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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

“Human beings differ from one another and there is absolutely no reason to teach and
assess all individual in the identical way”.
- Dr. Howard Gardner

Keeping this in mind, the Multiple Intelligence Theory has paved its way to the

teaching process to treat individual differences seriously. The Multiple-Intelligence (MI)

theory primarily listed seven intelligences which come and work together: verbal-

linguistic, logical-mathematical, interpersonal, intrapersonal, visual-spatial, bodily-

kinesthetic and musical/rhythmic. Eventually, he added the naturalist intelligence, the

existential intelligence, and the so-called “pedagogical intelligence”. His theory became

highly popular with K-12 educators around the world who seeks ways in reaching their

students until trying a different approach. Because of these kinds of experiences, the idea

of learning styles and multiple intelligences reverberate with many educators.

As pointed out by Fliess (2009), Gardner developed the multiple intelligences on

1983 to help educators, psychologists and parenting experts better understand how

children process and learn information. While in the excerpt written by Westerberg

(2012), Gardner directly says that multiple intelligences are not a statement about

learning styles. In addition, he emphasized that Gardner himself describe learning style as

an “incoherent hypothesis”. However, either of the two is still learning theory until now.
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The use of Multiple Intelligence and Learning Style, based on most educational

researchers, have many benefits in the field of teaching and learning process.

On the other hand, McLeod (2010) explore the idea about learning styles

regarding with “Kolb-Learning Style Theory”. He found out that both learning stages and

cycle present by Kolb could be used by teachers to critically evaluate the learning

provision typically available to students, and develop more appropriate learning

opportunities. While Liston (2009)in her study about Different Learning styles in

mathematics teaching, have found out that conceptions of mathematics open a window to

students understanding of mathematics. Students’ view of mathematics affects the quality

of the students understanding and learning outcomes. Teachers’ conceptions of

mathematics are perhaps most important for the future of mathematics education, since it

is these very conceptions that influence teachers’ approaches to teaching and bring about

change in the mathematics classroom.

In seeking for applicable learning opportunities, many teachers are challenged in

their teaching stint. In spite of their cautious preparation in their lesson planning and the

use of all sorts of learning aids, the dilemma of academic performance is still on the line,

which is commonly the measure of classroom learning.

As emphasized by Bruke& Dunn (2006), classroom teachers and educators are

aware that each student learns differently. Through education classes and constant

discussion, educators are aware that by identifying each student learning style, teaching

to his or her learning style and implementing curriculum that compliments student

learning can improve on-task behavior and increase content knowledge. The thought of

identifying each student learning style may seem impossible and time consuming.
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However, with the right instrument, that is quick and effective, the process will be much

more approachable. A pressure has been placed on teachers to increase students’ grades

on academic achievement test. The researchers know that teaching to a students’ learning

style will improve scores.

The researchers tend to explore on how the multiple-intelligence and the learning

styles affects the academic performance of the students specifically in Mathematics.

The academic performance of school reflects the academic achievement of the

learner’s as the purpose of the National Achievement Test imposed by the Department of

Education. As lectured by Benito (2010), NAT, is a Philippine ‐made standardized test

designed to determine pupils/students’ achievement level, strengths and weaknesses in

five key curricular subject areas at the end of the school year.

The result of the National Achievement Test is chosen as a basis of the school’s

academic performance. The schools served as samples are the ones where the researchers

are taking their field study.

Table1
NAT results 2011-2014 (School Ranking in Mathematics)

2011-2012 2012-2013 2013-2014

School
Rank MPS Rank MPS Rank MPS
Justice Emilio
Angeles Gancayco
17th 59.13 30th 32.03 11th 53.52
Memorial National
High School
LimayNational High
13th 65.78 18th 46.8 22nd 42.45
School
Lamao National
14th 63.83 10th 61.88 17th 44.28
High School
Mariveles National
47. 24
High School 18th 40.3 17th 48.22 15th
(Cabcaben)
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As the preceding table shows, Limay National High School has shown a decline

in the NAT ranking in the past three years when it regards to its performance in

Mathematics. In fact, in the recent NAT results, it ranked lowest among the four schools.

Because of this, the researchers chose Limay National High School, as the research local.

In reality, majority of Math classes consist of a teacher-led lesson, directed at the

whole class, followed by individual practice (e.g. board works, drills) and sometimes

group-activity reinforcement. It is mainly because Mathematics deals solely with

concepts and theories. As the course of classroom learning shifted its gears to progressive

classroom, the monotony of classroom instruction in Mathematics is ceased. From the

teacher-centered instruction, students’ diversity is also taken into consideration.

Gardner’s Multiple Intelligence Theory can greatly help teachers to revolutionize the

classroom instruction.

On the other hand, Loori (2005) tackles the differences of intelligence preferences

according to gender. Males preferred learning activities involving logic and mathematical

intelligences, whereas females preferred learning activities involving intrapersonal

intelligence. The comparative study between the genders regarding with the differences

of intelligences reflects that either male or female, multiple intelligences and learning

styles should not incorporate in identical way. It is fair and functional if all individuals

perform on its domain rather than be traditionally tested in general intelligence. This

would bring the chances of every individual on its field of inclination, expertise and

actual intelligence.

In addition to the use of MI-based instruction and how it affects the preferred

learning styles of students, Orog (2012) states that student with musical inclination are
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doing a well-coordinated skill level with that of tactile-kinesthetic group of learners, or

the presence of both intelligences to the same group of students. This information only

reveals that a musically inclined learner is almost have the same level of learning style

with tactile-kinesthetic learners as the performance-based assessment, in accordance to

Orogs’ study, affirms the correlation to each other. There are many ways to incorporate

MI and learning style theory in the curriculum, and there is no set method by which to

incorporate these theories.

The proponents of this study have been entering the world of field study required

in their profession for almost 3 years. It can be typically observed that some students,

despite of attending and sitting inside the classroom, are still deprived of learning since,

the gap of the teaching style and learning style was not narrowed down. Most of the

teachers, specifically mathematics educators, do not incorporate the theories about

multiple intelligences and learning styles in classroom instruction. Adding the fact, that it

narrows the measurement of academic performance to test scores. Hence, students do not

receive the learning they need to acquire, disrupting the utilization of their true potentials.

This research may help the teachers to consider incorporating MI and learning

styles in the field of instructing mathematics. The primary goal of this research is to help

math teachers realize that they should know more about the two concepts, assess the

students’ learning styles as soon as possible in order to help students develop their

different intelligence factors in a way which is conducive to their individual learning

styles. As a result, when these important aspects are understood and acted upon, teaching

strategies will become more efficient and effective and learning becomes more enjoyable

for students who find difficulties in the traditional classrooms.

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Consequently, the diversity of students, due to various learning styles and

multiple intelligences, can be more appreciated and its implication with the students’

academic performance can be used as a guideline to improve the classroom instruction in

Mathematics, as the researchers want to address. All in all, this research aims to initiate

change, to the educational system, in order to produce globally-competitive, productive,

and life-long learners with the inclusion of MI and LS in the teaching-learning process.

Statement of the Problem

The general problem of the study is: How do the Multiple Intelligences domains

and Learning Style profiles influence the academic achievement in Mathematics of

selected Grade 10 students of Limay National High School during S.Y. 2015-2016?

Specifically, this study sought answers for the following questions:

1. How may the learning style of the students be described in terms of?

1.1 diverger;

1.2 assimilator;

1.3 converger and

1.4 accommodator?

2. How may the Multiple Intelligences of the students be described in terms of:

2.1 verbal linguistic;

2.2 logical- mathematical;

2.3 visual- spatial;

2.4 musical;

2.5 bodily- kinesthetic;

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2.6 interpersonal;

2.7 intrapersonal; and

2.8 naturalistic?

3. What is the level of academic achievement of students in Mathematics?

4. Do Multiple Intelligences domains of students differ according to their learning

styles?

5. Is there any significant relationship between the learning styles and academic

achievement in Mathematics?

6. Is there any significant relationship between the multiple intelligences of students

and academic achievement in Mathematics?

Significance of the Study

The findings of the study may be deemed significant to the following entities:

Administration. This study aims to help the school in promoting programs and

seminars. It will result in heightening the mathematical skill of students to become an

efficient part of the class. The faculty staff will also benefit in terms of achieving their

optimum development. It will serve as a barometer for necessary adjustments in the

implementation of the math subject in the current curriculum. This study can also be

utilized in performing assessment of the students’ performances.

Faculty/ Teachers. It also aims to make the teachers aware of the learning styles

and multiple intelligences of their students. It will enable them to identify the strengths

and weaknesses of their students. This will lead to continuous study of different strategies

especially in improving learners’ academic performance in mathematics. It can also

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enhance the utilization of the various methods and strategies to make math learning fun

and enjoyable. As a result, it can optimize the students’ performances in the subject.

Students. Students will be able to assess their own learning styles and multiple

intelligences. It will lead them to identify their strengths and weaknesses, known as

reflective learning.It can empower themselves by having confidence. Hence, it can

further develop their strengths. Consequently, it can aid them in overcoming their

weaknesses. It can also eliminate or lessen the scarecrow mentality regarding math.

Future Researchers. The findings of this study will adequately supply further

information and will serve as a credible reference to help them support their research

studies. It can spark future queries that might need a deep understanding. This can

explicitly expand their knowledge about the relationship of the multiple intelligences and

learning styles to the students’ academic performances in math. It can also inspire future

researchers in answering future questions as the world of education is subjected to

constant change. Furthermore, it can make a great impact to the students’ mind in

searching answers to their never-ending problems, as any other field encounters.

Scope and Delimitation

This study aimed to know how the learning style profiles influence the Multiple

Intelligence domains and academic achievements in Mathematics of selected grade 10

students of Limay National High School (LNHS) during S.Y. 2015-2016. The LNHS was

selected as research local because most of the researchers take their Field Study at the

said school. The respondents of this study were the selected grade 10 students of LNHS.
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Specifically, this study included student-related factors, describing the learning of

the students in terms of divergent, assimilation, convergent and accommodation learning

styles. And the multiple intelligences of the students described in terms of verbal-

linguistic, logical- mathematical, visual- spatial, musical, bodily- kinesthetic,

interpersonal, intrapersonal and naturalistic intelligence. It will also determine the level

of academic achievement of the high school students in Mathematics. It excluded teacher

related factors like teacher strategies, age, and/or teacher competencies.

Frequency and Percentage Distribution were used to describe the level of

academic achievements of students in Mathematics. Mean and percentage distribution

were utilized to describe how the learning of the students be described in Learning Styles,

how the Multiple Intelligences of the students be described in terms of the eight different

intelligences, the level of academic achievement of students in Mathematics, the

relationship of Multiple Intelligences and Learning style of the students, and the

relationship of Multiple Intelligences and academic achievement of students in

Mathematics. To test the whether the Multiple Intelligences domains of students differ

according to their learning styles, two- way factor ANOVA was used. On the other hand,

Pearson r Moment of Correlation was used to test the significant relationship between the

learning styles and the academic achievement in Mathematics and the significant

relationship between the multiple intelligences of the students and the academic

achievement in Mathematics.
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Notes in Chapter I

Burke, K. & Dunn, R. (2006).Learning style-based teaching to raise minority

student test scores.There’s No Debate, Clearing House, 76(2): 103-106.

Benito, N. (2010), National achievement test:an overview - Philippine schools

overseas.p. 3-5.

Fliess,S.(2009).Multiple intelligences: understanding your child’s learning styles

Retrieved fromhttp://www.education.com/magazine/article/Multiple_Intelligences/

Liston,M.(2009).Different learning styles in Mathematics teaching.Journal on

Research,1(4).

Loori, K. (2005).Multiple intelligence: a comparative study between the

preferences of males and females. Retrieved from http://www.sbp-
journal.com/index.php/sbp/article/view/1380

McLeod, S. A. (2010). Kolb–Learning Styles. Retrieved

fromhttp://www.simplypsychology.org/learning-kolb.html

Orog,L.(2012).Multiple intelligence-based instruction in secondary

English,Kidapawan National High School.Unpublishedthesis,University of the
Visayas.Cebu,Philippines.

Westerberg,C.(2012).The theory of multiple intelligences: as psychology, as

education, as social science October 22, 2011.Excerpts of Address Given by Howard
Gardner
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CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, review of related literature and studies,

conceptual framework, hypothesis of the study and definition of terms used in the study.

Relevant Theories

This study is anchored on the theories advocated by Gardner’s (1993) Multiple

Intelligence Theory and the Kolb’s Learning Styles, updated by McLeod (2010) and

Bandura’s Social Learning Theory (1977).

One of the theories which are relevant to the study is the Multiple Intelligence

Theory by Howard Gardner. Different theorists and educationists have defined multiple

intelligences in their own way. Howard Gardner of Harvard has identified seven distinct

intelligences. This theory has emerged from recent cognitive research and "documents

the extent to which students possess different kinds of minds and therefore learn,

remember, perform, and understand in different ways," according to Gardner (1991).

This theory is relevant to the present study because Mathematics is conceptual

and theoretical. It is taught traditionally by inductive or deductive approach which is

mostly teacher-directed. As the course of teaching shifted to student-centered one,

researchers seek to discern the implication of multiple intelligences to mathematics

instruction. As it may imply, it also may formulate various ways on how the teachers can

apply this to ascend academic performance of the learners.

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Another theory that is relevant to the present study is the Learning Style Theory

of David Kolb. Kolb has published his learning styles model in 1984 from which he

developed his learning style inventory. Kolb's experiential learning theory works on two

levels: a four stage cycle of learning and four separate learning styles. Much of Kolb’s

theory is concerned with the learner’s internal cognitive processes. Kolb states that

learning involves the acquisition of abstract concepts that can be applied flexibly in a

range of situations. In Kolb’s theory, the impetus for the development of new concepts is

provided by new experiences.

This theory is relevant to the present study because educators should ensure that

activities are designed and carried out in ways that offer each learner the chance to

engage in the manner that suits them best. Also, individuals can be helped to learn more

effectively by the identification of their lesser preferred learning styles and the

strengthening of these through the application of the experiential learning cycle. Ideally,

activities and material should be developed in ways that draw on abilities from each stage

of the experiential learning cycle and take the students through the whole process in

sequence.

The last theory that is relevant to this present study is the Social Learning Theory

by Albert Bandura. It has become perhaps the most influential theory of learning and

development. While rooted in many of the basic concepts of traditional learning theory,

Bandura believed that direct reinforcement could not account for all types of learning.

While the behavioral theories of learning suggested that all learning was the result of

associations formed by conditioning, reinforcement, and punishment, Bandura's social

learning theory proposed that learning can also occur simply by observing the actions of
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others. His theory added a social element, arguing that people can learn new information

and behaviors by watching other people. Known as observational learning or modeling,

this type of learning can be used to explain a wide variety of behaviors.

This theory is related to this study because learning would be exceedingly

laborious, not to mention hazardous, if people had to rely solely on the effects of their

own actions to inform them what to do. Fortunately, most human behavior is learned

observationally through modeling: from observing others one forms an idea of how new

behaviors are performed, and on later occasions this coded information serves as a guide

for action. As educators, it can be used to maximize the ability of instruction to last in

learners’ minds especially in a learning area which is commonly feared by most of the

learners.

Related Literature

Academic Achievement

According to Bell (2013), academic performance entails the outcome of education

as the extent to which a student, teacher or institution has to achieved their educational

goals. Although education is not the only road to success in the working world, much

effort is made to identify, evaluate, track and encourage the progress of students in

schools. Parents care about their child's academic performance because they believe good

academic results will provide more career choices and job security. Bell (2013) also

added that schools, though invested in fostering good academic habits for the same

reason, are also often influenced by concerns about the school's reputation and the

possibility of monetary aid from government institutions, which can hinge on the overall
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academic performance of the school. State and federal departments of education are

charged with improving schools, and so devise methods of measuring success in order to

create plans for improvement.

In the past, academic performance was often measured more by ear than today.

Teachers' observations made up the bulk of the assessment, and today's summation, or

numerical, method of determining how well a student is performing is a fairly recent

invention. Stoker et. al (2009) added that different teachers valued different aspects of

learning more highly than others, and although some standardization was attempted in

order to make the system more fair, the problem continued. Changes have been made to

incorporate differentiation for individual students' abilities, and exploration of alternate

methods of measuring performance is ongoing.

The tracking of academic performance fulfills a number of purposes. Areas of

achievement and failure in a student's academic career need to be evaluated in order to

foster improvement and make full use of the learning process. Stoker et. al (2009)

connotes that the results provide a framework for talking about how students fare in

school and a constant standard to which all students are held. Performance results also

allow students to be ranked and sorted on a scale that is numerically obvious, minimizing

complaints by holding teachers and schools accountable for the components of every

grade.

Multiple Intelligences

Verbal-Linguistic. It is an intelligence that involves reading, writing, speaking,

and conversing in one's own or foreign languages. Manner (2005) describes this
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intelligence as the sensitivity to the sounds, rhythms and meanings of words, as well as to

different functions of language. This intelligence involves sensitivity to spoken and

written language, the ability to learn languages, and the capacity to use language to

accomplish certain goals. It includes the ability to effectively use language to express

oneself rhetorically or poetically; and language as a means of remembering information.

Children (or adults) who demonstrate strength in the language arts: speaking,

writing, reading, listening have this intelligence, which sometimes called as word smart

or book smart. It involves understanding the order and meaning of words in both speech

and writing and how to properly use the language. Coşkungönüllü (2013) added that

linguistic intelligence can be exercised and enhanced in playful ways in the classroom

through jokes, puns, satires, funny stories and anecdotes. When a child or an adult has

this intelligence, he understands the nuances of a language, including idioms, plays on

words and humor based on language.

Fuini,& Gray (2008) noted that verbal-linguistic students need to process content

information through spoken or written words. Their comprehension comes from the

creation and the digestion of words. They like discussions, debating, speaking, and

creative writing, playing word games, i.e puzzles, making stories and telling jokes. In

relation to other variables, verbal- linguistic intelligence is connected to the level of

academic performance in Mathematics as it use language in learning instructions, as well

as the learning styles that involves reading and other field where this intelligence

concerning with.

Logical-Mathematical. It is an intelligence that involves number and computing

skills, recognizing patterns and relationships, timeliness and order, and the ability to
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solve different kinds of problems through logic. This intelligence, according to Manner

(2005), it is the sensitivity to, and capacity to discern, logical or numerical patterns. It is

also the ability to handle long chains of reasoning. This intelligence consists of the

capacity to analyze problems logically, carry out mathematical operations, and

investigate issues scientifically. In Howard Gardner’s word, it entails the ability to detect

patterns, reason deductively, and think logically. This is most often associated with

scientific and mathematical thinking.

Coşkungönüllü (2013) categorize these people as the one who display an aptitude

for numbers, reasoning and problem solving have this kind of intelligence. Individuals

are classified as number/reasoning smart. This intelligence can easily be identified as the

ability to recognize long strings of numbers, possessing a considerable reasoning ability;

drawing upon heuristic appropriately and having a sense of solution or direction of

complex problems.

According to Fuini, & Gray(2008), logical-mathematical learners need to see

patterns in their learning to organize their information. Children under this kind of

intelligence use numbers, mathematics and logic in understanding and solving problems

effectively. They try to understand concrete patterns and relationship between these

patterns. They like to solve puzzles and problems. They try to find logical answers for

everything and do everything with logic. Logical-mathematical intelligence is

interconnected to other variables in which individuals perform academically most in

using numbers and learning styles that involve this kind of intelligence.

Visual-Spatial. It is an intelligence that involves the visual perception of the

environment, the ability to create and manipulate mental images, and the orientation of
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the body in space. According to Manner (2005), it is the capacity to perceive the visual-

spatial world accurately and perform transformations on one’s initial performances. This

intelligence involves the potential to recognize and use the patterns of wide space and

more confined areas. It refers to those skills involving spatial configurations, such as

those used by artists and architects.

Fuini,& Gray(2008) added that children who can learn best visually and

organizing things spatially have this kind of intelligence. Individuals are classified as

picture smart. They like to see what you are talking about in order to understand the

subject well. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costumes,

colors, anything related with sight. Cartoons, witty posters, and funny pictures related to

the subject to be taught convey a message about learning to these students. For many of

them, that message may also be more memorable and easily understood than it might in

another form. Visual-Spatial intelligence can also be developed as students are

encouraged to try their hands at cartooning or making illustrations related to any subject-

matter.

Coşkungönüllü (2013) added that visual- spatial learners need to see what they are

learning. They have a unique ability to give concrete form to what they see in their

mind’s eye. They learn best through the use of color and many different audiovisual

media.. They learn by visualizing, imagining and forming mental images in mind. Jigsaw

puzzles, maps, colors, decorations attract these students strongly. As a form of

intelligence, visual- spatial intelligence is connected to other variables as it depicts

academic performance of an individual through the use of pictures and learning styles as

well.
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Musical. It is an intelligence of an individual that involves understanding and

expressing oneself through music and rhythmic movements or dance, or composing,

playing, or conducting music. Manner (2005) describes musical intelligence as the one

which concerns abilities in working with tone, pitch, rhyme and timbre. It is manifested

to high degrees among composers, musicians and acoustic engineers. This intelligence

involves the skill in the performance, composition and appreciation of musical patterns. It

encompasses the capacity to recognize and compose musical pitches, tones and rhythms.

According to Gardner, musical intelligence runs in almost structural parallel to linguistic

intelligence.

Coşkungönüllü (2013) claimed that children who learn well through songs,

patterns, rhythms, instruments and musical expressions have this kind of intelligence.

Individuals are classified as music smart. Musical puns are an interesting way to help

students sharpen their listening skills and improve concentration. Students can also make

up funny songs that help them remember historical events or geographical locations or

mathematical facts. Needless to say, their musical intelligence is also exercised in the

process. Funny songs can also add warmth and a welcoming atmosphere to the classroom

environment as students enter the room.

Fuini,& Gray(2008) categorized musical-rhythmic smart students as the one who

learn best when there is a musical beat to the information. These are the people who are

always humming or tapping to a beat and cannot get songs or jingles out of their heads.

The students who are strong in this intelligence like music, and rhythmic patterns, they

are sensitive to the sounds in the environment. They have the musical ear, so that they

easily recognize different musical patterns, and instruments. Musical intelligence is

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connected to other variables as music can be used also in performing academically, and

accompanied with learning styles in connection to music.

Bodily-Kinesthetic. It is an intelligence that involves the physical coordination

and dexterity, using fine and gross motor skills, and expressing oneself or learning

through physical activities. It is the ability to control one’s body movements and to

handle skillfully. It is the ability to control one’s body movements and to handle objects

skillfully. Manner (2005) that this intelligence entails the potential of using one’s whole

body or parts of the body to solve problems. It is the also the ability to use mental

abilities to coordinate bodily movements. Howard Gardner sees mental and physical

activity as related.

Kinesthetic learning is the bodies’ way of teaching its' self "muscle memory",

which is the capacity of directing the body gracefully along with having good physical

responses. Individuals are classified as body smart.Grow (2013) notes that bodily-

kinesthetic intelligence connects the bodies' responsive self to the brain which

coordinates actions to thoughts which are implanted not only in the muscular self but also

in the cerebellum and thalamus.The core elements of the bodily-kinesthetic intelligence

are control of one's bodily motions and capacity to handle objects skillfully. Gardner

elaborates to say that this intelligence also includes a sense of timing, a clear sense of the

goal of a physical action, along with the ability to train responses so they become like

reflexes. Along with these, you often find a high degree of fine-motor control and a gift

for using whole body motions. Bodily kinesthetic enables a person to manipulate objects

and fine-tune physical skills. This intelligence promotes the ability to use the body to

express emotion, to play a sport, and to create a new invention.

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Wessman(2010) added the fact that with this type of intelligence, the academic

performance of students and teachers as well, use methods that are skillfully in nature to

focus, unify, calm, and energize students and to reach those for whom kinesthetic

intelligence is a strength. It supports them as they design and model instructional

activities grounded in kinesthetic learning principles. This variable is connected to

academic performance in various discipline, specifically Mathematics, as well as to the

learning styles as it depicts how an individual possess themselves in the use of bodily-

kinesthetic intelligence.

Interpersonal. It is an intelligence that involves understanding how to

communicate with and understand other people and how to work collaboratively.

According to Manner (2005), it is the capacity to discern and respond appropriately to the

moods, temperaments, motivations and desires of other people. This intelligence is

concerned with the capability 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.

Children who are noticeably people oriented and outgoing, and doing their

learning cooperatively in groups with a partner have this intelligence. Individuals are

classified as people smart. Fuini & Gray (2008) added that interpersonal intelligence can

be developed by making students work in pairs as a funny and a straight person.

Analyzing videos of some of the old comedy teams will help students to recognize,

through caricature, different kinds of interpersonal skills and the importance of timing in

clever repartee. Students can then try doing their own version of some of the skits. Such
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exercises are excellent ways to develop self- confidence in front of an audience, as well

as the ability to collaborate spontaneously.

Coşkungönüllü (2013) added that interpersonal-smart learners need to interact

with others to be most successful while processing their information. So, cooperative

learning strategy best fit these students in learning. These children may have lots of

friends and peers, show great ability to make empathy with the others. They learn by

interacting, and talking with people. Interpersonal intelligence is interconnected to other

variables as it shows the sociological aspect of an individual who will engage in

performing academically, and with distinct learning styles presented.

Intrapersonal. It is an intelligence that involves understanding of one's inner

world of emotions and thoughts, and growing in the ability to control them and work with

them consciously. Manner (2005) added that it is the ability to access one’s own feelings

and the ability to discriminate among them and draw upon them to guide behavior. It is

the knowledge of one’s own strengths, weaknesses, desires and intelligences. This

intelligence entails the capacity to understand oneself, to appreciate one’s feelings, fears

and motivations. In Howard Gardner’s view, it involves having an effective working

model of ourselves and to be able to use such information to regulate our lives.

Fuini,& Gray (2008) added that children who are especially in touch with their

own feelings, values, and ideas have this intelligence. Individuals are classified as self-

smart .They may tend to be more reserved, but they are actually quite intuitive about

what they learn and how it relates to them. As a matter of fact, the ability to understand

ourselves better by being able to laugh at our foibles or mistakes is a non-threatening way

to greater self-understanding. Students will be well-served by learning that making an

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honest mistake should not automatically lead to self-depreciation or shame or anger.

When we are able to laugh at ourselves, we are much better able to pick ourselves up and

start over.

Coşkungönüllü (2013) added that intrapersonal learners need to reflect on their

learning privately, as they have an inner strength that helps them increase their

understanding. So, for these students, individual works, projects can be most useful.

Children, who have this intelligence like to work alone, shy away from others. They have

deep understanding of their feelings, emotions, values, and beliefs. They are intrinsically

motivated. Probably other people come to them for their advice. Intrapersonal

intelligence is connected to other variables since it fully represents the individual itself.

Naturalistic. It is an intelligence that involves the understanding of the natural

world of plants and animals, noticing their characteristics, and categorizing them.

According to Manner (2005), it generally involves keen observation and the ability to

classify other things as well. It is the ability to recognize and classify plants, minerals and

animals including rocks and grass and all variety of flora and fauna. It is also the ability

to recognize cultural artifacts and combines an understanding of nature in making

distinctions. Individuals are classified as nature smart.

Naturalist intelligence is an ability to discern, identify and classify plants and

animals. This ability would make it easier to live off the land and so on. According to

Durie (2006), the core of the naturalist intelligence is the human ability to recognize

plants, animals, and other parts of the natural environment like clouds or rocks. Each of

the original seven intelligence draws upon patterning skills to interpret the sights and

sounds of the world around us. Naturalist intelligence deals with sensing patterns in and
 23

making connections to elements in nature. Children possessing this type of intelligence

may have a strong affinity to the outside world or to animals, and this interest begins at

an early age. Their heightened senses may help them notice similarities, differences and

changes in their surroundings more rapidly than others.

Naturalist learners need to see connections between their leaning and the natural

word. These students would be strong in science and nature concepts. Chapman (2012) in

his book MI centers and Projects describes the naturalist intelligence as one’s ability to

adopt and survive in one’s environment. His understanding of nature includes such

abilities as identifying, taking care of and enjoying the land, sea, and the sky and being

able to take one’s place and survive there. The person with the green thumb and the

farmer who can make the land produce at its highest level have strong naturalist

capabilities. Wilson (2011) describe these persons as the one who can label and identifies

kind of trees, wildflowers, plants, birds, animals and other natural things also

demonstrates this intelligence among the group of scientists, 19 such as sailors,

navigators, astronomers, biologists, environmentalists, park rangers, landscape artists,

zookeepers and veterinarians. Naturalistic intelligence is merely connected to other

variables as it settles the learning condition of an individual in performing academically

and with corresponding learning styles.

Learning Styles of the Students

Diverger. These are people characterized as the one who is able to look at things

from different perspectives. They are sensitive and prefer to watch rather than do, tending

to gather information and use imagination to solve problems. They are best at viewing
 24

concrete situations several different viewpoints. Kolb called this style 'Diverging' because

these people perform better in situations that require ideas-generation, for example,

brainstorming. Eyyam, R. et. al (2011) added that these individuals are those with highest

scores in Concrete Experience (CE) and Reflective Observation (RO) and considers

specific experience from different perspectives. Marriot (2009) also added that

Divergers’greatest strengths lie in creativity and imaginative ability.

People with diverging learning style have broad cultural interests and like to

gather information. They are able to view concrete situations from many perspectives and

generate many ideas. They are interested in people, tend to be imaginative and emotional,

and tend to be strong in the arts. McLeod (2010) claimed that people with the diverging

style prefer to work in groups, to listen with an open mind and to receive personal

feedback. They have a high imaginative capacity that allows them to analyze specific

situations from different viewpoints.

Claxton &Murrel (2007) describe divergent learners as the one who usually apply

observation rather than in action. Their name comes from the fact that they are good in

situations that need to generate a broad range of alternative ideas and implications. They

are good at identifying problems, sharing information and becoming involved in group

activities. They grasp the experience through concrete experience and transform it

through reflective observation. Divergent learning style is related to other variables as it

shows uniqueness of an individual/student belong to this group, on how they perform

academically, especially in Mathematics, and what particular Multiple Intelligence would

they excel more.

 25

Assimilator. The Assimilating learning preference is for a concise, logical

approach. Ideas and concepts are more important than people as these people require

good clear explanation rather than practical opportunity. They excel at understanding

wide-ranging information and organizing it a clear logical format. Cagiltay (2008)

highlighted that assimilators combine Reflective Observation (RO) and Abstract

Conceptualization (AC) and excels in the development of theoretical frameworks. They

prefer to use inductive reasoning. People with this learning style are best at understanding

a wide range of information and putting this into concise, logical forms. They are less

focused on people and more interested in abstract ideas and concepts. They find it more

important that a theory have logical soundness than practical value. This learning style is

important for effectiveness in information and applied science careers.

People with an Assimilating learning style are less focused on people and more

interested in ideas and abstract concepts. They learn with abstract ideas, create conceptual

models, design experiments, and analyze quantified information. McLeod (2010) added

that people with this style are more attracted to logically sound theories than approaches

based on practical value. In formal learning situations, people with this style prefer

readings, lectures, exploring analytical models, and having time to think things through.

Assimilating learners stand out for their inductive reasoning. They assimilate

broad spectra of information and are able to translate them in a concise, logical manner.

They are less focused on people and more focused on abstract ideas and concepts. They

judge ideas more for their theory than for their practical value. Claxton &Murrel (2007)

added that assimilating learners grasp the experience through abstract conceptualization

and transform it through reflective observation. Moreover, Assimilating learning

 26

preference is related to other variables as it shows unique characteristics of an

individual/student belong to this group, in how they perform academically and what

particular Multiple Intelligence they express frequently.

Converger. People with a Converging learning style can solve problems and will

use their learning to find solutions to practical issues. They prefer technical tasks, and are

less concerned with people and interpersonal aspects. They are best at finding practical

uses for ideas and theories. Marriot (2009) claimed that Convergers are individuals who

combine Abstract Conceptualization (AC) and Active Experimentation (AE) in order to

test the theory in practice. Additionally, Marriot (2009) pinpoint that Convergers are

opposite to the Divergers as they are best at finding practical uses for ideas and theories

involving problems having ‘right’ or ‘wrong’ answers. They have the ability to solve

problems and make decisions based on finding solutions to questions or problems. They

would rather deal with technical tasks and problems than with social and interpersonal

issues. They are good at hypothetical-deductive reasoning.

According to McLeod (2010), people with converging learning style are more

attracted to technical tasks and problems than social or interpersonal issues. They can

solve problems and make decisions by finding solutions to questions and problems. This

learning style enables specialist and technology abilities. People with converging style

like to experiment with new ideas, to simulate, and to work with practical applications.

This style is associated with individuals who are skilled at solving problems, making

decisions and putting ideas into practice. The name comes from the fact that they work

best in situations where there is only one correct answer and solution to a question or

problem.
 27

Convergent learners are able to find a practical use for ideas and theories,

evaluating consequences and selecting solutions, following detailed, sequential steps and

setting clear goals with a logical sequence of activities. They prefer to deal with technical

tasks and problems rather than with social and interpersonal discussions. Claxton

&Murrel (2007) added that individuals grasp the experience through abstract

conceptualization and transform it through active experimentation. Likewise, Convergent

learning style, as one of the learning preferences, is related to other variables depicting

how unique an individual perform academically in various discipline which include

Mathematics and the field of Multiple Intelligences as well.

Accommodator. The Accommodating learning style is 'hands-on', and relies on

intuition rather than logic. These people use other people's analysis, and prefer to take a

practical, experiential approach. They are attracted to new challenges and experiences,

and to carrying out plans. They commonly act on 'gut' instinct rather than logical

analysis. McLeod (2010) notes that people with an Accommodating learning style will

tend to rely on others for information than carry out their own analysis. This learning

style is prevalent and useful in roles requiring action and initiative. People with

accommodating learning style prefer to work in teams to complete tasks. They set targets

and actively work in the field trying different ways to achieve an objective.

They learn from experiences, making plans and coping with risk situations. They

stand out for their flexibility and willingness to join in with group activities. Those

individuals with highest scores in Concrete Experience (CE) and Active Experimentation

(AE) belong to this group. Accommodators are polar opposites form Assimilators.

According to Cagiltay (2008), they are good at carrying out plans and experiments and
 28

involving themselves in new experiences. They are risk-takers and excel in those

situations requiring quick decisions and adaptations. They often solve problems in an

intuitive trial and error manner, relying heavily on other people for information.

Accommodators are at ease with people but may be seen as impatient and pushy.

Theory and plans must be aligned with reality; otherwise, they are not valid for

them. They tend to solve problems intuitively. They feel comfortable with other people

but sometimes they are impatient and insistent. Claxton &Murrel (2007) added that

individuals under accommodating learning style grasp the experience through concrete

experience and transform it through active experimentation”. In relation to other

variables, Accommodating learning style is connected on how will be the student-

respondents of this study perform academically in Mathematics, classifying also their

respective Multiple Intelligence domains.

Related Studies

The study of Damavandi (2011) aims to know whether there is significant

difference in the academic achievement of students with converging, diverging,

accommodating and assimilating learning styles. The results of the analyses of variance

show that there is a statistically significant difference in the academic achievement of the

Iranian students that correspond to the four learning styles. The findings of this study

extends knowledge in the field of learning styles to the Iranian context, as most of the

investigations have been carried out in western culture. However, teachers should design

a way of teaching which takes into account the diversity of learning styles. This must be

done to enrich and at the same time favor all the students. In this regard, the basic
 29

principle is that, in order for students to benefit maximally from instruction and

assessment, at least some of each should match their learning styles. Therefore,

flexibility is crucial for students as well as for teachers.

The study of Ebru (2010) investigated the relation between the multiple

intelligences and the academic achievement levels of secondary school students.

Relational survey method is used in study. Data is collecting by Multiple Intelligence

Scale for Students and a questionnaire. Students’ first semester accumulative grades are

taken as a criterion for academic achievement. Data is analyzed by descriptive statistics.

Identifying the multiple intelligences of secondary school students, the differences

according to the academic achievement levels of the students will contribute awareness to

the self-knowledge and abilities of the students as well as to develop suggestions for

programs to enhance their academic achievement levels and to be a reference for further

studies. In this study, academic achievement scores are found to be effective on students

multiple intelligences. It is found that the student who have lower academic achievement

level, have lower verbal-linguistic ability, have lower logical-mathematical ability and

have lower interpersonal and intrapersonal ability then the others. This result supports the

notion that these abilities are school valued ones. Self-estimations of intelligence can

have a self- fulfilling nature, thus influencing the academic success of students, students

who overestimate their intelligence may not develop the strategies and other skills needed

to learn because teachers do not perceive the need to plan and monitor students’

activities. Likewise, students who underestimate their intelligence may not take initiative

in the academic domain, considering themselves less able to begin with.

 30

The study of Smoak (2007) aims to determine if students’ awareness of their

learning styles and multiple intelligences would increase student achievement,

engagement in the learning process, and retention in the classroom. Data was collected

using modified Dunn & Dunn Learning Style Inventory, a multiple intelligence survey

excerpted from the works of Thomas Armstrong, and Bickey’s Basic Assessment of

Cognitive Organization. The study found out that the incorporation of learning styles and

multiple intelligence theory into the classroom had little discernible effect on either

student attitudes or achievement. The teacher/instructor did, however, find this

information valuable as it helped to individualize instruction and increase understanding

of student thought processes. One point that should be addressed early on in the

classroom is having students set realistic goals. Students must realize that spending a few

weeks in a classroom, no matter how hard they work or how individualized the

instruction, will not overnight remediate years of deficiencies in learning. Perhaps this is

where the true value of teaching learning styles and multiple intelligences can have the

most effect.

The study of Elliott (2005) aims to synthesize the literature in order to assess and

quantify the relationship between MI instructional approaches and student achievement

indicators in secondary school classrooms. This study employed the best-evidence

synthesis methodology devised by Robert Slavin. Criteria for study inclusion included

germaneness, minimization of 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

 31

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.

The study of Ozdemir (2010) aims to determine the effects of multiple

intelligence approach in project based learning on the students’ mathematics

achievements. The data were gathered through a mathematics achievement test and a

multiple intelligence quiz. The gathered data were analyzed descriptively and then the

findings were determined and evaluated based on the research questions. At the end of

the study, it was found that there was no statistically important effect of multiple

intelligence approach in project based learning applied in mathematics lesson on the

students’ mathematics achievements. On the other hand, it was also seen that project

based learning applied according to multiple intelligences has positive effect on the

students’ achievement. Although at the end of the study there was no statistically

important effect of multiple intelligence approach in project based learning applied, it is

important findings that while the students in the first experimental group that the project

topics were assigned according to intelligences which the students’ maximum points in

multiple intelligence quizzes were found statistically more successful according to the

students in the control group, the students in the second experimental group that the

project topics were assigned according to intelligences which the students’ minimum

points in multiple intelligence quizzes were not found statistically more successful.
 32

According to this result, using two alternative learning approaches together supplies

higher success.

The study of Ma, V. and Ma, X. (2014) stated that effort to account for disparities

in mathematics performance between American and East Asian middle school students,

the present research aims to compare the relationship between learning styles,

competitive and cooperative, and mathematics performance among middle school

students between the USA and the three top-performing East Asian countries- Hong

Kong, Japan, and Korea in 2003 Program for International Student Assessment (PISA).

Results from hierarchical linear model (HLM) with students nested within schools

demonstrated three key findings: (a) competitive learning had a statistically significant

positive though small relationship with mathematics performance in all four countries, (b)

cooperative learning had a statistically significant positive though small relationship with

mathematics performance in the three East Asian countries but not in the USA, and (c)

the relationship between competitive learning and mathematics performance was as

strong as the relationship between cooperative learning and mathematics performance

across the three East Asian countries. Although American students are stronger

competitive and cooperative learners than their East Asian peers, they are not effective

users of either learning style for the improvement of mathematics performance likely

because of the way that both learning styles are practiced in American mathematics

classrooms. Teacher education may hold the key to improve the educational practice of

different learning styles as a strategy to improve mathematics performance of students in

the USA and beyond.

 33

The study of Skelton (2006) aimed to examine the effects of learning style,

strategy use, and personalization of mathematical word problems on the selection of

appropriate operations and the execution of correct computational responses by students

with learning disabilities (LD). Additionally, the secondary purpose of the study was to

determine if learning style, strategy use, and personalization of mathematical word

problems interacted with mathematical word problem achievement levels to effect

students with learning disabilities selection of appropriate operations and execution of

correct computational responses. Results of the said study revealed that learning style did

affect students with LD’s selection of appropriate operations and execution of correct

computational responses of mathematical word problems. While other outcomes from

this study revealed no statistically significant results, further investigations are merited

regarding the affect learning style, strategy use, and/or personalization have on the

mathematical responses of students with learning disabilities. Skill in application of

problem-solving skills can be equated with quality of life, in that those who are adept at

problem-solving, can apply the principles of problem solving to everyday life, may make

better decisions about common problems.

The study of Emmiyati, Rasyid et. al. (2014) aims to investigate the Multiple

Intelligences profiles of the students at junior secondary school in Makassar. The

Multiple Intelligences Inventory was used to identify the dominant intelligence among

the students. The results of the said study showed that all intelligences were possessed by

the students either in strong, moderate, or weak category. Existential intelligence became

the strongest intelligence among the nine types of multiple intelligences. Moreover, other

types of multiple intelligences in strong category were interpersonal intelligence and

 34

verbal-linguistic intelligence. They were the second and the third intelligence of the

strongest intelligences. The other types were in moderate category, were intrapersonal

intelligence, musical intelligence, visual-spatial intelligence, logical mathematic

intelligence, bodily-kinesthetic intelligence, and naturalist intelligence. In terms of

gender, the study revealed, male students significantly possessed stronger in logical-

mathematic intelligence, bodily-kinesthetic intelligence, and intrapersonal intelligence,

Meanwhile, Female students were significantly stronger in musical intelligence,

interpersonal intelligence, and existential intelligence. The results also showed that there

was no significant difference between male students and female students in verbal

linguistic intelligence, visual-spatial intelligence, and naturalist intelligence. The finding

showed that the students possessed all nine intelligences either in strong, moderate, or

weak category. Generally, from the strongest to the weakest type of multiple intelligences

possessed by the students are existential intelligence, interpersonal intelligence, verbal-

linguistic intelligence, intrapersonal intelligence, musical intelligence, visual-spatial

intelligence, logical-mathematic intelligence, bodily-kinesthetic intelligence, and

naturalist intelligence. The combination of variations of the intelligences is in line with

the theory of multiple intelligences. According to the theory, everyone possesses all types

of multiple intelligences: however, the extent to which each is developed in an individual

varies from person to person (Gardner, 1983). This is supported by the findings of the

research done by Chan (2005) which the strongest intelligence was verbal-linguistic

intelligence and the weakest intelligence was naturalist intelligence. It proves that the

strongest types of intelligences and the combination of intelligences differ from person to

person.
 35

The study of Damrongpanit and Reungtragul (2013) aims to identify learning

styles of ninth-grade students, to identify teaching styles of four subject teachers, and to

compare four academic achievements between different matching conditions of students’

learning styles and teachers’ teaching styles.. The matching types were almost

statistically significant and the overall study showed the most advantageous learning style

was the Theorist students matching with the Expert and the Facilitator teachers whereas

the most disadvantageous learning style was the Realistic students matching with the

Personal Model and the Facilitator teachers. The researchers have a main opinions based

on the research results as follows. The main research results revealed that the difference

between the matching and mismatching pattern tends to rely on the different subjects

naturally. Mathematics and Sciences were 50% harmonious in pattern on behalf of

logical and reasonable subjects whereas English and Thai Language subjects were 45%

harmonious in pattern on behalf of skills and applied subjects. The administrators should

support the teachers to improve their teaching competencies for all students’ learning

styles. The teacher should be more aware in the difference in teaching and difference in

learning on student outcomes.

Lastly, the study of Nguyen (2004) aims to examine one of the ten objectives of

the first schools and Teacher Program Grant which is to improve student achievement on

standardized tests by using multiple intelligences instruction. The results of the California

Achievement Test/5 (CAT/5) given at grade 5 tended to show no differences between

students in the MI and the traditional school program. Although no association between

CAT/5 outcomes and the MI treatment were found, two report-card outcomes at the sixth

grade- level--Math and Physical Education--and an interaction of Program-type with

 36

Home- language on Music were found to be significant. By and large, the magnitude of

these differences was not large enough to conclude that the MI treatment was effective in

producing larger standardized test scores than students in the non-MI program. Yet,

considering that the MI program emphasizes different kinds of activities and more

diverse ways of learning and provides an alternative to the traditional classroom, this

result of no differences between programs can be thought of a success for the MI

community. Participants in the MI program performed just as well as those who had been

in the traditional program. Educators should find the results encouraging, even with no

differences in test scores and grades, because this indicates that MI approaches are

competitive with traditional ones. These findings shed new light on the application of MI

and give the growth in its use, provide a much-needed comparison for those interested in

implementing it as one component of educational reform.

The study of Joaquin, Ganaden and Ibe (2008) intends to investigate whether

mastery and competitive goals could be developed among students, while controlling for

the possible effects of student learning styles. A pretest-posttest control group design was

used in this 10-week experiment that employed three intact high school mathematics

classes. Results showed that mastery and competitive goals could be separately modified

among students. This experimental study strongly indicates that student goals can be

modified by adapting certain classroom conditions. Students can be made to exhibit

higher levels of mastery and competitive goals by exposing them to classes that focus on

mastery and competitive goal modifications, respectively. Learning styles do not

moderate the effects of any of these modifications. Each of the three student goals

independently predicts the student scores in mathematics achievement. However, when

 37

all the effects of these three goals are simultaneously considered, only avoidance goals

predict achievement in mathematics. It is recommended that the teachers use the two

types of goal modifications as an alternative method of teaching to increase student

achievement in mathematics. Further studies on avoidance goals should also be

conducted, in as much as competitive goals are now being explored as having positive

effects on student achievement. Finally, the possible reclassification of avoidance goals

into projective, compliance, and work-avoidance goals should be investigated.

Other study conducted by Montemayor, Aplaten, et al. (2009) dealt on the

learning styles of high and low academic achieving freshman teacher education students

of the University of the Cordilleras. The descriptive –comparative method was utilized in

this study because the purpose of the said study was to compare the learning styles of the

high and low academic achieving freshman teacher education students. The results of this

study revealed that no significant difference exists in the learning styles between the low

achieving and high achieving students. Since the students do not vary in terms of their

learning style when compared according to level of academic performance, it is

recommended that teachers, whenever possible, must incorporate in their teaching

strategies specific methods that are reflective of visual, auditory, tactile, and kinesthetic

styles of learning. Students must also provide input as to their preferred learning style in

designing the syllabus to be used by the teacher in the course. Based on the findings of

the said research, it is concluded that generally, learning style does not Influence

academic performance. A student, whether high achieving or low achieving, does not

have a clearly defined learning style preference. With this inference, it is recommended

that seminars and trainings be conducted to acquaint teachers on the various learning
 38

styles. Moreover, in designing teaching plans and strategies, the teacher should consider

how the different learning styles under the Dunn and Dunn’s model can be incorporated

in the teaching-learning process. Students must also provide input as to their preferred

learning style to be considered by the teacher in designing the course syllabus.

On the other hand, the study of Choi, Yu and Loquias (2014) targets to assess the

learning styles of the students at the University of the Philippines –Manila (UP Manila)

College of Pharmacy and to determine their association to teaching method preferences

and academic performance. This study employed a descriptive, correlational design to

describe the learning style profiles of Pharmacy students in UP Manila according to sex,

course and year level using a cross-sectional data collection and correlated them with

teaching method preferences and academic performance. The most prevalent learning

style among Pharmacy students across all year levels is reproduction-directed (36.4%)

followed by application-directed (26.8%). In general, students favored lecture as teaching

method and selected reading assignments and reporting as the least preferred. Students

with application-directed learning styles preferred laboratory exercises while students

with meaning-directed learning styles and reproduction-directed learning styles preferred

lectures. No significant relationship was found between learning style and academic

performance. Reproduction-directed is the most prevalent learning style among Pharmacy

students in the University of the Philippines Manila. Each learning style favors a certain

teaching method, but there was no relationship found between learning style and

academic performance. The learning style profile of the students may be built upon on, to

develop meaning-directed approaches by focusing on interventions that will promote

deep, critical processing and self-regulation.

 39

The study of Velasquez and Tan (2011) aims to assert whether the teachers’

teaching styles and students’ learning styles influenced the academic performance of the

students in Mathematics, English and Science and Technology. Two sets of combined

standardized and self-structured questionnaires were used in gathering the data from the

teacher and student–respondents. Teachers were categorized into six teaching styles: (a)

expert, (b) formal authority, (c) personal model or demonstrator, (d) facilitator, (e)

delegator and (f) multiple. Students were categorized into seven learning styles: (a)

independent, (b) avoidant, (c) collaborative, (d) dependent, (e) competitive, (f)

participative and (g) multiple. Results revealed that almost equal number of the students

was below 15 (50.60%) and above 15 years old (49.40%). Majority were female,

belonging to a household size of 3-13, low family income, parents who were high school

graduates, fathers with blue-collar job and mothers who were non-earning. Most of the

students have collaborative learning style in Mathematics, English and Science and

Technology. The students mostly got an average academic performance, with means

ranging from 80.09 – 82.18. Students’ academic performance differed significantly in

their first grading grades in Science and Technology. Majority of the teacher-respondents

were female, young, with less than 15 years in teaching, permanent, married, Teacher 1,

BSED graduates, with major related to the subject they taught, without MS / MA units

and seldom attended in-service trainings. Majority of the teacher-respondents were also

facilitators. Except for lecture and traditional methods, most of the teaching methods

were significant in providing for the learning styles of the students. Correlation analysis

revealed that teachers’ age, position and national seminars attended were significantly

correlated with the students’ academic performance. A highly significant relationship was
 40

established between the students’ academic performance and learning styles. Majority of

the students got average academic performance except for students with avoidant

learning style and only few of them got high academic performance in the rest of the

learning styles. Correlation analysis revealed a significant relationship between the

teachers’ teaching styles and the academic performance of the students in Mathematics.

Association between teaching styles of teachers and learning styles of students was

insignificant.

The study of Orog (2012) aims to determine the multiple intelligences and the

learning approaches for the sample population of students in secondary school of

Kidapawan City National High School. The descriptive research utilized quantitative and

qualitative data generated from the multiple intelligence tests and test-retest in all level of

preparation of performance based assessment, evaluating the learning growth of the

students on the intervention done by the researcher and the relationship of students’

intelligence category based on the end result of the performance based assessment. The

said study shows the relevance of the Multiple Intelligence of each student upon

performing in the Broadway Musical presentation. During the assessment of MI per

student, it also shows high percentage of the group of student was musically inclined

along with the performance of physical activities while learning. The survey with the

Multiple Intelligence based assessment shows that students with musical inclination were

doing a well-coordinated skill level with that of tactile-kinesthetic group of learners, or

the presence of both intelligences to the same group of students. This information reveals

that a musically inclined learner is almost have the same level of learning style with

tactile kinesthetic group of learners and the performance based assessment affirms the
 41

correlation with each other. Therefore, with the other group of learners classified to their

Multiple Intelligence category, the learning plan should be congruent to the learning style

of the students. Administrators, curriculum planning division, teachers and parents needs

to agree and work hand in hand to administer an initial Multiple Intelligence Assessment

to every student before the class begins early in June to determine the learning difficulties

and or learning styles of every student. Upon verifying the learning styles, teacher will

look into the design of lesson planning to address the situation. This is to ensure the

attainment of school’s vision-mission statement and implementing the education for all,

by principle and not an iota was removed on this battle cry. Furthermore, no child will be

left behind, scampering or haggling with teachers on their grades with respect to the

subjects which were not conceivable in their learning style.

Defined learning style and established study period are two things that help direct

learners to improve their capabilities in learning Mathematics. Carbonel (2013) focused

on the description and evaluation of the perceptional learning style, study habits and its

significance to the students’ academic performance, particularly in College Algebra.

Three sets of questionnaires were used to gather the numerical data: the Learning Style

Inventory guide, the study habit assessment form, and the teacher-made test. This

includes one hundred (100) students who were enrolled in College Algebra during the

second semester of 2013 at Kalinga-Apayao State College. The said study showed that

46% percent of the students are have desirable learning through visual style of the

learning, thirty-six(36%) percent prefer auditory learning and only 18% of them prefer

tactile style of learning. On the hand, it is observed that the students had an average study

habit .Among the indicators; the students got a highest mean of 2.05 in the number of
 42

hours in studying their lessons. On the students’ performance, it was noted that the

students in College Algebra had an average performance as evidenced by the computed

mean of 2.15. Specifically, there are 50 % of them fall under average performance, 35%

of them are within” low performance.” While only 15% of them have “high

performance.” In the assessment of whether there is a significant difference of the study

habits and the performance of the students, the null hypothesis is rejected. This implies

that the study habits of the students in College Algebra have great impact to their

performance in the said subject. The students described themselves as visual style in

learning and auditory rather than being tactile. When asked if what areas do they students

need remediation in learning College Algebra, they reflected that: 35% of the students

need remediation on the following areas: synthetic division and quadratic equations, and

systems of equations with problem solving. There are 30 0r 30 % of the students need

remediation on the areas like: Rational expressions and equations. Polynomials and

Algebraic expressions also are areas where students need remediation.

The study of Bocar (2012) limits its investigation to the learning and teaching

styles of the respondents. The descriptive survey method is utilized in this study. This

paper is anchored from the online article which provides the learning styles and their

characteristics. These learning styles are found to be the combination of Myers-Briggs

Type Indicator (MBTI) in which it was derived from Carl Jung’s Theory of psychological

types, and from Felder-Silverman Learning Style Model (1996). The seven learning

styles with their respective characteristics specified by this online article that supported

the basis of this study are visual- spatial, aural /auditory-musical, verbal- linguistic,

physical/kinesthetic, logical/mathematical, social/interpersonal and solitary/intrapersonal.

 43

The respondents of the study are the 245 students and 58 teachers. Frequency and

percentage distribution are used to determine the extent of practice in each learning style.

The results established that four colleges preferred most the verbal style of learning while

the least preferred learning style of the three colleges is aural learning style. Furthermore,

it was found that the 100% of teachers preferred most the logical teaching style. The

respondents from the four colleges declared that aural and solitary teaching style are less

preferred by them. The study verifies that there is a slight mismatch between the learning

and teaching style of the students and teachers respectively. The students learn more

when words are used; while the teachers prefer to use reasoning and system. The style of

the teachers is also open for the verbal teaching style. The respondents in one way meet

their less preferred learning styles. Though one of the least preferred styles by the

teachers is solitary; both group of respondents less preferred the use of music and sound.

The study of Naoe (2010) aims to 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. Through an informal

interview with the school principal, this study found out that the curriculum in this

special class is the same as the one being used in the regular class. It is a highly

academic-focused curriculum. 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
 44

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 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.

The study of Fernando (2009) aims to determine 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, this study 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 average 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. This study also found significant relationship between

logical, linguistics and visual intelligences and the academic performance of the
 45

respondents. The respondents’ extent of logical and linguistics intelligences significantly

predicts their academic performance in accounting. 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.

The study of Faller (2013) aims to determine the Multiple Intelligence (M I)

profiles of the Engineering students at Ateneo de Davao University. This study will

provide a set of baseline data to support and improve learning and teaching practices at

the University. This study used validated multiple intelligence questionnaires answered

by randomly selected students from first year to fifth year of the engineering programs

during the first semester. The said study made use of the arithmetic mean and ranking

techniques to analyze and interpret the data collected. The results showed that the

respondents scored highly in logical-mathematical, musical, body-kinesthetic,

interpersonal and existentialist intelligences and scored moderately in linguistic,

naturalist, intrapersonal and visual-spatial. The male engineering students possessed

highest body-kinesthetic, logical-mathematical, and musical capabilities while the female

engineering students had highest musical, interpersonal and logical-mathematical

capabilities. The top three intelligences for engineering students were (1) logical-

mathematical, (2) musical and (3) body-kinesthetic. The data implies that the respondents

are highly inclined towards logical thinking, musical ability and body movement control.
 46

Engineering students in this study possess capabilities or skills in mathematics, music and

physical activities like sports.

Conceptual Framework

Independent/
Independent Variable Dependent Variable Dependent Variable

Multiple Learning Styles of

Intelligences of the the Students
Students
 Diverger
 Verbal-Linguistic  Assimilator
 Logical-  Converger Academic
mathematical  Accommodator Achievement of
 Visual-Spatial the Students in
 Musical Mathematics
 Bodily-Kinesthetic
 Interpersonal
 Intrapersonal
 Naturalistic

Figure 1.Conceptual Paradigm of the Study

Figure 1 presents the conceptual paradigm of the study.

The study uses the independent variable (IV) – independent/dependent variable

(IV-DV) – dependent variable (DV) scheme to present their relationship.

The first box contains the independent variable which includes the Multiple

Intelligences of the students being described in terms of verbal-linguistic, logical-

mathematical, visual-spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and

naturalistic.
 47

While, the second box contains independent/dependent variable which includes

the Learning Styles of the students being describe in terms of diverger, assimilator,

converger, accommodator.

On the other hand, the third box contains the dependent variable which includes

the academic achievement of the students in Mathematics.

Therefore, the study posits that the independent variable influence the dependent

variables.

Hypotheses

The following null hypotheses were tested:

1. There is no significant difference between the Multiple Intelligences of the

students and their Learning Styles.

2. There is no significant relationship between the Learning Styles of the students

and their academic achievements in mathematics.

3. There is no significant relationship between the Multiple Intelligences of the

students and their academic achievements in mathematics.

Definition of Terms

The following terms were defined operationally:

Accommodator. This term refers to the Accommodating learning style where

individuals are 'hands-on', and rely on intuition rather than logic asof using other people's

analysis, and prefer to take a practical, experiential approach.

 48

Assimilator. This term refers to the Assimilating learning preference for a concise

and logical approach wherein ideas and concepts are more important than people.

Bodily-Kinesthetic. This term refers to the Multiple Intelligence that involves the

physical coordination and dexterity, using fine and gross motor skills, and expressing

oneself or learning through physical activities.

Converger. This term refers to the people with a Converging learning style where

individuals can solve problems and will use their learning to find solutions to practical

issues, preferring technical tasks, and are less concerned with people and interpersonal

aspects.

Diverger. This term refers to the people who are sensitive and able to look at things

from different perspectives, preferring to watch rather than do, tending to gather

information and using imagination to solve problems

Interpersonal. This term refers to the Multiple Intelligence that involves

understanding on how to communicate with and understand other people and how to

work collaboratively.

Intrapersonal. This term refers to the Multiple Intelligence that involves

understanding one's inner world of emotions and thoughts, and growing in the ability to

control them and work with them consciously.

Learning Styles. This term refers to the individual’s unique approach to learning

based on strengths, weaknesses, and preferences.

Level of Academic Achievement in Mathematics. This term refers to the outcome

of education, the extent to which the student, teacher or institution has achieved their

educational goals.
 49

Logical-Mathematical. This term refers to the Multiple Intelligence that involves

number and computing skills, recognizing patterns and relationships, timeliness and

order, and the ability to solve different kinds of problems through logic.

Multiple Intelligences. This term refers to a theory of intelligence that differentiates

it into specific modalities, rather than seeing intelligence as dominated by a single general

ability.

Musical. This term refers to the Multiple Intelligence that involves understanding

and expressing oneself through music and rhythmic movements or dance, or composing,

playing, or conducting music.

Naturalistic. This term refers to the Multiple Intelligence that involves

understanding of the natural world of plants and animals, noticing their characteristics,

and categorizing them; it generally involves keen observation and the ability to classify

other things as well.

Verbal-Linguistic. This term refers to the Multiple Intelligence that involves

reading, writing, speaking, and conversing in one's own or foreign languages.

Visual-Spatial. This term refers to the Multiple Intelligence that involves visual

perception of the environment, the ability to create and manipulate mental images, and

the orientation of the body in space

 50

Notes in Chapter II

Bell, M. (2013). Define Academic Performance. Retrieved from

http://www.ehow.com/about_4740750_define-academic-performance.html

Stoker, H., Ward, A.,&Ward, M. (2009). Achievement and ability tests -

definition of the domain, Educational Measurement 2, University Press of America, pp.
2–5, ISBN 978-0-7618-0385-0

Manner, B. (2005), Learning styles and multiple intelligences in students.Journal

of College Science Teaching. 6(2):12-13.

Fuini, L. &Gray, Robert A. (2008), Using debriefing activities to meet the needs
of multiple intelligence learners, 44-48.

Coşkungönüllü, R. (2013), The effects of multiple intelligences theory on fifth

graders’ Mathematics achievement.Unpublished Master Thesis, Middle East Technical
University, Ankara.

Chapman, C. & Freeman, L. (2012), MI centers and projects, Journal on Skylight

Professional Development, 7(1):44-46.

Grow, G. (2013), Writing and multiple intelligences. School of Journalism, Media

& Graphic Arts.Florida A&M University, Tallahassee FL 32307 USA Retrieved from
http://www.longleaf.net/ggrow

Wessman,L. (2010), Body-kinesthetic ways of knowing.New Horizons for

Learning Electronic Journal 4(4).

Durie, R. (2006). An interview with Howard Gardner, Mindshift c., Zephyr press,
Retrievedfromhttp://www.newhorizons.org/strategies/mi/durie_gardner.htm

Wilson, L., (2011), The Eight Intelligence: Naturalist Intelligence, Retrieved

fromhttp://www.newhorizons.org/strategies/environmental/wilson2.htm

Eyyam, R., Menevis, I., Dogruer, N. (2011). An investigation of the learning

styles of prospective educators .School of Foreign Languages & English Preparatory
School, Eastern Mediterranean University. The Online Journal Of New Horizons In
Education(TOJNIE), 1(3).

McLeod, S. A. (2010). Kolb–Learning Styles. Retrieved from

http://www.simplypsychology.org/learning-kolb.html

Claxton, C.S. and P.H. Murrel (2007), “Learning styles: implications for
improving educational practices”, ASHE-ERIC Higher Education Report No. 4,
Washington, D.C.: Association for the Study of Higher Education.
 51

Cagiltay, N.(2008).Using learning styles theory in engineering

education.Software Engineering Department, Atilim University, Incek, Ankara,
Turkey.European Journal of Engineering Education,33( 4),415–424.

Marriott, P. (2009), A longitudinal study of undergraduate accounting students’

learning style preferences at two UK universities.Accounting Education, II:1, 43-62.

Damavandi, A. (2011). Academic achievement of students with different learning

style.International Journal of Psychological Studies, 3(2): 186-189.

Ebru, F. (2010).The relationship between multiple intelligences and academic

achievements of second grade students.Mehmet
AkifErsoyUniversitesiSosyalBilimlerEnstitusuDergisi, 2(3): 83-92.

Smoak, A. (2007). The effects of incorporating learning styles and multiple

intelligences in a language arts/mathematics classroom for returning dropouts.
Unpublished thesis, Columbia College.

Elliott, E. (2005). A best-evidence synthesis of the relationship of multiple

intelligence instructional approaches and student achievement indicators in secondary
school classrooms. Unpublished thesis, Cedarville University. Ohio, USA.

Ozdemir, A. (2009). The effects of multiple intelligence approach in project based

learning on mathematics achievement. International Online Journal of Educational
Sciences, 1(1): 177-195.

Ma V. & Ma X. (2014).A comparative analysis of the relationship between

learning styles and mathematics performance.International Journal of STEM Education.
1(3):1-2.

Skelton N. (2006). Learning style, strategy use, personalization of mathematical

word problems and responses of students with learning disabilities.International Journal
of Special education. 21(1):1-2.

Emmiyati N. &Rasyid M. et. al. (2014).Multiple Intelligences Profiles of Junior

Secondary School Students in Indonesia.International Education Studies.7(11):1-2.

Damrongpanit S. &Reungtragul A. (2013). Matching of learning styles and

teaching styles: Advantage and disadvantage on ninth-grade students’ academic
achievements. Academic Journals.8(20):1937-1947.

Nguyen, T. [2004].Differential Effects of a Multiple Intelligences Curriculum on

Student Performance.Unpublished thesis, Harvard University. California, USA.

Joaquin, N., Ganaden, M. &Ibe, M.(2008). Goal Modification, Learning Styles,

and Achievement in Mathematics.Education Quarterly, 66 (1): 101-115.
 52

Montemayor, E., Aplaten, M., et al. (2009). Learning styles of high and low
academic achieving freshman teacher education students: an application of the Dunn and
Dunn’s learning style model. Cordilleras Journal, 1(4): 58-66.

Choi, D., Yu, M., Loquias, M. (2014). Learning styles of pharmacy students in the
University of the Philippines –Manila (UP Manila). International Journal of Pharmacy
Teaching & Practices. 5(2): 949-955.

Velasquez, J. & Tan, D. (2011).Teaching and learning styles and academic

performance of high school students in Mathematics, English and Science and
Technology. Unpublished thesis, Central Luzon State University. Nueva Ecija,
Philippines.

Orog, L. (2012).Multiple intelligence-based instructions in secondary English,

Kidapawan City National High School.Unpublished thesis, University of Visayas. Cebu,
Philippines.

Carbonel, L. (2013).Learning styles, study habits, and academic performance of

college students at Kalinga-Apayao State College, Philippines. International Journal of
Advanced Research in Management and Social Sciences, 2(8):243-247.

Bocar, A. (2012). Learning and teaching styles in La Salle University –

Ozamiz.Unpublished thesis, De La Salle University.Ozamiz City, Philippines.

Naoe, D. (2010). The Multiple intelligences of grade V pupils: bases for the
proposed learning enhancement program of David Elementary School. E-International
Scientific Research Journal,2(1): 92-96.

Fernando, G. (2009). Multiple Intelligences as Predictor of Academic

Performance in Accounting: Evidence from a Private University in the
Philippines.Unpublished thesis, Far Eastern University. Manila, Philippines.

Faller, E. (2013). Multiple Intelligence Profiling of Engineering Students of the

Ateneo de Davao University SY 2010- 2011: Basis of Improving Teaching-Learning
Strategies.Unpublished thesis, Ateneo de Davao University. Davao City, Philippines.
 53

CHAPTER III

METHODS OF RESEARCH

This chapter presents the methods and techniques, population and sample,

research instrument, construction and validation of instruments, data gathering procedure

and the statistical treatment used in the study.

Methods and Techniques of the Study

This study which aimed to identify how the learning profiles influence multiple

intelligences domains and academic achievement in Mathematics of selected Grade 10

students of Limay National High School during the school year 2015-2016 used the

descriptive type of research.

According to Shuttleworth (2008), descriptive research design is a valid method

for researching specific subjects and as a precursor to more quantitative studies. While

there are some valid concerns about the statistical validity, as long as the limitations are

understood by the researcher, this type of study is an invaluable scientific tool. Whilst the

results are always open to question and to different interpretations, there is no doubt that

they are preferable to performing no research at all. It involves the description, recording,

analysis, and interpretation of the present nature, composition or processes of

phenomena. Calderon (2013) claimed that the focus is on prevailing conditions, or how a

person, group, or thing behaves or functions in the present. It often involves some type of

comparison or contrast.
 54

On the other hand, Key (2014) denoted that descriptive research is used to obtain

information concerning the current status of the phenomena to describe what exists with

respect to variables or conditions in a situation. The methods involved range from the

survey which describes the status quo, the correlation study which investigates the

relationship between variables, to developmental studies which seek to determine

changes over time.

Descriptive research as describe by Polit and Hungler (2008) is what exists and

may help to uncover new facts and meaning. The purpose of descriptive research is

to observe, describe and document aspects of a situation as it naturally occurs. This

involves the collection of data that will provide an account or description of individuals,

groups or situations. The instruments we use to obtain data in descriptive studies include

questionnaires, closed questions interviews and observation. There is no experimental

manipulation or indeed any random selection to groups, as there is in experimental

research.

Population of the Study

Limay National High School was used as a research locale. The respondents of

the study were the 739 Grade 10 students, Section 1-15, during SY 2015-2016.

Stratified random sampling was used to determine the population of the student-

respondents. The level of confidence was at 95% with ± 5% margin of error. Respondents

from each section were chosen through the use of purposive sampling technique.

Table 1 presents population and sample of the study.

 55

Table 2
Population and Sample of the Study
Grade 10
Sections
Population Sample
SSC 35 12
SPA 39 14
STAR 50 18
DELA ROSA 52 18
MADERAZO 54 19
FERNANDEZ 55 19
HERNANDEZ 50 18
RAMOS 52 18
ROQUE 52 18
TORRES 50 18
BALUYOT 52 18
MALLARI 53 19
ADVINCULA 51 18
NOJADERA 53 19
ESTEPA 41 14
TOTAL 739 260

Research Instruments

The primary research instrument in this study is the survey-questionnaire.

Likewise, documentary analysis was used to peruse pertinent documents that can help

generate facts and information for the study.

One set of survey-questionnaire was prepared for the student-respondents. This

will be divided into two parts. Part I focused on the Learning Style Profile of the students

in terms of diverger, assimilator, converger and accomodator. Part II, on the other hand,

dealt with the Multiple Intelligences of the students in terms of verbal-linguistic, logical-

mathematical, visual-spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and

naturalistic.
 56

On the other hand, documentary analysis was used to peruse the level of academic

achievement of the students in Mathematics. The grades were requested from the

respondents’ Mathematics teacher.

In measuring and identifying the multiple intelligences (MI) of the students in

terms of verbal-linguistic, logical-mathematical, visual-spatial, musical, bodily-

kinesthetic, interpersonal, intrapersonal and naturalistic, the following Likert Scale was

be used.

Scale Descriptive Rating Symbol Interpretation

4.50 – 5.00 Mostly Agree MA Superior

3.50 – 4.49 Agree A Above Average

2.50 – 3.49 Slightly Agree SA Average

1.50 – 2.49 Slightly Disagree SD Below Average

1.00 – 1.49 Mostly Disagree MD Inferior

In measuring and identifying the learning style profile (LS) of the students in

terms of diverger, assimilator, converger and accommodator, the following Likert Scale

was used:

Scale Descriptive Rating Symbol Interpretation

4.50 – 5.00 Mostly Agree MA Superior

3.50 – 4.49 Agree A Above Average

2.50 – 3.49 Slightly Agree SA Average

1.50 – 2.49 Slightly Disagree SD Below Average

1.00 – 1.49 Mostly Disagree MD Inferior

 57

Construction and Validation of Instruments

The survey-questionnaire was constructed using items from books, magazines,

journals, published and unpublished research papers, theses, and dissertations in various

special education problems. Other sources of the questionnaire were taken from the

informal interview, observations, and actual experiences in the teaching practice.

For evaluating dominant intelligence fields of students, multiple intelligences

inventory improved by Ozden (2003) was applied. This inventory consists of 5 parts.

However, only the items related to logical, spatial, musical, bodily and kinesthetic and

interpersonal intelligences will be used.

For evaluating the learning styles of each student, learning style questionnaire

improved by Honey and Mumford (2006) was applied. This questionnaire is designed to

find out one’s specific learning style(s). Honey and Mumford uses a four-way

classification that closely resembles that of Kolb but is simplified for use in a practical

training situation.

On the other hand, documentary analysis was used to peruse the level of academic

performance of the students as reflected in their general point average in course subjects

Mathematics from the students’ periodic tests. The grades were requested from the grade

ten teachers of Limay National High School.

Data Gathering Procedure

Before the survey-questionnaires were distributed to the respondents, a letter of

validation was secured for the principal. After securing the necessary permit, a letter was
 58

sent to the head of Mathematics department which was asking for the permission to

administer the survey-questionnaires among the students of various sections.

After the necessary approval has been acquired, the one week was allotted for the

distribution of the survey-questionnaires as well as the retrieval of such. This span of

time was enough to facilitate the distribution and retrieval of the survey. Finally, after all

the data were retrieved, these were tabulated, analyzed and interpreted using appropriate

statistical tools.

On the other hand, a letter of request was forwarded to the respondents’

Mathematics teacher to ask for the copy of grades of the student- respondents. The

researcher personally paid a visit to the Mathematics department to facilitate faster

retrieval of grades.

Statistical Treatment of Data

Frequency and Percentage Distribution were used to describe the level of

academic achievement of students in Mathematics.

Mean and percentage distribution were utilized to describe the level of academic

achievement of students in Mathematics.

To test the relationship of learning style profile and multiple intelligence domains

of the students, two- way factor Analysis of Variance (ANOVA) or F- test were used.

To test the significant relationship among the students’ learning styles and

multiple intelligence domains to their level of academic performance in Mathematics,

Pearson r Moment of Correlation were used. For ease of interpretation, this study adopted

the following as recommended by Sevilla, et.al. (1992):

 59

Pearson’s r
Descriptive Equivalent
Correlation Coefficient
0 No Correlation

±0.01 – ±0.24 very small correlation

±0.25 – ± 0.49 moderately small correlation

±0.50 – ±0.70 high correlation

±0.71 – ± 0.99 very high correlation

±1.00 perfect correlation

*Note: Values could either be positive or negative.

On the other hand, the rejection or acceptance of a null hypothesis was based on

5% level of significance. If the value is less than or equal to 0.05, then there is a

significant difference or relationship; hence, the null hypothesis was rejected. Otherwise,

there is no significant difference or relationship and the null hypothesis was accepted.
 60

Notes in Chapter III

Calderon, J. (1993). Methods of research and thesis writing. 24K Printing Co.,
Inc.: Valenzuela, Manila, Philippines.

Shuttleworth, M. (2008).Descriptive Research Design. Retrieved from

https://explorable.com/descriptive-research-design

Ozden, Y. (2003). Learning and Teaching, Ankara: Pegem A Publishing

Key, J. (2014). Research Design in Occupational Education. Retrieved from

http://okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage110.htm

Polit D.F. &Hungler B.P. (2008) Nursing Research: Principles and Methods (6th
Ed.) Philadelphia, Lippincott.

Honey, P.& Mumford, A. (2006).The Learning Styles Questionnaire 80-item

version.Peter Honey Publications Limited Inc.: 10 Linden Avenue Maidenhead Berks
SL6 6HB, England.
 61

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter extensively presents and analyzes data relevant to the study on how

do the learning style profiles influence the Multiple Intelligences domains and academic

achievement in Mathematics of selected Grade 10 students of Limay National High

School during S.Y. 2015-2016. It also provides interpretation results as well as

implication of these findings in the teaching -learning process.

For a clear and comprehensive presentation of findings, this chapter is partitioned

into five (5) parts matching the specific questions raised in Chapter I.

Part I deals on the learning style profiles of the students in terms of diverger,

assimilator, converger and accommodator.

Part II describes the multiple intelligence domains of the students in terms of

verbal linguistic, logical- mathematical, visual- spatial, musical, bodily- kinesthetic,

interpersonal, intrapersonal and naturalistic.

Part III reflects the level of academic performance of the students with respect to

the raw scores of students on their periodical examination in Mathematics.

Part IV determines any significant difference between the multiple intelligences

domains of students from their learning styles.

Part V determines any significant relationship between the learning styles and

academic achievement in Mathematics; and any significant relationship between the

multiple intelligences of students and academic achievement in Mathematics.

 62

Part I. Learning Style Profiles of the Students

Table 3 shows how the learning styles of students be described in terms of

diverger.

Table 3
Learning Styles of Students in Terms of Diverger

Diverger Learning Style Mean Descriptive Rating

1. I like the sort of work where I have time for thorough
3.76 Agree
preparation and implementation.
2. I take pride in doing a thorough job. 3.18 Slightly Agree
3. I take care over the interpretation of data available to
3.61 Agree
me and avoid jumping to conclusions.
4. I like to reach a decision carefully after weighing up
4.06 Agree
many alternatives.
5. I pay meticulous attention to detail before coming to
3.62 Agree
a conclusion.
6. I am careful not to jump to conclusions too quickly. 3.62 Agree
7. I prefer to have as many sources of information as
3.94 Agree
possible the more data to think over the better.
8. I listen to other people's points of view before putting
3.85 Agree
my own forward.
9. In discussions I enjoy watching the maneuverings of
3.44 Slightly Agree
the other participants.
10. I often get irritated by people who want to rush
3.48 Slightly Agree
things.
Average Mean 3.66 Agree

The highest mean of 4.06 with the descriptive rating of slightly agree was visible

in the likeness to reach a decision carefully after weighing up many alternatives, while

the lowest mean of 3.18 with the descriptive rating of slightly agree was visible in taking

pride in doing a thorough job. Overall, a mean rating of 3.66 was obtained and described

as agree which means that students under this learning preference were above average

learners as divergers.

It is acceptable that most of the divergent learners slightly agree on likeness to

reach a decision carefully after weighing up many alternatives since, according to

 63

Claxton & Murrel (2007) divergent learners are the one who usually apply observation

rather than in action, their name comes from the fact that they are good in situations that

need to generate a broad range of alternative ideas and implications.

Table 4 shows how the learning styles of students be described in terms of

assimilator.

Table 4
Learning Styles of Students in Terms of Assimilator

Assimilator Learning Style Mean Descriptive Rating

1. I have strong beliefs about what is right and wrong,
4.47 Agree
good and bad.
2. I tend to solve problems using a step-by-step
4.09 Agree
approach.
3. I regularly question people about their basic
3.41 Slightly Agree
assumptions.
4. I am keen on self-discipline such as watching my diet,
3.49 Slightly Agree
taking regular exercise, sticking to a fixed routine, etc.
5. I get on best with logical, analytical people and less
3.36 Slightly Agree
well with spontaneous, 'irrational' people.
6. I don't like disorganized things and prefer to fit things
3.23 Slightly Agree
into a coherent pattern.
7. I like to relate my actions to a general principle. 3.67 Agree
8. I tend to have distant, rather formal relationships with
3.38 Slightly Agree
people at work.
9. I find it difficult to produce ideas on impulse. 3.22 Slightly Agree
10. Flippant people who don't take things seriously
3.46 Slightly Agree
enough usually irritate me.
Average Mean 3.58 Agree

The highest mean of 4.47 with the descriptive rating of agree was visible in

having strong beliefs about what is right and wrong, good and bad, while the lowest

mean of 3.22 with the descriptive rating of slightly agree was visible in difficulty to

produce ideas on impulse. Overall, a mean rating of 3.58 was obtained and described as

agree which means that students under this learning preference were above average

learners as assimilators.
 64

It is recognizable that most of the assimilator learners agree that they have strong

beliefs on what is the difference of good from bad and right from wrong. Based on what

Cagiltay (2008) mentioned, people with assimilating learning style are best at

understanding a wide range of information and putting this into concise, logical forms.

Assimilator learners prefer to use inductive reasoning so as they may easily identify what

is the difference among things in a logical way.

Table 5 shows how the learning styles of students be described in terms of

assimilator.

Table 5
Learning Styles of Students in Terms of Converger

Converger Learning Style Mean Descriptive Rating

1. I have a reputation for saying what I think, simply
3.96 Agree
and directly
2. What matters most is whether something works in
3.69 Agree
practice.
3. When I hear about a new idea or approach I
immediately start working out how to apply it in 3.70 Agree
practice.
4. I accept and stick to laid down procedures and
policies so long as I regard them as an efficient 3.71 Agree
way of getting the job done.
5. In discussions, I like to get straight to the point. 3.90 Agree
6. I believe in coming to the point immediately. 3.60 Agree
7. I tend to be attracted to techniques such as network
analysis, flow charts, branching programs, 3.61 Agree
contingency planning, etc.
8. I tend to judge people's ideas on their practical
2.93 Slightly Agree
merits.
9. In meetings I put forward practical, realistic ideas. 3.58 Agree
10. I can often see better, more practical ways to get
3.71 Agree
things done.
Average Mean 3.64 Agree

The highest mean of 3.96 with the descriptive rating of agree was visible in

having a reputation for saying what they are thinking, simply and directly, while the
 65

lowest mean of 2.93 with the descriptive rating of slightly agree was visible in the

tendency of judging people's ideas on their practical merits. Overall, a mean rating of

3.64 was obtained and described as agree which means that students under this learning

preference were above average learners as convergers.

It is accepted that most convergers agree for having a reputation in saying what

they think in a simple and directed way, as pinpointed by McLeod (2010), convergent

learners were able to find a practical use for ideas and theories, evaluating consequences

and selecting solutions, following detailed, sequential steps and setting clear goals with a

logical sequence of activities.

Table 6 shows how the learning styles of students be described in terms of

accomodator.

Table 6
Learning Styles of Students in Terms of Accomodator

Descriptive
Accomodator Learning Style Mean
Rating
1. I often act without considering the possible
3.10 Slightly Agree
consequences.
2. I believe that formal procedures and policies restrict
3.50 Agree
people.
3. I often find that actions based on feelings are as sound as
3.62 Agree
those based on careful thought and analysis.
4. I actively seek out new experiences. 3.77 Agree
5. I'm attracted more to novels, unusual ideas than to
3.23 Slightly Agree
practical ones.
6. I thrive on the challenge of tackling something new and
3.68 Agree
different.
7. I enjoy fun-loving, spontaneous people 4.03 Agree
8. I tend to be open about how I'm feeling. 3.58 Agree
9. I prefer to respond to events on a spontaneous, flexible
3.42 Slightly Agree
basis rather than plan things out in advance.
10. Quiet, thoughtful people tend to make me feel uneasy. 3.33 Slightly Agree
Average Mean 3.53 Agree
 66

The highest mean of 4.03 with the descriptive rating of agree was visible in

having enjoyment in fun-loving and spontaneous people, while the lowest mean of 3.10

with the descriptive rating of slightly agree was visible in often acting without

considering the possible consequences. Overall, a mean rating of 3.53 was obtained and

described as agree which means that students under this learning preference were above

average learners as accommodators.

It is highly accepted that most accommodator learners agree in enjoying with fun-

loving, spontaneous people. As elaborated by McLeod (2010), accomodators stand out in

flexibility and willingness to join in with group activities and prefer to work in teams to

complete tasks. It is also recognizable that most accommodators slightly agree in often

acting without considering the possible consequences. As mentioned by Cagiltay (2008),

accommodators are risk-takers and excel in those situations requiring quick decisions and

adaptations and often solve problems in an intuitive trial and error manner.

Part II. Multiple Intelligence Domains of the Students

Table 7 shows how the multiple intelligences of students be described in terms of

verbal-linguistic.

Table 7
Multiple Intelligence of Students in Terms of Verbal-Linguistic

Verbal-Linguistic Intelligence Mean Descriptive Rating

1. I like to read books, magazines, and comic books. 4.16 Agree
2. I have a good vocabulary and like to learn new
3.84 Agree
words.
3. I enjoy writing e-mails to my friends. 3.32 Slightly Agree
4. I like to write. 3.55 Agree
5. It is fun to play word games such as Scrabble and
3.91 Agree
Mad Libs, do crossword puzzles, and acrostics.
Average Mean 3.76 Agree
 67

The highest mean of 4.16 with the descriptive rating of agree was visible in

likeness to read books, magazines, and comic books, while the lowest mean of 3.32 with

the descriptive rating of slightly agree was visible in having enjoyment in writing e-mails

to their friends. Overall, a mean rating of 3.76 was obtained and described as agree which

means that students having this type of intelligence were above average and verbal-

linguistic inclined learners.

It is accepted that most verbal- linguistic intelligent learners agree to likeness in

reading books, magazines and comic books as how Manner (2005) describe these

individuals in having the sensitivity to sounds, rhythms and meanings of words, as well

as to different functions of language. Coşkungönüllü (2013) added that linguistic

intelligence can be exercised and enhanced in playful ways in the classroom through

jokes, puns, satires, funny stories and anecdotes.

Table 8 shows how the multiple intelligences of students be described in terms of

logical- mathematical.

Table 8
Multiple Intelligence of Students in Terms of Logical- Mathematical

Logical- Mathematical Intelligence Mean Descriptive Rating

1. I like to do science experiments and go to science
3.62 Agree
museums.
2. I find arithmetic and math problems interesting. 3.56 Agree
3. It is fun to solve mysteries. 3.89 Agree
4. Numbers are really interesting to me. 3.48 Slightly Agree
5. I like games like chess or computer games where you
3.85 Agree
have to think a lot.
Average Mean 3.68 Agree

The highest mean of 3.89 with the descriptive rating of agree was visible in

having fun to solve mysteries, while the lowest mean of 3.48 with the descriptive rating
 68

of slightly agree was visible in having interest with numbers. Overall, a mean rating of

3.68 was obtained and described as agree which means that students having this type of

intelligence were above average learners and logical-mathematical inclined learners.

The inclination of most logical-mathematical learners to agree on solving

mysteries is highly recognized. As what Manner (2005) mentioned, logical- mathematical

inclined individuals has the sensitivity to, and capacity to discern, logical or numerical

patterns. It is also the ability to handle long chains of reasoning. This intelligence consists

of the capacity to analyze problems logically, carry out mathematical operations, and

investigate issues scientifically. In Howard Gardner’s word, it entails the ability to detect

patterns, reason deductively, and think logically.

Table 9 shows how the multiple intelligences of students be described in terms of

visual-spatial.

Table 9
Multiple Intelligence of Students in Terms of Visual-Spatial

Descriptive
Visual-Spatial Intelligence Mean
Rating
1. I like art classes. 3.65 Agree
2. I like to draw, paint, and make things with clay. 3.57 Agree
3. I enjoy putting puzzles together. 3.85 Agree
4. I like to build things using blocks, Legos, and models. 3.60 Agree
5. It is fun to play video games. 3.71 Agree
Average Mean 3.67 Agree

The highest mean of 3.85 with the descriptive rating of agree was visible in

enjoyment of putting puzzles together, while the lowest mean of 3.57 with the same

descriptive rating of agree was visible in the likeness to draw, paint, and make things
 69

with clay. Overall, a mean rating of 3.67 was obtained and described as agree which

means that students having this type of intelligence were above average and visual-spatial

inclined learners.

It is accepted that most spatially inclined learners agree on having fun in putting

puzzles together. As how Fuini,& Gray(2008) categorize these learners whom can learn

best visually and organizing things spatially enjoying charts, graphs, maps, tables,

illustrations, art, puzzles, costumes, colors, anything related with sight. Coşkungönüllü

(2013) added that visual- spatial learners fond with visualizing, imagining and forming

mental images in mind. Jigsaw puzzles, maps, colors, decorations attract these students

strongly.

Table 10 shows how the multiple intelligences of students be described in terms

of musical/ rythmic.

Table 10
Multiple Intelligence of Students in Terms of Musical/Rythmic

Descriptive
Musical/Rythmic Intelligence Mean
Rating
1. I like to listen to songs on the radio or a CD. 4.23 Agree
2. I like to watch music videos on TV. 4.23 Agree
3. I like to go to music concerts and hear live music. 3.63 Agree
4. I can easily remember tunes, raps, or melodies. 3.76 Agree
5. I take music lessons, singing lessons, or play a musical
3.41 Slightly Agree
instrument.
Average Mean 3.85 Agree

The highest mean of 4.23 with the descriptive rating of agree was visible for both

the likeness in listening songs on the radio or a CD and the likeness in watching music

videos on TV, while the lowest mean of 3.41 with the descriptive rating of slightly agree
 70

was visible in taking music lessons, singing lessons, or playing a musical instrument.

Overall, a mean rating of 3.85 was obtained and described as agree which means that

students having this type of intelligence were above average learners and musical-

rhythmic inclined learners.

It is highly acceptable and recognizable that musically inclined learners both

agree to the likeness in listening songs on the radio or a CD and watching music videos

on TV. Having the side of Fuini & Gray(2008), musical-rhythmic smart students are the

one who learn best when there is a musical beat to the information. These are the people

who are always humming or tapping to a beat and cannot get songs or jingles out of their

heads. The students who are strong in this intelligence like music, and rhythmic patterns,

they are sensitive to the sounds in the environment.

Table 11 shows how the multiple intelligences of students be described in terms

of bodily-kinesthetic.

Table 11
Multiple Intelligence of Students in Terms of Bodily-Kinesthetic

Descriptive
Bodily-Kinesthetic Intelligence Mean
Rating
1. I like to dance. 3.47 Slightly Agree
2. I like to play sports such as baseball, soccer,
3.15 Slightly Agree
hockey, or football.
3. I like to build models or do beading, sewing,
2.86 Slightly Agree
macramé, or carpentry.
4. I enjoy acting in plays or skits or playing charades. 3.12 Slightly Agree
5. I like to move when I am thinking about things. 3.46 Slightly Agree
Average Mean 3.21 Slightly Agree

The highest mean of 3.47 with the descriptive rating of slightly agree was visible

in the likeness to dance, while the lowest mean of 2.86 with the same descriptive rating of
 71

slightly agree was visible in the likeness to build models or do beading, sewing,

macramé, or carpentry. Overall, a mean rating of 3.21 was obtained and described also as

slightly agree which means that students having this type of intelligence were average

learners.

It is acceptable that most bodily- kinesthetic learners agree to like dancing.

Including dancing as a sport or even a recreational activity, Grow (2013) support that the

core elements of the bodily-kinesthetic intelligence are control of one's bodily motions

and capacity to handle objects skillfully just like in dancing. Along with these, bodily

kinesthetic enables a person often find a high degree of fine-motor control and a gift for

using whole body motions.

Table 12 shows how the multiple intelligences of students be described in terms

of interpersonal.

Table 12
Multiple Intelligence of Students in Terms of Interpersonal

Descriptive
Interpersonal Intelligence Mean
Rating
1. I like to be with my friends often. 4.17 Agree
2. I like to help those who need help 4.20 Agree
3. I like to read books or see movies about people and
4.07 Agree
their lives.
4. I can usually tell how other people are feeling. 3.73 Agree
5. It is fun for me to organize activities at home and at
3.83 Agree
school.
Average Mean 4.00 Agree

The highest mean of 4.20 with the descriptive rating of agree was visible in the

likeness to help those who need help, while the lowest mean of 3.73 with the same

descriptive rating of agree was visible in the ability to tell how other people are feeling.
 72

Overall, a mean rating of 4.00 was obtained and described as agree which means that

students having this type of intelligence were above average learners.

It is acceptable that interpersonally intelligent learners agree to like in helping

people who needs help from them. Having the idea of helping others, Manner (2005)

expound interpersonal intelligence as the capacity to discern and respond appropriately to

the moods, temperaments, motivations and desires of other people. Coşkungönüllü

(2013) added that interpersonal smart learners need to interact with others to be most

successful while processing their information so they may have lots of friends and peers,

show great ability to make empathy with the others.

Table 13 shows how the multiple intelligences of students are described in terms

of intrapersonal.

Table 13
Multiple Intelligence of Students in Terms of Intrapersonal

Intrapersonal Intelligence Mean Descriptive Rating

1. I like doing things by myself. 3.98 Agree
2. I would rather work by myself than with
3.43 Slightly Agree
other students.
3. I like to spend time thinking or writing
3.64 Agree
about things to that matter to me.
4. I like to play computer games. 3.53 Agree
5. I usually know what my feelings are. 3.85 Agree
Average Mean 3.69 Agree

The highest mean of 3.98 with the descriptive rating of agree was visible in the

likeness in doing things by themselves, while the lowest mean of 3.43 with the

descriptive rating of slightly agree was visible in the likeness to spend time thinking or

writing about things to that matter on them. Overall, a mean rating of 3.69 was obtained
 73

and described as agree which means that students having this type of intelligence were

above average learners.

It is acceptable that intrapersonal learners agree to the likeness in doing things by

themselves. Coşkungönüllü (2013) emphasized that intrapersonal learners need to reflect

on their learning privately, as they have an inner strength that helps them increase their

understanding. So, for these students, individual works and projects can be most useful.

Children, who have this intelligence like to work alone, shy away from others. They have

deep understanding of their feelings, emotions, values, and beliefs. They are intrinsically

motivated. Probably other people come to them for their advice.

Table 14 shows how the multiple intelligences of students be described in terms

of naturalist.

Table 14
Multiple Intelligence of Students in Terms of Naturalistic

Naturalist Intelligence Mean Descriptive Rating

1. I like to play with animals and take care of them. 3.57 Agree
2. I like going to zoos, parks, or aquariums. 3.45 Slightly Agree
3. I like being outside. 3.29 Slightly Agree
4. I like to hike, walk, or run outdoors. 3.59 Agree
5. I like to observe nature’s changes, such as
3.67 Agree
thunderstorms, rain, snow, and sunshine.
Average Mean 3.52 Agree

The highest mean of 3.67 with the descriptive rating of agree was visible in the

likeness to observe nature’s changes, such as thunderstorms, rain, snow, and sunshine,

while the lowest mean of 3.29 with the descriptive rating of slightly agree was visible in

the likeness in going outside. Overall, a mean rating of 3.52 was obtained and described
 74

as agree which means that students having this type of intelligence were above average

learners.

It is recognizable that most naturalistic inclined learners agree in observing

nature’s changes, such as thunderstorms, rain, snow, and sunshine. Durie (2006)

emphasized that the core of the naturalist intelligence is the human ability to recognize

plants, animals, and other parts of the natural environment like clouds or rocks. Naturalist

intelligence deals with sensing patterns in and making connections to elements in nature

and may have a strong affinity to the outside world or to animals, and this interest begins

at an early age. Naturalist learners need to see connections between their leaning and the

natural word.

Part III. Level of Academic Performance of the Students

Table 15 shows the level of academic achievement of the students in Mathematics

based on the result of their recent periodical examination.

Table 15
Level of Academic Performance of Students in Mathematics

Periodical Examination Raw Scores

Frequency %
(50- item test)
1-10 1 0.38
11-20 64 24.62
21-30 63 24.23
31-40 76 29.23
41-50 56 21.54
TOTAL 260 100

For the students to pass the periodical examination, the raw score should be at

least 37.5 with an equivalent grade of 75%. Hence, the center of distribution for the raw
 75

scores to be passed ranges from 37.5 to 50. The maximum score obtained is 50 while the

minimum score taken is 37.5 which is a passing score.

Looking at the frequency and percentage distribution of periodical examination

raw scores, 0.38% of the students obtained in the range of scores 1-10, 24.62% of the

students have scores in the interval 11- 20. 63 out of 260 (24.23%) students have raw

scores in the range of 21 to 30. 21.54% of the students obtain the highest interval 41 to

50. The remaining 29.23% of the students obtain raw scores in the interval 31-40. Out of

the 76 respondents who obtain raw scores in the in interval 31-40, only 25 students

passed.

Based on the result of the periodical examination in Mathematics, it can be seen

that only 81 students passed. This goes to show that there is a problem with regards to the

level of academic achievement of LNHS students in Mathematics based on the result of

the examination.

In order to foster improvement and make full use of the learning process, Stoker

et. al (2009) explained that the areas of achievement and failure in a student's academic

career need to be evaluated .The results provide a framework for talking about how

students fare in school and a constant standard to which all students are held. It can also

minimize the complaints by holding teachers and schools accountable for the components

of every grade.

Part IV. Significant Difference between the Multiple Intelligences Domains of

Students from their Learning Styles

 76

Table 16 exhibits the two-way analysis of variance on the difference between

multiple intelligence domains and learning styles of the students.

Table 16
Two - Way Factor Analysis of Variance on the Multiple Intelligence Domains and
Learning Styles of Students

Degree Absolute
Absolute
Sources of of Tabular
Computed Remarks
Variation Freedom Value
Value (f)
(DF) (TV)
Multiple
DFA= FA= TVA= Factor A has a significant
Intelligence
7 3.11 2.64 effect to one another
(Factor A)
Learning TVB=
DFB= FB= Factor B has a significant
Style 3.78
3 4.44 effect to one another
(Factor B)

DFA×B= FA×B= TVA×B=

A×B Reject Ho; Significant
21 28.77 1.84

DFwit=
Within - - -
228

DFtot=
TOTAL - - -
259

The Multiple Intelligences and Learning Styles of the students are interconnected

to each other. Comparing the computed value 28.77 to the tabular value 1.84, the

computed value is greater than the tabular value as it rejects the null hypothesis. It only

means that a certain person has Multiple Intelligence domains and Learning Style profiles

which is dominant and work greatly on a certain individual. The result is supported by the

study of Smoak (2007) whereas it shows that teachers find the incorporation of learning

styles and multiple intelligences valuable even it has a little discernible effect on either
 77

student attitudes or achievement, as it may help to individualize instruction and increase

understanding of student thought processes. Setting student’s realistic goals is one point

that should be addressed early on in the classroom. Students must realize that spending a

few weeks in a classroom, no matter how hard they work or how individualized the

instruction, will not overnight remediate years of deficiencies in learning. Perhaps Orog

(2012) also added that with the other group of learners classified to their Multiple

Intelligence category, the learning plan should be congruent to the learning style of the

students.

Multiple Intelligences of the students are also closely related based on the result

of the study. Comparing the computed value 3.11 to the tabular value 2.64, the multiple

intelligences of a certain student has a significant effect to other multiple intelligences of

their own. Results of the study align with the previous researches indicating that every

individual has different types of intelligences with different levels. According to the MI

theory, everyone possesses all types of multiple intelligences: however, the extent to

which each is developed in an individual varies from person to person (Gardner, 1983).

This is supported by the findings of the research done by Chan (2005) which the

strongest intelligence was verbal-linguistic intelligence and the weakest intelligence was

naturalist intelligence. So as the study of Eid & Alizh (2004) supports the idea as it found

out that an individual can have very high linguistic intelligence, but average musical

intelligence. It proves that the strongest types of intelligences and the combination of

intelligences differ from person to person.

Comparing the computed value 4.44 to the tabular value 3.78 of the learning

styles of the students, it can be seen that it has a significant effect to one another as CV is
 78

greater than TV. It indicated that a certain learning style affects the other learning styles

of a student.

Part V. Significant Relationship between the Learning Styles and Academic

Achievement in Mathematics and Significant Relationship between the Multiple

Intelligences of Students and Academic Achievement in Mathematics

Table 17 presents the relationship of the learning style profiles and multiple

intelligences domains in the level of academic achievement of the students in

Mathematics using Pearson Correlation analysis.

Table 17
Pearson r Test Result on the Relationship of Learning Style and Multiple
Intelligence to the Level of Academic Performance of Students in Mathematics

Independent
Variable Tabular Computed Descriptive
Remarks
Dependent Value Value Equivalent
Variable
Learning
Very Small
Style 0.656 Significant;
Academic 0.250 Positive
Reject Ho
Correlation
Performance
Multiple Very Small
Intelligence 0.509 Positive Significant;
0.250
Academic Correlation Reject Ho
Performance
0- no correlation; ±0.01 – ±0.24- very small correlation; ±0.25 – ± 0.49- moderately
small correlation; ±0.50 – ±0.70- high correlation; ±0.71 – ± 0.99- very high
correlation; 1.00- perfect correlation

Based on the table above, it can be seen that the correlation coefficient 0.0408

between the learning style and level of academic achievement of students and the

correlation coefficient 0.0317 between the multiple intelligences and the level of

academic achievement of students has a descriptive equivalent of very small positive

 79

correlation. These computed values only show that the learning style and the level of

academic achievement of students, the multiple intelligence and the level of academic

achievement of students in Mathematics have a significant relationship.

The result of the study between the multiple intelligence and the level of

academic achievement in Mathematics is supported by Ebru (2010) whereas academic

achievement scores are found to be effective on students multiple intelligences. It is

found that the student who have lower academic achievement level, have lower verbal-

linguistic ability, have lower logical-mathematical ability and have lower interpersonal

and intrapersonal ability then the others. It shows that the level of academic performance

of the students and Multiple Intelligence domains are interrelated and affect each other.

The result of the study between the learning style and the level of academic

achievement in Mathematics supports by the research of Damavandi (2011) claiming that

there is a statistically significant relationship in the academic achievement of the students

that correspond to the four learning styles. Taking this in consideration, teachers should

design a way of teaching which takes into account the diversity of learning styles for the

students to enrich and at the same time favor all of them.

 80

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary of Findings

The general problem of the study is: How do the learning style profiles influence

the Multiple Intelligences domains and academic achievement in Mathematics of selected

Grade 10 students of Limay National High School during S.Y. 2015-2016?

Specifically, this study sought answers to the following questions:

1. How may the learning style of the students be described in terms of?

1.1 diverger;

1.2 assimilator;

1.3 converger and

1.4 accommodator?

2. How may the Multiple Intelligences of the students be described in terms of:

2.1 verbal linguistic;

2.2 logical- mathematical;

2.3 visual- spatial;

2.4 musical;

2.5 bodily- kinesthetic;

2.6 interpersonal;

2.7 intrapersonal; and

2.8 naturalistic?
 81

3. What is the level of academic achievement of students in Mathematics?

4. Do Multiple Intelligences domains of students differ according to their learning

styles?

5. Is there any significant relationship between the learning styles and academic

achievement in Mathematics?

6. Is there any significant relationship between the multiple intelligences of students

and academic achievement in Mathematics?

The research was conducted among the respondents in fifteen (15) sections of Grade

10 students at Limay National High-School during the school year 2015-2016. LNHS is

selected as research local because most of the researchers take their Field Study at the

said school. The respondents of this study are the selected grade 10 students of LNHS.

Frequency and Percentage Distribution is used to describe the level of academic

achievements of students in Mathematics. Mean and Percentage Distribution is utilized to

describe how the learning of the students be described in Learning Styles, how the

Multiple Intelligences of the students be described in terms of the eight different

intelligences, the level of academic achievement of students in Mathematics, the

relationship of Multiple Intelligences and Learning style of the students, and the

relationship of Multiple Intelligences and academic achievement of students in

Mathematics. To test the whether the Multiple Intelligences domains of students differ

according to their learning styles, two- way factor ANOVA is used. On the other hand,

Pearson’s r is used to test the significant relationship between the learning styles and the

academic achievement in Mathematics and the significant relationship between the

multiple intelligences of the students and the academic achievement in Mathematics.

 82

Based on the data, the following are the findings of the study:

1. On the Learning Style of the Students

Among the 4 learning styles, majority of the students agreed that they are diverger

with an overall mean rating of 3.66. It is shown that they are above average

students.

2. On the Multiple Intelligences of the Students

Among the 8 multiple intelligences, majority of the students agreed that they have

interpersonal intelligence with a mean rating of 4.00. It is shown that they are

above average students.

3. On the Level of Academic Achievement of Students in Mathematics

Majority of the students do not reach the passing score 37.5 in the 50- item

periodical examination in Mathematics. Only 81 out of 260 student – respondents

passed the examination.

4. On the Significant Difference between the Multiple Intelligences and

Learning Styles of Students

The Multiple Intelligences and Learning Styles of the students significantly differ

to each other. The result of the study shows that interpersonal intelligence is the

most dominant intelligence among the students of LNHS while divergent learning

preference is the most dominant learning style.

5. On the Significant Relationship between the Learning Styles and Academic

Achievement in Mathematics

The Learning Styles and academic achievement of the students in Mathematics do

have a very small correlation having a correlation coefficient of 0.0408. There is a

 83

significant relationship between the learning styles of students and academic

achievement in mathematics.

6. On the Significant Relationship between the Multiple Intelligences of

Students and Academic Achievement in Mathematics

The Multiple Intelligences and academic achievement of the students do have a

very small correlation having a correlation coefficient of 0.0317. There is a

significant relationship between the multiple intelligences of students and

academic achievement in mathematics.

Conclusion

Based on the findings of the study, the following are hereby concluded by the

researchers:

1. The hypothesis that there is no significant relationship between the learning styles

and multiple intelligences in Mathematics is rejected.

2. The hypothesis that there is no significant relationship between the learning styles

and academic achievement in Mathematics is rejected.

3. The hypothesis that there is no significant relationship between the multiple

intelligences of students and academic achievement in Mathematic is rejected.

Recommendation

Based on the findings of the study, the following are hereby recommended by the

researchers:

1. Gardner’s Multiple Intelligences and Kolb’s Learning Styles theory need to be

incorporated in teaching- learning process, formally in Limay National High

 84

School, especially in schools in Bataan; so the students may have the

opportunities to develop all multiple intelligences and learning styles not just only

one intelligence domain or learning preference.

2. Teacher should create such an environment, which is favorable for the

development of all the intelligences and learning styles, keeping in view

individual differences of the students. Teachers should encourage students to use

their multiple strengths to improve their academic performance.

3. Teachers need professional development in Multiple Intelligences and Learning

Styles Theory, so that they can use it effectively. Lesson planning, teaching &

learning activities, should be planned around these theories, in order to provide

opportunities for the enrichment of all the intelligences and learning preferences.

The administrators should support the teachers to improve their teaching

competencies for all students’ learning styles. The teacher should be more aware

in the difference in teaching and difference in learning on student outcomes.

4. Teachers should design a way of teaching which takes into account the diversity

of learning styles and multiple intelligences. In this regard, the basic principle is

that, in order for students to benefit maximally from instruction and assessment, at

least some of each should match their learning styles and multiple intelligences.

Therefore, flexibility is crucial for students as well as for teachers.

5. Additional research is needed, for instance, an experimental study conducted on

students of different ages in different localities in order to compare the results and

find out the actual correlation between multiple intelligences and learning styles

with academic achievement.

 85

BIBLIOGRAPHY

Eid & Alizh, N. (2004). Applying the multiple intelligence theory in teacher training

programs, Resalt Almulm, Eisner, E. W. (1994). Commentary: Putting multiple

intelligences in context: Some questions and observations. 95(4), 554-559.

 86

APPENDICES
 87

APPENDIX A
Letter of Request to Administer Questionnaire

LIMAY POLYTECHNIC COLLEGE

Limay, Bataan
Tel. No. (047) 244-6939

July 25, 2015

MR. OMAR MAGCALAS

Principal
Limay National High School

Sir:

Greetings!
We, the fourth year students of Bachelor of Secondary Education major in
Mathematics of the Limay Polytechnic College, are currently conducting an intensive
research entitled “Learning Styles and Multiple Intelligences Affecting the Level of
Academic Performance in Mathematics of Selected Grade 10 Students in Limay
National High School, S.Y. 2015-2016.”, for the compliance of the course Educational
Research 2 (ED 410).
This study aims to determine how the Learning Style profiles influence the
Multiple Intelligence domains and academic achievement in Mathematics of Selected
Grade 10 students.
To achieve such aim, we would like to ask your permission to allow us to conduct
a survey in your institution, and to give us the consent to retrieve the scores of the chosen
respondents in their recent unified examinations, particularly, the Grade 10 Students of
LNHS. We know that the valuable time you will give us will be a great help for our study
to flourish. We will be grateful if you will permit us to do so.
We hope for your kind consideration and we are thankful for your favorable
response.

Respectfully yours,

JOBERT M. SABINO
Research Leader

Noted by:

DIONISIA AQUINO, Ed. D.

Program Coordinator, Institute of Education
Limay Polytechnic College
 88

APPENDIX B
Survey-Questionnaire for the Study
“Learning Styles and Multiple Intelligences Affecting the Level of Academic
Performance in Mathematics of Selected Grade 10 Students in Limay National High
School, S.Y. 2015-2015.”

(For the Students)

Name : _______________________________________________________

PART I: Learning Styles of the Students

Directions: The purpose of this questionnaire is to evaluate your learning style. Please
rank in the basis of your current knowledge and most objective
assessment. Use the following scale below and kindly put a check mark
(√) in the box provided.
Scale Descriptive Rating
5 Mostly Agree
4 Agree
3 Slightly Agree
2 Slightly Disagree
1 Mostly Disagree

A. Diverger 5 4 3 2 1

1. I like the sort of work where I have time for thorough

preparation and implementation.
2. I take pride in doing a thorough job.
3. I take care over the interpretation of data available to me
and avoid jumping to conclusions.
4. I like to reach a decision carefully after weighing up many
alternatives.
5. I pay meticulous attention to detail before coming to a
conclusion.
6. I am careful not to jump to conclusions too quickly.
7. I prefer to have as many sources of information as possible
the more data to think over the better.
8. I listen to other people's points of view before putting my
own forward.
9. In discussions I enjoy watching the maneuverings of the
other participants.
10. I often get irritated by people who want to rush things.
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B. Assimilator 5 4 3 2 1

1. I have strong beliefs about what is right and wrong, good

and bad.
2. I tend to solve problems using a step-by-step approach
3. I regularly question people about their basic
assumptions.
4. I am keen on self-discipline such as watching my diet,
taking regular exercise, sticking to a fixed routine, etc.
5. I get on best with logical, analytical people and less well
with spontaneous, 'irrational' people.
6. I don't like disorganized things and prefer to fit things
into a coherent pattern.
7. I like to relate my actions to a general principle.
8. I tend to have distant, rather formal relationships with
people at work.
9. I find it difficult to produce ideas on impulse.
10. Flippant people who don't take things seriously enough
usually irritate me.

C. Converger 5 4 3 2 1

1. I have a reputation for saying what I think, simply and

directly.
2. What matters most is whether something works in
practice.
3. When I hear about a new idea or approach I immediately
start working out how to apply it in practice.
4. I accept and stick to laid down procedures and policies
so long as I regard them as an efficient way of getting
the job done.
5. In discussions, I like to get straight to the point.
6. I believe in coming to the point immediately.
7. I tend to be attracted to techniques such as network
analysis, flow charts, branching programs, contingency
planning, etc.
8. I tend to judge people's ideas on their practical merits.
9. In meetings I put forward practical, realistic ideas.
10. I can often see better, more practical ways to get things
done.
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D. Accommodator 5 4 3 2 1

1. I often act without considering the possible

consequences,
2. I believe that formal procedures and policies restrict
people.
3. I often find that actions based on feelings are as sound
as those based on careful thought and analysis.
4. I actively seek out new experiences.
5. I'm attracted more to novels, unusual ideas than to
practical ones.
6. I thrive on the challenge of tackling something new and
different.
7. I enjoy fun-loving, spontaneous people
8. I tend to be open about how I'm feeling.
9. I prefer to respond to events on a spontaneous, flexible
basis rather than plan things out in advance.
10. Quiet, thoughtful people tend to make me feel uneasy.

PART II: Multiple Intelligences of the Students

Directions: The purpose of this questionnaire is to evaluate your multiple
intelligences. Please rank in the basis of your current knowledge and most
objective assessment. Use the following scale below and kindly put a
check mark (√) in the box provided.

Scale Descriptive Rating

5 Mostly Agree
4 Agree
3 Slightly Agree
2 Slightly Disagree
1 Mostly Disagree

A. Verbal/Linguistic Intelligences 5 4 3 2 1

1. I like to read books, magazines, and comic books.

2. I have a good vocabulary and like to learn new words.
3. I enjoy writing e-mails to my friends.
4. I like to write.
5. It is fun to play word games such as Scrabble and Mad
Libs, do crossword puzzles, and acrostics.
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B. Logical/Mathematical Intelligences 5 4 3 2 1

1. I like to do science experiments and go to science museums.

2. I find arithmetic and math problems interesting.
3. It is fun to solve mysteries.
4. Numbers are really interesting to me.
5. I like games like chess or computer games where you have
to think a lot.

C. Visual/Spatial Intelligences 5 4 3 2 1

1. I like art classes.

2. I like to draw, paint, and make things with clay.
3. I enjoy putting puzzles together.
4. I like to build things using blocks, Legos, and models.
5. It is fun to play video games.

D. Musical/Rhythmic Intelligences 5 4 3 2 1

1. I like to listen to songs on the radio or a CD.

2. I like to watch music videos on TV.
3. I like to go to music concerts and hear live music.
4. I can easily remember tunes, raps, or melodies.
5. I take music lessons, singing lessons, or play a musical
instrument.

E. Bodily-Kinesthetic Intelligence 5 4 3 2 1

1. I like to dance.
2. I like to play sports such as baseball, soccer, hockey, or
football.
3. I like to build models or do beading, sewing, macramé, or
carpentry.
4. I enjoy acting in plays or skits or playing charades.
5. I like to move when I am thinking about things.
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F. Interpersonal Intelligences 5 4 3 2 1

1. I like to be with my friends often.

2. I like to help those who need help.
3. I like to read books or see movies about people and their
lives.
4. I can usually tell how other people are feeling.
5. It is fun for me to organize activities at home and at school.

G. Intrapersonal Intelligence 5 4 3 2 1

1. I like doing things by myself.

2. I would rather work by myself than with other students.
3. I like to spend time thinking or writing about things to that
matter to me.
4. I like to play computer games.
5. I usually know what my feelings are.

H. Naturalist Intelligences 5 4 3 2 1

1. I like to play with animals and take care of them.

2. I like going to zoos, parks, or aquariums.
3. I like being outside.
4. I like to hike, walk, or run outdoors.
5. I like to observe nature’s changes, such as thunderstorms,
rain, snow, and sunshine.
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CURRICULUM
VITAE