that there is no empirical
evidence to support the validity of this theory.

Howard Gardner of Harvard University originally identified seven distinct

intelligences. According to Gardner, this theory, which emerged from
cognitive research, “documents the extent to which students possess
different kinds of minds and therefore learn, remember, perform, and
understand in different ways.” In greater detail, the theory proposes that
“we are all able to know the world through language, logical-mathematical
analysis, spatial representation, musical thinking, the use of the body to
solve problems or to make things, an understanding of other individuals and
an understanding of ourselves. Where individuals differ is in the strength
of these intelligences and the ways in which such intelligences are invoked
and combined to carry out different tasks, solve diverse problems and
progress in various domains.” Hani Morgan (2014) supports Gardner’s theory.

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Morgan’s research indicated that differentiated instruction benefits all
students, but must be presented by well-prepared, experienced and
knowledgeable teachers.

This diversity, according to Gardner, should impact the way people are
educated. He stated that these differences “challenge an educational system
that assumes that everyone can learn the same materials in the same way and
that a uniform, universal measure suffices to test student learning.” Joan
Hanifin, an Irish researcher, determined in a 2014 publication that the
outdated system of education in Ireland was adversely affecting students
in the long-term. By not embracing multiple methods of teaching based on
different intelligences, students often left school feeling “under-valued.”
Gardner goes on to say that, “Indeed, as currently constituted, our
educational system is heavily biased toward linguistic modes of instruction
and assessment and, to a somewhat lesser degree, toward logical-quantitative
modes as well.”

Gardner argues that “a contrasting set of assumptions is more likely to be

educationally effective. Students learn in ways that are identifiably
distinctive. The broad spectrum of students—and perhaps the society as a
whole—would be better served if disciplines could be presented in a number
of ways and learning could be assessed through a variety of means.” In 2010,
Bas and Beyhan presented findings based on their study of using Multiple
Intelligences theory in learning English. They determined that MI-based
learning is more effective in terms of student achievement levels and their
attitudes toward learning. Their research supports Gardner’s assertion that
MI-based learning will serve students well.

While Gardner’s MI have been conflated with “learning styles,” Gardner

himself denies that they are one in the same. The problem Gardner has
expressed with the idea of “learning styles” is that the concept is ill
defined and there “is not persuasive evidence that the learning style
analysis produces more effective outcomes than a ‘one size fits all
approach’” (as cited in Strauss, 2013). As former Assistant Director of
Vanderbilt University’s Center for Teaching Nancy Chick (n.d.) pointed out,
“Despite the popularity of learning styles and inventories such as the VARK,
it’s important to know that there is no evidence to support the idea that
matching activities to one’s learning style improves learning.” One tip
Gardner offers educators is to “pluralize your teaching,” in other words

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to teach in multiple ways to help students learn, to “convey what it means
to understand something well,” and to demonstrate your own understanding.
He also recommends we “drop the term ‘styles.’ It will confuse others and
it won’t help either you or your students” (as cited in Strauss, 2013).

Gardner (2013) asserts that regardless of which subject you teach—“the arts,
the sciences, history, or math”—you should present learning materials in
multiple ways. Gardner goes on to point out that anything you are deeply
familiar with “you can describe and convey … in several ways. We teachers
discover that sometimes our own mastery of a topic is tenuous, when a
student asks us to convey the knowledge in another way and we are stumped.”
Thus, conveying information in multiple ways not only helps students learn
the material, it also helps educators increase and reinforce our mastery
of the content.

Gardner’s multiple intelligences theory can be used for curriculum

development, planning instruction, selection of course activities, and
related assessment strategies. Gardner points out that everyone has
strengths and weaknesses in various intelligences, which is why educators
should decide how best to present course material given the subject-matter
and individual class of students. Indeed, instruction designed to help
students learn material in multiple ways can trigger their confidence to
develop areas in which they are not as strong. In the end, students’
learning is enhanced when instruction includes a range of meaningful and
appropriate methods, activities, and assessments.

Human intelligence is often defined narrowly as IQ (intelligences Quotient).

Even, IQ is considered as a critical indicator of one’s success, whereas
the intelligence measured in IQ tests only includes language intelligence
and mathematical logic. Intelligence is actually more than just language
and logic intelligences. Gardner (1993) defines intelligence as the human
ability to create problems and solve them. Hence, the kind of human
intelligence will appear when a person faces a problem and solves it.
Gardner (1993) and Armstrong (2004) stated that every human being has eight
types of intelligences at different capacity. Identifying students’
dominant types of intelligences before they start studying is important to
assist teachers design appropriate strategies (Griggs, Barney, Brown-
Sederberg, Collins, Keith & Iannacci, 2009: page 55).

3
Since Gardner’s publication of the Multiple Intelligences (MI) theory,
several studies have investigated the implications of the theory to be
applied in teaching and learning activities in various subjects, including
language, psychology and science. Some studies conducted by Pociask and
Settles (2007), Owolabi and Okebukola (2009), Chuang, Tsu and Tsao (2010),
Abdi, Laei and Ahmadyan (2013), and Nurulwahida, Yaacob and Shaik-Abdullah
(2014), suggest that multiple intelligence theory need to be applied in
classrooms through various ways such as implementing brain-based learning
strategy, study group method, video games, and modules. Furthermore, Yurt
and Polat (2015), Madkour and Mohammed (2016) and Sánchez-Martín, Álvarez-
Gragera, Dávila-Acedo and Mellado (2017) found that adjusting learning
strategies with students’ intelligence has improved learning motivation and
emotional intelligence to positively impact student achievement. However,
these previous studies tent to be more focus on the impact of learning
strategies on learning achievements (Pociask & Settles, 2007; Owolabi &
Okebukola, 2009; Othman, 2013; Abdi et al., 2013; Widiana & Jampel, 2016).
Only few studies have applied the theory of MI to enhance students’ MI and
Science Process Skills (SPS). Chuang et al. (2010) examines the efforts of
increasing MI through video game applications and found that the use of
video game puzzles can strengthen multiple intelligences of students.

DEFINITION OF TERMS

To facilitate the understanding of this study, different terms were defined

herein.

Intelligences Description

1. Linguistic The ability to use words well, both when writing

and speaking. These individuals were typically
very good at writing stories, memorizing
information, and reading.

2.Logical-mathematical People who are strong in logical-mathematical

intelligence were good at reasoning, recognizing
patterns, and logically analyzing problems.
These individuals tend to think conceptually
about numbers, relationships, and patterns.

4
3. Spatial People who were strong in visual-spatial
intelligence are good at visualizing things.
These individuals were often good with
directions as well as maps, charts, videos, and
pictures.

4. Musical People who have strong musical intelligence were

good at thinking in patterns, rhythms, and
sounds. They have a strong appreciation for
music and were often good at musical composition
and performance.
5. Bodily-kinesthetic Those who have high bodily-kinesthetic
intelligence were said to be good at body
movement, performing actions, and physical
control. People who were strong in this area tend
to have excellent hand-eye coordination and
dexterity.
6. Interpersonal Those who have strong interpersonal intelligence
were good at understanding and interacting with
other people. These individuals were skilled at
assessing the emotions, motivations, desires,
and intentions of those around them.
7. Intrapersonal Individuals who were strong in intrapersonal
intelligence are good at being aware of their
own emotional states, feelings, and motivations.
They tend to enjoy self-reflection and analysis,
including daydreaming, exploring relationships
with others, and assessing their personal
strengths.
8. Naturalistic Individuals who were high in this type of
intelligence are more in tune with nature and
were often interested in nurturing, exploring
the environment, and learning about other
species. These individuals were said to be
highly aware of even subtle changes to their
environments.

5
9. Existential The ability to delve into deeper questions about
life and existence. People with this type of
intelligence contemplate the "big" questions
about topics such as the meaning of life and how
actions can serve larger goals.

SIGNIFICANCE OF THE STUDY

The researcher expects that this study was useful and can give contribution
to some parties as follow:

1. To students, giving our students the chance to explore and grow their
diverse intelligence can help them in a variety of ways, from discovering
and developing new talents to becoming more engaged and active learners,
improving their ability to identify and, perhaps more importantly, value
their unique strengths, to assisting them in becoming self-assured,
prosperous, and accomplished adults in their chosen fields.

2. To researchers, Multiple intelligence promotes the idea that every

individual is capable of learning through the range of different
intelligences. Intelligence enables researchers to experience and think.
If we have a better understanding of intelligence, we'll understand many
things better.

3. To teachers, the application of multiple intelligences as a teaching

approach can greatly improve students' learning accomplishment, encourage
their desire to study, improve their reading comprehension, and even improve
their capacity for cooperative learning with peers.

4. To school, Learning is impossible without intelligence. In other words,

intelligence is the basis of learning. The effectiveness of learning is
conditioned by the degree of intelligence. It is an accepted fact that
students with high intelligence are easier to teach or to direct and guide
than students with low intelligence.

5. To future researchers, being aware of and knowledgeable about the

procedures used in the research field can be beneficial. They will become
better analyzers as a result, and this could be useful as a future reference
for further research in the future.

6
6. To school administrations, monitoring data effectively reveals the
school's current strengths and deficiencies. Allowing them to comprehend
what information and abilities they should concentrate on embedding and at
what level of a student's education.

SCOPE AND DELIMITATION

This study focuses on identifying the multiple intelligence of humanities

and social sciences students. The following intelligence; are linguistic,
logical, mathematical, spatial, musical, kinesthetic body, interpersonal,
intrapersonal, naturalistic, and existential. The given respondents for
this study were 19 humanities and social sciences students in Javier E.
Garde Essential College Inc.

HYPOTHESIS

This study hypothesizes that there was statistically significant

relationship between the profile of respondents in Javier E. Garde Essential
College Inc.

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 OBJECTIVES OF THE STUDY

This study was conducted to Distinguished the Multiple Intelligences of

Humanities and Social Sciences Students in Javier E. Garde Essential
Colleges Inc. especially, the study seeks to answer the following:

1. To describe the profile of respondents according to:

1.1 Age;

1.2 Sex; and

1.3 Prepared multiple intelligence:

2. To distinguished the multiple intelligences of humanities and social

sciences students in Javier E. Garde Essential Colleges Inc. according to:

2.1 Linguistic Intelligence;

2.2 Logical-mathematical Intelligence;

2.3 Spatial Intelligence;

2.4 Musical Intelligence;

2.5 Bodily-kinesthetic Intelligence;

2.6 Interpersonal Intelligence;

2.7 Intrapersonal Intelligence;

2.8 Naturalistic Intelligence; and

2.9 Existential Intelligence.

3. To determine the significant relationship between the profile of

respondents and to distinguished the multiple intelligences of humanities
and social sciences students in Javier E. Garde Essential Colleges Inc.

4. To determine the findings of the study.

8
 CONCEPTUAL FRAMEWORK

This study illustrates the conceptual framework's input, process, and output
which were described below.

INPUT PROCESS OUTPUT

Profile of 1. Data collection of Distinguished

respondents the multiple
student’s profiles.
intelligence of
according to:
2. Administering humanities and
1.1 Age: social sciences
questionnaires.
in Javier E.
1.2 Sex: 3. Organization of Garde Essential
student’s responses. College Inc.
1.3 Prepared
Multiple 4. Statistical
Intelligence: analysis of data.

The table shows that this study conceptualizes based on the input, process
and output of the study. This study distinguished the multiple intelligences
of humanities and social sciences in Javier E. Garde Essential College Inc.

(Razak, 2014)

9
 CHAPTER 2

REVIEW RELATED LITERATURE

INTRODUCTION

In today’s world, rapid and wide developments in science, technology,

communication and emergence of new views about social, political, economic,
and cultural issues bring about fundamental changes in educational systems
and teaching methods (Otaghsara, 2014).

Intelligence is of paramount importance in a person's life, and has been

discovered in various forms. Traditional teaching methods have been used
to classify learners as homogeneous groups, making it difficult for teachers
to reach the diversity of individual learning styles and needs. Learning
styles is connected to individual characteristics and preferences, which
reflect how a person perceives and interacts with the environment (Sulaiman
et al., 2011). According to Gardner, there are biological and cultural
bases for multiple intelligences. Accepting Gardner's Theory of Multiple
Intelligences has several implications for teachers in terms of classroom
instruction. The theory states that all seven intelligences are needed to
productively function in society. Since all children do not learn in the
same way, they cannot be assessed in the same way. Therefore, it is important
that an educator creates an “intelligence profiles” for each student.
Knowing how each student learns will allow the teacher to properly assess
the child's progress (Lazear, 1992). Gardner (1994) suggests that multiple
intelligences can help parents and teachers understand
educationholistically and consider different teaching approaches. He
defines intelligence as a bio-psychological ability of processing
information and creating products that are valued in a cultural setting.
This provides a powerful lens to analyze multiple intelligences in the
context of secondary student performance. Gardner developed a theory of
multiple intelligences, which asserts that each individual has multiple
intelligences. These intelligences are logical-mathematical, verbal-
linguistic, visual-spatial, intrapersonal, bodily-kinesthetic,
interpersonal, naturalistic and music. Individual differences reflect these
intelligences, which are personal strengths through which a person
understands the world. What the Multiple intelligences theory offers is not
only significant from a theoretical perspective, but also has important

10
practical implications for teaching practice. Teachers should consider
various multiple intelligences of the students during their teaching; and
should persuade the students to use their different intelligences in their
learning (Gen,2000), as Larsen-Freeman (2000) suggested improving quality
of teaching and learning, both teacher and learner should take into account
different multiple intelligences. Regarding their career, learners’
multidimensionality should be celebrated and all intellectual abilities may
be enhanced (Cohen, 2003). Gardner (2006) argued that due to the multiple
intelligence’s individuals are truly human being. Each has a unique profile
of intelligences of varying strengths. Although no one intelligence was
considered to be superior to other types, according to Gardner (2003) all
intelligence are required for an individual, in order to participate, act
purposefully and creatively in the society. In order to be successful in
educating all students, teachers should be aware of the students’ individual
differences; individual learning styles and multiple intelligence profiles.
In schools logical and linguistic intelligences are emphasized in teaching.
Students who are more developed in other intelligence dimensions are often
ignored. Identifying and knowing students’ intelligence profile is
important and has implications for instruction (Shalk, 2002). For example,
if a student has limited success with verbal and mathematical intelligences,
more success may be achieved by using some of the other intelligences
(Oddleifson, 1994). A Multiple intelligences approach offers suggestions
for providing a more reasonable and practical approach to schooling (Eisner,
1994). Furthermore, since intelligence strengths and weaknesses are not
static, they may be improved with different educational experiences. For
this reason, multiple intelligences theory approach supports continuous
assessment of intelligences starting at an early age (Shalk, 2002). Some
researchers have found in their studies, intelligence as a cause of academic
performance (Habibollah et al., 2008). A close connection by some of the
psychologists between intelligence and academic achievement was discovered.
Some say that there is cause and effect relationship between the two
variables. According to Laidra et al. (2007) academic achievement of the
students is reliant on their cognitive abilities through all grade levels.
Multiple intelligence theory is an important tool for teachers and learners
to programme for individualized instruction. Studies suggest that multiple
intelligence-based instruction increases students' achievement, with
positive outcomes such as increased confidence and intrinsic motivation.

11
(Gurbuz and Gurbuz, 2010; Natasa 2010; Netoa et al., 2008; Wu and Alrabah,
2009). It is important to recognize students' intelligences when designing
for the teaching and learning process to enhance their learning performance.

OBJECTIVES OF THE LITERATURE REVIEW

LINGUISTIC INTELLIGENCE

To understand the order and meaning of words and to apply meta-linguistic

skills to reflect on our use of language.

LOGICAL-MATHEMATICAL INTELLIGENCE

Analyze situations or problems logically, identify solutions, conduct

scientific research, and easily solve logical/mathematical operations.

SPATIAL INTELLIGENCE

Plays a crucial role in technical systems and software that aim to learn
position-based information and update its behavior accordingly.

MUSICAL INTELLIGENCE

To produced and appreciate rhythm, pitch, and timbre; appreciation of the

forms of musical expressiveness. systematicity; ability to handle long
chains of reasoning.

BODILY-KINESTHETIC INTELLIGENCE

The capacity to manipulate objects and use a variety of physical skills.

This intelligence also involves a sense of timing and the perfection of
skills through mind–body union. Athletes, dancers, surgeons, and
craftspeople exhibit well-developed bodily kinesthetic intelligence.

INTERPERSONAL INTELLIGENCE

To understand the competencies related to communicating with those from

other cultures. To send and interpret verbal and nonverbal messages
accurately and effectively.

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INTRAPERSONAL INTELLIGENCE

To help people differentiate their emotions to build mental models of

themselves while making decisions regarding their lives.

NATURALISTIC INTELLIGENCE

To identify, observe, categorize, understand, and manipulate natural

elements like plants, animals, and the environment. People with high
naturalistic intelligence are interested in nurturing, exploring, and
learning about the environment and other species.

EXISTENTIAL INTELLIGENCE

To use intuition, thought, and meta-cognition to ask (and answer) deep

questions about human existence.

LOCAL LITERATURE

The "Theory of Multiple Intelligences," as introduced by Howard

Gardner argued that the traditional educational model favored verbal and
mathematical intelligence, but that every person possessed several types
of intelligence, some stronger than others, and that teachers should expand
their teaching techniques and content to draw upon these multiple
intelligences (Douglas, 2004). Al-Wadi also suggested that students in
schools that adopted Multiple Intelligence (MI) theory increased their
achievement on standardized tests. Researchers also demonstrated that when
teachers understand MI theory and the type of relationship between MI and
students’ academic achievement, they look differently at how they provide
student instruction and develop their curriculum.

(Jomar R gonzales, 2018)

Every individual learns in different ways. Some individuals learn best by

doing; others prefer to learn by listening or reading, some individuals
work best in group situations, while others learn best when alone. Different
children learn differently, which is why teachers need classroom activities
for multiple intelligences. Students who learn traditionally may be left
behind by regular classwork. By engaging students in activities that match
each of the different types of intelligences, teachers will be able to help
all students succeed. Teachers can learn which type of intelligence a child

13
has by testing, and then design classroom activities for multiple
intelligences that play to each child's strength.

(marissa Quilang Palomares, 2021)

The result of this endeavor really proves that faculty have developed
their social relationship for so many years of teaching while students are
still working on to establish interrelationship with other individuals
because of their younger age compare to the faculty. The fact that men are
born with different intelligences especially that of the students, different
programs, activities and strategies maybe developed to suit their
intelligences as well as for the faculty.

(DR. Florencia V Bautista, 2015)

This study was to investigate the effect of multiple intelligence to the

study and thinking skills performance. To achieve this objective, the first-
year students in Mindanao University of Science and Technology for the
first semester of 2014-2015 were the respondents of the study. The study
employed descriptive quantitative research. Simple random sampling was used
to select the respondents of the study. In identifying the respondents’
multiple intelligence, the Multiple Intelligence Inventory adopted from
Walter McKenzie (2014) was used. It consisted of 10 questions for each
section of the identified nine intelligences (Naturalist, Musical, Logical,
Existential, Interpersonal, Kinesthetic, Verbal, Intrapersonal, and Visual).
The inventory was given at the start of the semester. On the other hand,
the study and thinking skills performance, the dependent variable in the
study, was based on the final grade students gained at the end of the
semester which was obtained from the students’ record in the register. The
data were examined and interpretational analyses were made. Statistics used
were frequencies, means, standard deviation, correlation analysis, and
linear regression.

(Josiphine C. Visande, 2015)

FOREIGN LITERATURE

The study indicated that there were high behavioral changes of multiple
intelligence capabilities of the children during all planned activities.
Furthermore, comparison of multiple intelligence capabilities of child

14
behavior before and after the activities, such as linguistic, logic,
mathematics, spatial, physical and body-movement, music and rhythm skills,
ability of human relationship, self-understanding, love of natural
environment and higher level of existence were applied.

Many educators had the experience of not being able to reach some students
until presenting the information in a completely different way or providing
new options for student expression. Perhaps it was a student who struggled
with writing until the teacher provided the option to create a graphic
story, which blossomed into a beautiful and complex narrative. Or maybe it
was a student who just could not seem to grasp fractions, until he created
them by separating oranges into slices. Because of this kind of experiences,
the theory of multiple intelligences resonates with many educators. It
supports what we all know to be true.

(Yanghoob Raissi Alvan, 2016)

This book provides methods to aid in understanding and interpreting the

test results in different countries. Psychologists and special educators
are increasingly called upon to assess students newly immigrated from
another country. The Wechsler tests are perhaps the most widely translated
intelligence test in the world and yet, little is known about the
standardization efforts in different countries or how well the WISC-III
travels across country, cultural and linguistic borders. This book informs
professionals about these issues with respect to 16 different countries in
which the WISC has been translated and validated for use.

(David weehsler, 2003).

Gardner’s multiple intelligences describe the types of intelligences every

person possesses. These intelligences include the following: linguistic,
logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal,
intrapersonal, naturalistic, and existential (Lever-Duffy & McDonald, 2015).
Linguistic intelligence is having well developed ideas in words. Logical-
mathematical intelligence is being skilled in problem solving. Musical
relates to the ability to express ideas through music. Spatial intelligence
is the capacity to think in images and solve problems through manipulation.
Bodily-kinesthetic involves the ability to control one’s body movements.
Interpersonal is the ability to understand other people, while intrapersonal

15
is the understanding of self and being in tune with inner feelings.
Naturalist intelligence is the skills to relate to objects in nature.
Finally, existential intelligence is the ability to relate to the human
condition. Gardner states that everyone possesses some form of each of the
intelligences, but one or more of them will lead over the others. If one
intelligence dominates, the result is a prodigy in that area. Gardner’s
theory equally acknowledges the uncommon musical abilities of Mozart and
the bodily-kinesthetic intelligence of Babe Ruth. On the other hand, IQ
tests only acknowledge logical-mathematical intelligence and linguistic
intelligence. With a broader understanding of an individual’s abilities, a
teacher may make a different assumption of a student’s potential and
capabilities. In this case, teaching would have to become accustomed to
these various competencies to increase student learning.(Uijan Wang, 2017)

There are many different types of intelligence, and whatever your IQ, it
is possible to significantly develop and enhance your performance in all
areas. Other characteristics such as outstanding creative, practical and
artistic prowess, especially when combined with personal characteristics
such as ambition, good temperament and compassion, can result in an
outstanding level of personal achievement and success. While it is not
possible to change your IQ, it is possible to dramatically improve your
performance at intelligence tests through regular testing. After all, the
mind is a muscle like any other and needs regular exercise.

(Philip L Carter, 2009)

16
 SOURCES OF THE LITERATURE REVIEW

Jomar R gonzales, 2018, the effect of multiple intelligence of the students

to their performance in physics, denis v montoya, 67, panggasinan state
university philipinnes

https://www.psurj.org/

marissa Quilang Palomares, july2021, the multiple intelligence ofthe grade

7 students: a basis for differented learning activity, vo 10, Cagayan
Philippines

www.graph.co.uk

DR. Florencia V Bautista, 2015, multiple intelligence of faculty and

selected students in the college of science: input the faculty and student
development programs,

vo. 24 no 5 pp 290-300, morong rizal Philippines

http://www.urs.edu.ph/

Josiphine C. Visande, may 25,2015Multiple Intelligences as a Factor to

Students’ Study and Thinking Skills Performance, 7, Mindanao Pilipinnes

https://papers.ssrn.com/sol3/DisplayAbstractSearch.cfm

Yanghoob Raissi Alvan, Jan.2016, The correlation of multiple intelligence

for the achievments of secondary students, Hossein Zainali Pour

Vol.12(2), pp. 94-100, Hormesgan Univesity Iran

www.academicjournal.org

David weehsler, (June 3 2003). Culture and children's Intelligence, (James

Georgas, Lawrence G.weiss, Fons J.R van de vijver, Donald H saklofske).

Pp. 336, United States of America, Academic press Link.

https://books.google.com.ph/books?id=M4D6GW9HG74C&pg=PR25&dq=%22Book%22+e
ditor+of+Intelligence+across+culture&hl=en&newbks=1&newbks_redir=0&source
=gb_mobile_search&ovdme=1&sa=X&ved=2ahUKEwjR46_N3vn9AhXCUGwGHbdmBM4Q6AF6B
AgKEAM

17
Uijan Wang, 2017, Research on multiple Intelligence Theory and Its
Enlightenment to Higher Education, 485, Shandang China

https://www.researchgate.net/

Philip L Carter, (October 6 2009), The complete book of intelligence tests,

pp. 224, England, John Wiley & Sons Ltd.

https://books.google.com.ph/books/about/The_Complete_Book_of_Intelligence
_Tests.html?id=KQOUk8_RIC&printsec=frontcover&source=kp_read_button&hl=en
&newbks=1&newbks_redir=0&gboemv=1&ovdme=1&redir_esc=y#v=onepage&q&f=false

18
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter discussed the research method, respondents, data gathering

procedures, samples, sampling procedures, construction and validation of
instruments, statistical treatment of data, and rating scales.

Research Method

The descriptive method was used in this study by the researchers. In

descriptive method, Calderon (2006), defined descriptive research as a
purposive process of gathering, analyzing, classifying, and tabulating data
about prevailing conditions, practices, processes, trends, and cause-effect
relationships and then making adequate and accurate interpretation about
such data with or without or sometimes minimal aid of statistical methods.
Also, this method ascertains prevailing conditions of facts in a group
under study that gives either qualitative or quantitative, or both,
descriptions of the general characteristics of the group as results. Since
this study measured data that already exists and the number of respondents
was not large, the descriptive method of studies was applicable,
instructional materials were generated using researcher-made questionnaire.

Respondents

This study’s participants were 19 Humanities and Social Science Students

who were studying from Javier E. Garde Essential colleges Inc.

Data Gathering Procedure

A set of survey questionnaires with questions about multiple intelligences

were used. The researcher asked the respondents to answer them. After they
answered it, we collected the survey questionnaires and validated their
answers.

Sampling and Sampling Procedures

In this study, we've used simple random sampling techniques to select our
respondents. It was a basic sampling technique in which the researchers put
the name of the respondents in a bowl that have the names of Humanities and
Social Science Students of Javier E. Garde Essential Colleges Inc. Every

19
student was picked randomly, so every member of the class has an equal
chance to be picked or to be chosen. When sampling a population, the
researchers used Slovin's formula to calculate the sample size required to
achieve a certain confidence interval, and they chose students from Javier
E. Garde Essential Colleges Inc. in Brgy. Palo Maria Bongabon, Nueva Ecija.
The researchers chose the respondents based on the number calculated using
Slovin's formula.

Construction and Validation of Instruments

The researchers constructed questions based on the given objectives and in

validation, they used Cronbach Alpha to validate their questions. Validation
involves collecting and analyzing data to assess the accuracy of an
instrument.

Statistical Treatment of Data

The respondent’s profile was described using frequency percentage, while

the linguistic intelligence, logical-mathematical intelligence, spatial
intelligence, musical intelligence, bodily-kinesthetic intelligence,
interpersonal intelligence, intrapersonal intelligence, naturalistic
intelligence, and existential intelligence were determined using weighted
mean, and for the test of correlation was used pear R.

1. Weighted Mean Formula

20
2. Pearson R Formula

3. Cronbach Alpha Formula

4. Slovins Formula

21
Rating Scales

The calculated weighted mean for all of the respondent’s response was
verbally interpreted using the scales below.

Degree of Response Range Verbal interpretation

5 4.20 - 5.00 Definitely me

4 3.40 - 4.19 A lot like me

3 2.60 - 3.39 Somewhat like me

2 1.80 – 2.59 A little like me

1 1.00 – 1.79 Not at all like me

The Pearson' correlation coefficient or Pearson's r was used to measure
the linear correlation among variables in order to analyse and determine
the relationships between independent variables and dependent variables.

22
 CHAPTER 4

Presentation, Analysis and Interpretation of Data

This chapter contains analyzed presentation, analysis and

interpretation of data obtain in the study:

A. PROFILE OF THE RESPONDENTS

Table 1.1 AGE

AGE FREQUENCY PERCENTAGE

15-16 11 57.9%
17-18 7 36.8%
19-20 1 5.3%
TOTAL 19 100%

The table 1.1 shows that the majority of the age respondents was 15-16 with
11 frequency and 57.9% and 17-18 with the frequency of 7 and a percentage
of 36.8%. While the 19-20 age of the respondents with the 1 frequency and
5.3% that completes the 100%.

(Menevis 2014) According to the course, it had established that students

aged 15-16 present higher levels in multiple intelligences.

(Ozad 2014) multiple intelligences compared to students aged 17- 19 was the
lowest present level in multiple intelligences.

Table 1.2 SEX

SEX FREQUENCY PERCENTAGE

Male 15 78.9%
Female 4 21.1%
TOTAL 19 100%

The table 1.2 shows that majority of the sex respondents were males with
15 frequency and 78.9%. While the sex of the respondents were females with
4 frequency and 21.1%.

23
(Andrew’s 2022) evidence from cognitive psychology that men and women are
equal in measured intelligence, gender differences in self-estimated
intelligence (SEI) are widely reported with males providing systematically
higher estimates than females.

Table 1.3 PREPARED MULTIPLE INTELLIGENCE

MULTIPLE INTELLIGENCE FREQUENCY PERCENTAGE

Linguistic Intelligence 2 10.5%
Logical-mathematical 0 0%
Spatial Intelligence 1 5.3%
Musical Intelligence 9 47.4%
Bodily-kinesthetic Intelligence 0 0%
Interpersonal Intelligence 0 0%
Intrapersonal Intelligence 2 10.5%
Naturalistic Intelligence 0 0%
Existential Intelligence 5 26.3%
TOTAL 19 100%

The table 1.3 shows that prepared multiple intelligence frequency and
percent of each variable. Linguistic intelligence had 2 frequencies with
10.5%. Logical Intelligence had 0 frequency with 0%. Spatial Intelligence
had 1 frequency with 5.3%. Musical Intelligence had 9 frequencies with
47.4%. Bodily-kinesthetic Intelligence had 0 frequency with 0%.
Interpersonal Intelligence had 0 frequency with 0%. Intrapersonal
Intelligence had 2 frequencies with 10.5%. Naturalistic Intelligence had 0
frequency with 0%. Existential Intelligence had 5 frequencies with 26.3%.

(Ahvan 2016) Every person possesses multiple intelligence result of the

study also align with the previous research indicated that every individual
had different types of intelligence with different levels of each.

B. MAIN VARIABLES: MULTIPLE INTELLIGENCES

Table 2.1 LINGUISTIC INTELLIGENCE

STAT. 5 4 3 2 1 WM VERBAL INTERPRETATION

1 9 8 2 0 0 4.37 Definitely Me

24
 2 11 6 0 2 0 4.37 Definitely Me
3 6 8 4 2 0 4 A Lot Like Me
4 13 5 1 0 0 4.63 Definitely Me
5 10 5 1 4 0 4.05 A Lot Like Me

Table 2.1 shows that variable under multiple intelligence with majority
interpreted of definitely me. In this variable was statement 4 Linguistic
with 4.63. While statement 3 was the lowest with 4 WM. (Cherry 2023)

Table 2.2 LOGICAL-MATHEMATICAL INTELLIGENCE

STAT. 5 4 3 2 1 WM VERBAL INTERPRETATION

1 2 9 4 4 1 3.53 A Lot Like Me
2 2 7 4 5 1 2.95 Somewhat Like Me
3 2 3 9 4 1 2.79 Somewhat Like Me
4 5 1 5 5 3 3 Somewhat Like Me
5 5 5 8 1 2 3.32 Somewhat Like Me

Table 2.2 shows that variable under multiple intelligence with majority
interpretation was statement 1 with 3.53 A lot like me. While statement 3
with 2.79 somewhat like me. (Walton 2015)

Table 2.3 SPATIAL INTELLIGENCE

STAT. 5 4 3 2 1 WM VERBAL INTERPRETATION

1 6 12 0 1 0 4.21 Definitely Me
2 7 5 6 1 0 3.95 A Lot Like Me
3 5 8 6 0 0 3.95 A Lot Like Me
4 4 6 5 3 1 3.47 A Lot Like Me
5 7 6 6 1 0 4.15 A Lot Like Me

Table 2.3 shows that variable under multiple intelligence with majority
interpretation was statement 1 with 4.21 A lot like me. While statement 4
was the lowest with 3.47 A lot like me (Cherry 2023)

25
Table 2.4 MUSICAL INTELLIGENCE

STAT. 5 4 3 2 1 WM VERBAL INTERPRETATION

1 12 3 2 2 1 4.37 Definitely Me
2 9 7 3 2 0 4.32 Definitely Me
3 9 5 5 1 0 4.32 Definitely Me
4 7 8 2 2 0 3.63 Definitely Me
5 12 3 1 2 1 4.21 Definitely Me

Table 2.4 shows that variable under multiple intelligence with majority
interpretation was statement 1 with 4.37 definitely me. While statement 3
was the lowest with 3.64 definitely me (Kendra 2023)

Table 2.5 BODILY-KINESTHETIC INTELLIGENCE

STAT. 5 4 3 2 1 WM VERBAL INTERPRETATION

1 12 7 0 0 0 4.63 Definitely Me
2 2 8 4 3 2 3.26 Somewhat Like Me
3 7 11 0 1 0 4.26 Definitely Me
4 8 7 5 0 0 4.37 Definitely Me
5 5 9 5 0 1 3.79 A Lot Like Me
Table 2.5 shows that variable under multiple intelligence with majority
interpretation was statement 1 with 4.63 definitely me. While statement 2
was the lowest with 3.26 somewhat like me (Leap 2021)

Table 2.6 INTERPERSONAL INTELLIGENCE

STAT. 5 4 3 2 1 WM VERBAL INTERPRETATION

1 2 7 0 0 0 2.89 Somewhat Like Me
2 6 8 4 3 2 3.68 A Lot Like Me
3 4 11 0 1 0 3.37 Somewhat Like Me
4 4 7 5 0 0 2.79 Somewhat Like Me
5 4 7 5 0 1 3.37 Somewhat Like Me

Table 2.6 shows that variable under multiple intelligence with majority
interpretation was statement 2 with 3.68 A lot like me. While statement 1
was the lowest with 2.89 somewhat like me (Leap 2021)

26
Table 2.7 INTRAPERSONAL INTELLIGENCE

STAT. 5 4 3 2 1 WM VERBAL INTERPRETATION

1 9 6 3 0 0 4.37 Definitely Me
2 10 6 2 0 0 4.47 Definitely Me
3 10 8 1 0 0 4.47 Definitely Me
4 9 8 2 1 0 4.47 Definitely Me
5 7 8 3 1 0 4.11 A Lot Like Me

Table 2.7 shows that variable under multiple intelligence with majority
interpretation was statement 2,3 and 4 with 3.47 definitely me. While
statement 5 was the lowest with 4.11 A lot like me (Leap 2021)

Table 2.8 NATURALISTIC INTELLIGENCE

STAT. 5 4 3 2 1 WM VERBAL INTERPRETATION

1 8 7 5 0 0 4.21 Definitely Me
2 5 9 5 0 0 4 A Lot Like Me
3 6 7 6 0 1 4.05 A Lot Like Me
4 6 8 3 2 0 3.95 A Lot Like Me
5 6 10 2 1 0 4.11 A Lot Like Me

Table 2.8 shows that variable under multiple intelligence with majority
interpretation was statement 1 with 4.21 definitely me. While statement 4
was the lowest with 3.95 A lot like me. (Leap 2021)

Table 2.9 EXISTENTIAL INTELLIGENCE

STAT. 5 4 3 2 1 WM VERBAL INTERPRETATION

1 12 6 1 0 0 4.59 Definitely Me
2 14 5 0 0 0 4.74 Definitely Me
3 10 6 2 1 0 3.89 A Lot Like Me
4 10 2 5 2 1 3.95 A Lot Like Me
5 10 5 2 2 1 4.05 A Lot Like Me

27
Table 2.9 shows that variable under multiple intelligence with majority
interpretation was statement 2 with 4.44 definitely me. While statement 3
was the lowest with 3.89 A lot like me. (Leap 2021)

C. PROFILE OF THE RESPONDENTS CORRELATES MULTIPLE INTELLIGENCES

Table 3.1 AGE

VARIABLES R VALUE P VALUE REMARKS DECISION

LINGUISTIC -0.502740726 .028516 MODERATE THE RESULT
INTELLIGENCE NEGATIVE IS
SIGNIFICANT
LOGICAL- 0.698196749 .028516 MODERATE THE RESULT
MATHEMATICAL POSITIVE IS
INTELLIGENCE SIGNIFICANT
SPATIAL 0.132076724 .590108 VERY LOW THE RESULT
INTELLIGENCE POSITIVE IS NOT
SIGNIFICANT
MUSICAL 0.206237356 0.397027 VERY LOW THE RESULT
INTELLIGENCE POSITIVE IS NOT
SIGNIFICANT
BODILY- 0.194029927 0.426135 VERY LOW THE RESULT
KINESTHETHIC POSITIVE IS NOT
INTELLIGENCE SIGNIFICANT
INTERPERSONAL -0.195417672 0.423708 VERY LOW THE RESULT
INTELLIGENCE NEGATIVE IS NOT
SIGNIFICANT
INTRAPERSONAL 0.078776099 .314084 VERY LOW THE RESULT
INTELLIGENCE POSITIVE IS NOT
SIGNIFICANT
NATURALISTIC 0.370509116 0.118404 LOW POSITIVE THE RESULT
INTELLIGENCE IS NOT
SIGNIFICANT
EXISTENTIAL 0.272937777 .258303 VERY LOW THE RESULT
INTELLIGENCE POSITIVE IS NOT
SIGNIFICANT

28
The table 3.1 shows that the age of respondents correlate with variable
under multiple intelligence. Shows that the age was significant and not
significant relationships with R value of spatial was 0.132, musical 0.206,
Bodily 0.194, Interpersonal 0.195, Intrapersonal 0.078, Naturalistic 0.370,
Existential 0.279. And P Value of Spatial was 028, musical 397, Bodily 426,
Interpersonal 423, Intrapersonal 314, naturalistic 118, existential 358,
this the age and spatial to existential in not significant, while R value
of linguistic was 0.502 and logical was 0.698 and the P Value of linguistic
was 028 and logical is 028 this variable is significant.

An evidence, age and spatial to existential was not significant because

Each has a unique profile of intelligences of varying strengths. Although
no one intelligence was considered to be superior to other types, according
to Pour 2016.

Table 3.2 SEX

VARIABLES R VALUE P VALUE REMARKS DECISION

LINGUISTIC 0.176486982 0.470046 VERY LOW THE RESULT
INTELLIGENCE POSITIVE IS NOT
SIGNIFICANT
LOGICAL- -0.239898483 0.324412 VERY LOW THE RESULT
MATHEMATICAL NEGATIVE IS NOT
INTELLIGENCE SIGNIFICANT
SPATIAL 0.17631058 0.470302 VERY LOW THE RESULT
INTELLIGENCE POSTIVE IS NOT
SIGNIFICANT
MUSICAL 0.151523662 0.53583 VERY LOW THE RESULT
INTELLIGENCE POSTIVE IS NOT
SIGNIFICANT
BODILY- 0.247379741 0.307377 VERY LOW THE RESULT
KINESTHETHIC POSTIVE IS NOT
INTELLIGENCE SIGNIFICANT
INTERPERSONAL 0.097686165 0.691 VERY LOW THE RESULT
INTELLIGENCE POSTIVE IS NOT
SIGNIFICANT

29
 INTRAPERSONAL -0.047936128 0.848475 VERY LOW THE RESULT
INTELLIGENCE NEGATIVE IS NOT
SIGNIFICANT
NATURALISTIC -0.072019056 .769588 VERY LOW THE RESULT
INTELLIGENCE NEGATIVE IS NOT
SIGNIFICANT
EXISTENTIAL 0.231734286 0.339847 VERY LOW THE RESULT
INTELLIGENCE POSTIVE IS NOT
SIGNIFICANT

Students' learning styles and multiple intelligence areas were identified

and student groups were formed regarding their learning styles. Rough sets
data analysis was used to determine how much intelligence scores affect a
student's learning style, to what extent a student with a dominant learning
style can potentially had other styles and which rules can be generated
between intelligence scores and learning styles (Narli El at.,2011)

An evidence, sex and variable are not significant. Intelligence depends

upon the internal forces of inner drives of the I divided all and probably
there were no changes based on the study of (Anastasi 2010).

Table 3.3 PREPARED MULTIPLE INTELLIGENCE

VARIABLES R VALUE P VALUE REMARKS DECISION

LINGUISTIC -0.494801089 .031575 LOW NEGATIVE THE RESULT
INTELLIGENCE IS
SIGNIFICANT
LOGICAL- -0.128084522 0.601519 VERY LOW THE RESULT
MATHEMATICAL NEGATIVE IS NOT
INTELLIGENCE SIGNIFICANT
SPATIAL -0.136825254 0.578789 VERY LOW THE RESULT
INTELLIGENCE NEGATIVE IS NOT
SIGNIFICANT
MUSICAL -0.269974274 0.26544 VERY LOW THE RESULT
INTELLIGENCE NEGATIVE IS NOT
SIGNIFICANT

30
 BODILY- -0.061293735 .804079 VERY LOW THE RESULT
KINESTHETHIC NEGATIVE IS NOT
INTELLIGENCE SIGNIFICANT
INTERPERSONAL -0.24456005 .314084 VERY LOW THE RESULT
INTELLIGENCE NEGATIVE IS NOT
SIGNIFICANT
INTRAPERSONAL 0.033817093 .890741 VERY LOW THE RESULT
INTELLIGENCE POSTIVE IS NOT
SIGNIFICANT
NATURALISTIC 0.158655923 .516653 VERY LOW THE RESULT
INTELLIGENCE POSTIVE IS NOT
SIGNIFICANT
EXISTENTIAL 0.458342999 .04845 LOW POSITIVE THE RESULT
INTELLIGENCE IS
SIGNIFICANT

Gardner proposed that there were eight intelligences, and had suggested the
possible addition of a ninth known as "existentialist intelligence."

In order to capture the full range of abilities and talents that people
possess, Gardner theorizes that people do not had just an intellectual
capacity, but had many kinds of intelligence, including musical,
interpersonal, spatial-visual, and linguistic intelligences.

While a person might be particularly strong in a specific area, such as

musical intelligence, they most likely possess a range of abilities. For
example, an individual might be strong in verbal, musical, and naturalistic
intelligence (Cherry 2023)

Each person possessed each intelligence to an extent, but there was always
a primary, or more dominant, intelligence. (Lifelong learning 2018).

31
 CHAPTER 5

SUMMARY OF THE RESULT, CONCLUSION, AND RECOMMENDATION

This chapter presented the summary of the results, conclusions and

recommendations based on the data analyzed in the previous chapter. The
researcher provided a summary of the study so that readers can find the
answers to their questions concerning the research's subject, and then
offers recommendations for improvement of the situation as it stands at the
time.

I. SUMMARY OF THE RESULTS

1. AGE – The result of the table shows that the majority age of respondents
was from 15-16 with 11 frequency and 57.9%. The lowest age of the respondents
was from 19-20 with 1 frequency and 5.3%. As a result, it appears that 15-
16 years old have a wide range of skills and are able to learn, on the
other hand the second place was aged 17-18 and the lowest is 19-20.

2. SEX - The result of the table shows that the majority sex of the
respondents was male with 15 frequency and 78.9%. The lowest sex of
respondents was female with 4 frequency and 21.1%. as a result, the ability
of each male or female shown here with their own skills but the man was the
one who learns more than the woman.

3. PREPARED MULTIPLE INTELLIGENCE – the result of the table shows that the
majority of the prepared multiple intelligence was musical intelligence
that had 9 frequencies with 47.4% as a percentage.

4. LINGUISTIC INTELLIGENCE - Statement 4 had the majority interpret of

"definitely me" with 4.63, while statement 3 had the lowest interpret of
weighted mean.

5. LOGICAL-MATHEMATICAL INTELLIGENCE - Statement 1 had the majority

interpretation of multiple intelligence with 3.53 a lot like me, while
statement 3 had the least with 2.79 somewhat like me.

6. SPATIAL INTELLIGENCE – Statement 1 had the majority weighted mean of

4.21 with the verbal interpretation of “definitely me”, while statement 4
was the lowest with 3.47 weighted mean and a verbal interpretation of “A
lot like me”.

32
7. MUSICAL INTELLIGENCE – The statement with the majority weighted mean was
statement 1 with 4.37 and a verbal interpretation of “definitely me”, while
the lowest statement with weighted mean of 3.64 was statement 3.

8. BODILY-KINESTHETIC INTELLIGENCE – The statement with majority

interpretation was statement 1 with the weighted mean of 4.63 and a verbal
interpretation of “definitely me”. While statement 2 was the lowest with
3.26 weighted mean and verbal interpretation of “somewhat like me”.

9. INTERPERSONAL INTELLIGENCE – Statement 2 had the majority weighted mean

of 3.68 and verbally interpreted as “A lot like me”, while statement 1 was
the lowest with 2.89 weighted mean and verbally interpreted as “somewhat
like me”.

10. INTRAPERSONAL INTELLIGENCE – The statement with majority interpretation

was statement 2, 3 and 4 with the weighted mean of 3.47 and verbally
interpreted as “definitely me”. While statement 5 was the lowest with 4.11
weighted mean and verbally interpreted as “A lot like me”.

11. NATURALISTIC INTELLIGENCE – The statement with majority interpretation

was statement 1 with 4.21 weighted mean and verbally interpreted as
“definitely me”. While statement 4 with the lowest weighted mean of 3.95
and a verbal interpretation of “A lot like me”.

12. EXISTENTIAL INTELLIGENCE – The statement with majority interpretation

was statement 2 with the weighted mean of 4.44 and verbally interpreted as
“definitely me”. While statement 3 was the lowest with 3.89 weighted mean
and a verbal interpretation of “A lot like me”.

II. CONCLUSION

Linguistic Intelligence – it encouraged learners to enjoy real communicating

through reading and writing, and speaking and listening.

Logical-mathematical Intelligence - good at scientific investigations and

identifying relationships between different things. They were also good at
understanding complex and abstract ideas.

Spatial Intelligence - allows you to understand the location and dimension

of objects, and how different objects are related. It also allows you to
visualize and manipulate objects and shapes in your head.

33
Musical Intelligence – have a better working memory skill, helping them to
remember things even while their minds were busy with other matters –
important aspects of mental arithmetic and reading comprehension.

Bodily kinesthetic Intelligence - learning encourages physical activity,

bolsters cognitive, social, and emotional development, enhances the brain's
capacity to retain information, and develops not just one's individual
capacities and strengths, but also one's self-confidence in those capacities.

Interpersonal Intelligence - enables people to understand the needs and

motivations of those around them, which helps strengthen their overall
influence.

Intrapersonal Intelligence - help you to continually reflect and evaluate

your inner feelings and, through reflection, find ways to enrich both your
personal and professional lives. This allows you to better regulate your
own emotion and thought.

Naturalistic Intelligence - allows us to recognize differences between

species and understand how they relate to each other relate to the
environment and other species.

Existential Intelligence - helps kids understand the world as a whole and

explain the meaning of life around them. It was essential to support them
with existential intelligence activities to help them develop existential
skills.

III. RECOMMENDATIONS

Linguistic Intelligence – In linguistic Intelligence you can improve your

reading. Reading was one of the best ways to improve your vocabulary,
grammar, and writing skills. Read a variety of materials, such as books,
articles, and blogs, on different topics to expand your knowledge and
develop your language skills.

Logical-mathematical Intelligence – Logical-mathematical intelligence was

closely linked to critical thinking skills. People with strong logical-
mathematical intelligence can evaluate arguments, identify fallacies, and
make sound judgments based on evidence and reasoning.

34
Spatial Intelligence – Spatial intelligence was also useful in everyday
life, such as packing a suitcase, arranging furniture in a room, or parking
a car in a tight space. Overall, spatial intelligence was a valuable skill
that has practical applications in many different areas of life. It was
important for problem-solving, creativity, and success in a variety of
fields.

Musical Intelligence – Musical intelligence can lead to a career in the

music industry, as a performer, composer, producer, or music therapist.
Overall, musical intelligence was a valuable skill that can enhance
cognitive development, emotional intelligence, and creative expression. It
had practical applications in various areas of life, including personal,
professional, and cultural contexts.

Bodily-kinesthetic Intelligence – Even in everyday life, bodily kinesthetic

intelligence was important. It allows us to perform simple tasks such as
tying our shoes, writing with a pen, and using utensils to eat. In summary,
bodily kinesthetic intelligence was important because it enables us to
perform a wide range of activities and professions that require physical
skill and coordination. It is a valuable type of intelligence that can be
developed and honed through practice and training.

Interpersonal Intelligence – People with strong interpersonal intelligence

are adept at building relationships and connecting with others. They can
read social cues, communicate effectively, and understand the needs and
desires of others. This ability was essential for developing strong
relationships with friends, family, colleagues, and romantic partners. In
summary, interpersonal intelligence was crucial for building strong
relationships, resolving conflicts, leading effectively, and developing
emotional intelligence. People who possess strong interpersonal
intelligence are better equipped to navigate the complex social dynamics
of everyday life and are more likely to achieve success in their personal
and professional relationships.

Intrapersonal Intelligence – Intrapersonal intelligence allows individuals

to have a deep understanding of their emotions, strengths, and weaknesses.
This self-awareness can help people make better decisions, communicate more
effectively, and develop stronger relationships. In summary, intrapersonal
intelligence was crucial for personal growth, emotional well-being, and

35
effective leadership. It helps individuals understand themselves better,
regulate their emotions, set meaningful goals, and be more creative and
effective in their personal and professional lives.

Naturalistic Intelligence – This type of intelligence was particularly

valuable in fields such as ecology, agriculture, forestry, environmental
science, and conservation. People with naturalistic intelligence are well-
suited to careers in these fields because they are able to understand the
complex relationships between organisms and their environment. Overall,
naturalistic intelligence was an important and valuable type of intelligence
that enables individuals to better understand and appreciate the natural
world, and to make more informed decisions in their personal and
professional lives.

Existential Intelligence – Developing existential intelligence can also

contribute to personal growth and well-being, as individuals who are able
to grapple with existential questions may experience a greater sense of
purpose, meaning, and fulfillment in their lives. Overall, existential
intelligence was an important aspect of human intelligence, and developing
it can bring significant benefits to individuals, including a deeper sense
of purpose, meaning, and personal growth.

36
 CHAPTER 6

APPENDICES

I. List of References

Strauss, V. (2013, Oct. 16). Howard Gardner: “Multiple intelligences” are

not “learning styles.” The Washington Post. Retrieved from
https://www.washingtonpost.com/news/answer-sheet/wp/2013/10/16/howard-
gardner-multiple-intelligences-are-not-learning-styles/

Gardner, H. (2013). Frequently asked questions—Multiple intelligences and

related educational topics. Retrieved from
https://howardgardner01.files.wordpress.com/2012/06/faq_march2013.pdf

AVHAN Y. R., Pour, H. Z. (2016) The correlation of multiple intelligences

for the achievements of secondary students,
https://files.eric.ed.gov/fulltext/EJ1091511.pdf

Jomar R gonzales, 2018, the effect of multiple intelligence of the

students to their performance in physics, denis v montoya, 67, panggasinan
state university philipinnes

https://www.psurj.org/

marissa Quilang Palomares, july2021, the multiple intelligence ofthe

grade 7 students: a basis for differented learning activity, vo 10,
Cagayan Philippines

www.graph.co.uk

DR. Florencia V Bautista, 2015, multiple intelligence of faculty and

selected students in the college of science: input the faculty and student
development programs,

vo. 24 no 5 pp 290-300, morong rizal Philippines

http://www.urs.edu.ph/

Josiphine C. Visande, may 25,2015Multiple Intelligences as a Factor to

Students’ Study and Thinking Skills Performance, 7, Mindanao Pilipinnes

37
https://papers.ssrn.com/sol3/DisplayAbstractSearch.cfm

Yanghoob Raissi Alvan, Jan.2016, The correlation of multiple intelligence

for the achievments of secondary students, Hossein Zainali Pour

Vol.12(2), pp. 94-100, Hormesgan Univesity Iran

www.academicjournal.org

David weehsler, (June 3 2003). Culture and children's Intelligence,

(James Georgas, Lawrence G.weiss, Fons J.R van de vijver, Donald H
saklofske).

Pp. 336, United States of America, Academic press Link.

https://books.google.com.ph/books?id=M4D6GW9HG74C&pg=PR25&dq=%22Book%22
+editor+of+Intelligence+across+culture&hl=en&newbks=1&newbks_redir=0&so
urce=gb_mobile_search&ovdme=1&sa=X&ved=2ahUKEwjR46_N3vn9AhXCUGwGHbdmBM4
Q6AF6BAgKEAM

Uijan Wang, 2017, Research on multiple Intelligence Theory and Its

Enlightenment to Higher Education, 485, Shandang China

https://www.researchgate.net/

Philip L Carter, (October 6 2009), The complete book of intelligence

tests,

pp. 224, England, John Wiley & Sons Ltd.

https://books.google.com.ph/books/about/The_Complete_Book_of_Intelligen
ce_Tests.html?id=KQOUk8_RIC&printsec=frontcover&source=kp_read_button&h
l=en&newbks=1&newbks_redir=0&gboemv=1&ovdme=1&redir_esc=y#v=onepage&q&f
=false

38
II. Documentations

39
III. Table, Graphs and Computations

40
 IV. Sample Questionnaires

1.1 LINGUISTIC INTELLIGENCE

STATEMENT 5 4 3 2 1
1. I can understand lesson when it taught
slowly.

2. I like talking and to listen to my friends

and family.

3. I used jokes when talking or telling stories

to someone.

4. I can learn things easily if I read and listen

to teachers.
5. Expressing my feelings through speaking to
people that will understand me.

41
1.2 LOGICAL-MATHEMATICAL INTELLIGENCE

STATEMENT 5 4 3 2 1
1. You enjoy working with numbers and can do
mental calculations.
2. The ability to coordinate with others about
calculating numbers and problem solving.
3. I prefer to do math social studies or English.

4. Math and science are among your favorite

subjects.
5. The capacity to comprehend how something works,
to spot a framework or pattern, or even to develop
something, and to handle logic, mathematics, and
reasoning.

1.3 SPATIAL INTELLIGENCE

STATEMENT 5 4 3 2 1
1. Easily able to pick-up things through images
and videos.
2. Good at remembering routes.

3. Preferably best in visualizing things or

making things visible.
4. Easily able to predict things.

5. Excellent at imagining unbelievable things.

1.4 MUSICAL INTELLIGENCE

STATEMENT 5 4 3 2 1
1. I was singing along without noticing.

2. Listening to music makes me feel better.

3. I listen to music while doing household.

42
4. Ability to listen to sound and music and
identify different patterns and notes
5. Singing in the shower makes my voice
Beautiful.

1.5 BODILY-KINESTHETIC INTELLIGENCE

STATEMENT 5 4 3 2 1
1. The classes you most enjoy are sports, PE, or
any hands-on class. You enjoy sculpture as an
artform.
2. They love to paint, build sculptures, and do
crafts.
3. You take part in a sport or regularly perform
some kind of physical exercise.

4. They enjoy and are often successful in sports,

games, constructing, dancing, hands-on tasks,
working with scientific materials and arts and
crafts.
5. I prefer to be physically involved rat her
than sitting and watching.

1.6 INTERPERSONAL INTELLIGENCE

STATEMENT 5 4 3 2 1
1. When I have a problem, I'm more likely to
find someone else to help than try to solve it
on my own.
2. I prefer the social pastimes of playing board
games to individual recreations especially for
introvert people.
3. I enjoy the challenge of teaching other
people, or groups of people what I know and what
I have learned.

43
4. I'd rather spend my evenings at a lively party
than stay at home alone.
5. I like to participate in social activities
connected to my work, church or community.

1.7 INTRAPERSONAL INTELLIGENCE

STATEMENT 5 4 3 2 1
1. Allows you to better regulate your own
emotion and thought to understand and work with
oneself.
2. Able to solve problems alone with motivation
and self-assertion.
3. During hardship and stress you have to do
things that can entertain you.
4. Improve your communication makes all the
difference when helping people understand you.
5. A person may use self- talk to calm
himself/herself down in a stressful situation
my remind to smile a social event.

1.8 NATURALISTIC INTELLIGENCE

STATEMENT 5 4 3 2 1
1. Sensitive towards the environment and living
creatures.
2. Knows to connect with living things such as
plants and animals.
3. They are interested in science careers like
biology, botany, chemistry, zoology, etc.
4. I like exploring and discovering new species
and behaviors.
5. Express a desire to understand how things
work.

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1.9 EXISTENTIAL INTELLIGENCE

STATEMENT 5 4 3 2 1
1. Likes to ask questions when curious about
things.
2. I'm sensitive especially when hearing things
I don't like.
3. I get excited when talking about what will
happen in the future.
4. I watch movies that involve
extraterrestrials and have super powers.
5.I'm looking for unfamiliar words on google
that I don't know the meaning yet.

45
V. CURRICULUM VITAE OF THE RESEARCHERS
I. PERSONAL INFORMATION

Name: Jamie Ruth U. Callanga

Age: 18
Sex: Female
Birthday: March 06, 2005
Civil Status: Single
Address: San Esteban, Rizal Nueva Ecija
Citizenship: Filipino
Place of Birth: Rizal Nueva Ecija
Contact Number: 09157030700
Email Address: [email protected]

II. EDUCATIONAL BACKGROUND

Elementary: San Esteban Elementary School

Academic Year: 2011-2017

Secondary: Javier E. Garde Essential College Inc.
Academic Year: 2017-2021
Senior High School: Javier E. Garde Essential College Inc.
Academic Year: 2021-2023

III. FAMILY BACKGROUND

Father’s Name: Jimmy Jaime S. Callanga

Age: 44
Mother’s Name: Baby Ruth B. Untal
Age: 43
Address: San Esteban, Rizal Nueva Ecija

I hereby certify that the information provided in this form is

complete, true and correct to the best of my knowledge

46
 ___________________________
Signature Over Printed Name

I. PERSONAL INFORMATION

Name: John Reign M. Sevilla

Age: 18
Sex: Male
Birthday: February 27, 2005
Civil Status: Single
Address: Digmala, Bongabon Nueva Ecija
Citizenship: Filipino
Place of Birth: Quezon City
Contact Number: 09631582118
Email Address: [email protected]

II. EDUCATIONAL BACKGROUND

Elementary: JAIME L. GAMILLA ELEMENTARY SCHOOL

Academic Year: 2011-2017
Secondary: Javier E. Garde Essential College Inc.
Academic Year: 2017-2021
Senior High School: Javier E. Garde Essential College Inc.
Academic Year: 2021-2023

III. FAMILY BACKGROUND

Father’s Name: Jesus D. Sevilla Jr.

Age: 53
Mother’s Name: Norlita M. Sevilla
Age: 49
Address: Digmala, Bongabon Nueva Ecija

47
I hereby certify that the information provided in this form is
complete, true and correct to the best of my knowledge

___________________________
Signature Over Printed Name

I. PERSONAL INFORMATION

Name: Princess Joyce R. Agustin

Age: 18
Sex: Female
Birthday: March 05, 2005
Civil Status: Single
Address: Pesa, Bongabon Nueva Ecija
Citizenship: Filipino
Place of Birth: Bongabon District Hospital
Contact Number: 09952084203
Email Address: [email protected]

II. EDUCATIONAL BACKGROUND

Elementary: Pesa Elementary School

Academic Year: 2011-2017
Secondary: Javier E. Garde Essential College Inc.
Academic Year: 2017-2021
Senior High School: Javier E. Garde Essential College Inc.
Academic Year: 2021-2023

III. FAMILY BACKGROUND

Father’s Name: Joel Agustin

Age: 40
Mother’s Name: Delia R. Agustin

48
Age: 40
Address: Pesa, Bongabon Nueva Ecija

I hereby certify that the information provided in this form is

complete, true and correct to the best of my knowledge

___________________________
Signature Over Printed Name

I. PERSONAL INFORMATION

Name: Jet Leomar T. De Guzman

Age: 16

Sex: Male
Birthday: July 11, 2006
Civil Status: Single
Address: Ariendo, Bongabon Nueva Ecija
Citizenship: Filipino
Place of Birth: San Carlos Pangasinan
Contact Number: 09914543535
Email Address: [email protected]

II. EDUCATIONAL BACKGROUND

Elementary: Ariendo Elementary School

Academic Year: 2011-2017
Secondary: Javier E. Garde Essential College Inc.
Academic Year: 2017-2021
Senior High School: Javier E. Garde Essential College Inc.
Academic Year: 2021-2023

49
III. FAMILY BACKGROUND

Father’s Name: Nelson S. Abella

Age: 35
Mother’s Name: Jessica T. Abella
Age: 35
Address: Ariendo, Bongabon Nueva Ecija

I hereby certify that the information provided in this form is

complete, true and correct to the best of my knowledge

__________________________
Signature Over Printed Name

I. PERSONAL INFORMATION

Name: Jershey Sta. Maria

Age: 18
Sex: Male
Birthday: October 15, 2004
Civil Status: Single
Address: Santor, Bongabon Nueva Ecija
Citizenship: Filipino
Place of Birth: Cabanatuan City
Contact Number: 09458829176
Email Address:

II. EDUCATIONAL BACKGROUND

Elementary: Bongabon Essential School

Academic Year: 2011-2017
Secondary: Javier E. Garde Essential College Inc.
Academic Year: 2017-2021

50
 Senior High School: Javier E. Garde Essential College Inc.
Academic Year: 2021-2023

III. FAMILY BACKGROUND

Father’s Name: Gerardo R. Sta. Maria

Age: 50
Mother’s Name: Elsa C. Sta. Maria
Age: 55
Address: Santor, Bongabon Nueva Ecija

I hereby certify that the information provided in this form is

complete, true and correct to the best of my knowledge

___________________________
Signature Over Printed Name

I. PERSONAL INFORMATION
Name: Raymart P. Ganzan
Age: 18
Sex: Male
Birthday: January 24, 2005
Civil Status: Single
Address: Macapsing, Rizal, Nueva Ecija
Citizenship: Filipino
Place of Birth: Rizal Nueva Ecija
Contact Number: 09813447639
Email Address: [email protected]

II. EDUCATIONAL BACKGROUND

Elementary: MACAPSING ELEMENTARY SCHOOL
Academic Year: 2011-2017

51
Secondary: BONGABON ESSENTIAL SCHOOL
Academic Year: 2017-2021
Senior High School: JAVIER E. GARGDE ESSENTIAL COLLEGE INC.
Academic Year: 2021-2023

III. FAMILY BACKGROUND

Father’s Name. Reynaldo M. Ganzan
Age: 47
Mother’s Name: Mary Ann P. Ganzan
Age: 38
Address: Macapsing Nueva Ecija

I hereby certify that the information provided in this form is

complete, true and correct to the best of my knowledge

___________________________
Signature Over Printed Name

I. PERSONAL INFORMATION
Name: Khareen Pearl M. Domingo
Age: 19
Sex: Female
Birthday: May 20, 2004
Civil Status: Single
Address: Capaclan, Inayauan, Cauayan, Negros Occidental
Citizenship: Filipino
Place of Birth: Inayauan, Cauayan, Negros Occidental
Contact Number: +639129727295
Email Address: [email protected]

II. EDUCATIONAL BACKGROUND

Elementary: Capaclan Elem. Sch.

52
Academic Year: S. Y. 2011-2017
Secondary: Southern Negros Adventist Academy
Academic Year: S. Y. 2017-2019
Central Philippine Adventist College-Academy
Academic Year: S. Y. 2019
Saint Joseph High School
Academic Year: S. Y. 2019-2021
Senior High School: Javier E. Garde Essential School Inc.
Academic Year: 2021-2023

III. FAMILY BACKGROUND

Father’s Name: Rudney G. Domingo
Age: 43
Address: Prk. Cinco, Brgy. Taculing, Bacolod city
Mother’s Name: Nenafe P. Maban
Age: 40
Address: Inayauan, Cauayan, Negros Occidental

I hereby certify that the information provided in this form is

complete, true and correct to the best of my knowledge

___________________________
Signature Over Printed Name

53