Eisrj vol-2-issue-1-10

E-International Scientific Research Journal
ISSN: 2094-1749 Volume: 2 Issue: 1, 2010

The Multiple Intelligences of Grade V Pupils: Bases for the
Proposed Learning Enhancement Program Of
David Elementary School
Divina G. Naoe

Abstract

This study identified the multiple intelligences of the Grade V pupils of David
Elementary School through instructional process which integrates the Multiple Intelligences
Theory that helped the learners recognize the importance of discovering and awakening their
latent intelligences.
The present situation of the Special Education Program in Pangasinan led the
researcher to conduct her study in David Elementary School, which was at that time being
prepared to be the Center for Excellence in SPED. It was a blessing for the researcher during
the time that she was writing this study since the brainchild of the M I Theory, Dr. Howard
Gardner came to the country to be the plenary speaker of the 1st Philippine Multiple
Intelligences Convention at the Manila Hotel held on February 11 and 12, 2005. The
researcher took the opportunity to collect some materials that she needed like questionnaires,
checklist and other important information which she got from the different speakers. These
pieces of information contributed a lot in the designed MI module that steer the learners’
intelligences. The prepared module was content-validated by selected SPED teachers/
administrator in Baguio City.
Gathered information from the respondents, namely: fifteen (15) parents, four (4)
teachers and fifteen (15) pupils were processed and analyzed using frequency counts,
percentages, weighted mean, and t-test.
The pupils who attended the MI class were found to possess all the eight intelligences
in varied degrees. Bodily-kinesthetic intelligence, as perceived by the pupils, appeared to be
their strongest intelligence. It was also found out that among the three important subjects that
the researcher tested namely Science, English, and Math, the pupil respondents appeared to be
naturalists. Both the parent and teacher groups had almost the same perception with regard to
the children’s pupils’ intelligences. However, it was in the intrapersonal intelligence that the
two adult groups differed significantly in their perception. Except for this area of intelligence,
the null hypothesis that there is no significant difference between the parents’ and the teachers’
perception on the different multiple intelligences of the pupils is accepted. The activities that
integrate the MI theory were most preferred by the pupils, which gave them relatively high
scores in the posttest. This result led to the rejection of the null hypothesis stating a no
significant difference in the pupils’ pretest and posttest scores before and after 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.

Introduction
Situation Analysis
Many decades ago and even up to the present time, the society including educators,
generally believe that the word “intelligent” is limited to those who possess linguistic and
numerical superiority. Intelligence appears to be a gift or domain only of pupils and students
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who feature prominently and are recognized in academic competitions. These are the people
stereotyped as topnotchers in written examinations. They are the same group of people who are
traditionally accorded distinct honor for their academic excellence during graduation and
commencement exercises. These are the so-called “scholars” and culture has placed them in a
pedestal.
Unfortunately, people who excel in the arts, in music, in sports, in leadership and in
other fields of human endeavor are given only “minor awards” suggesting a standard below
that of the intellectual aspect. Society glaringly puts a high premium on the academically
superior and seemingly treats non-academic prowess as purely entertainment and accidental.
Apparently outstanding artists, musicians, dancers and environmentalists are not as highly
valued as academic scholars.
Lately however, a paradigm shift in educational planning has begun to take shape. Our
political and educational leaders have come to
realize the age-old philosophy of education to develop the “total man” who is endowed with
more potentials of doing great things other than merely “intellectualizing.” Given the
appropriate education, resources and opportunities, one can become a productive member of
the society. This enlightened awareness and awakening have resulted to innovations in
educational planning and practice. This led to a welcoming attitude to, and acceptance of
recent educational and technological changes.
One such recent development in education is the Multiple Intelligence Theory
pioneered by Dr. Howard Gardner. A major breakthrough in Philippine education was
crystallized when Dr. Howard Gardner himself, the proponent and author of the Multiple
Intelligence theory, came to grace the first Multiple Intelligence Convention in Southeast Asia
on February 11-12, 2005 at the Manila Hotel. With the theme seminar “Changing Minds:
Teaching and Parenting for the 21st Century,” the seminar gathered together diverse clienteles
of over 2,000 school administrators, teachers, parents, physicians, and psychologists all over
the country. That convention opened the door to an emerging awareness of an educational
concern that could be one rallying point of modern educational practices.
One program in Philippine education that could be the catalyst for the Multiple
Intelligences theory is Special Education. SPED is an educational program or service designed
to meet the unique needs of exceptional children to enable them to profit most from education.
In the Division of Pangasinan II, a total of four SPED Programs that started in 1991 are
operating and delivering services to public elementary school children with special needs,
through the following educational provisions namely Learning Disabled Pull-Out System,
Center of Excellence for the Fast Learners, Hearing-Impaired, and Visually-Impaired Children
(see Appendix J ).
In the summer of 2004, a new SPED program was established at David Elementary
School, Mangaldan, Pangasinan. Preparing the district as a center for excellence in SPED,
Mrs. Gloria Leoveras, the District SPED Coordinator, together with the pupils’ respective class
advisers, initially assessed the pupils from Grade II to Grade VI using a Teacher Observation
Checklist. This instrument is composed of a taxonomy of different observable characteristics
of gifted pupils. Pupils who got a score of 17 or 85% were referred to the assessment team led
by Mrs. Gloria Leoveras, for further screening. The pupils’ grade point average in the different
subjects was also considered in choosing who will compose the SPED Class. The identified
fast learners were grouped in a special class and were assigned to teachers who attended the
Regional Training Seminar on the Organization of SPED Classes for the Gifted or Fast
Learners on June 17-18, 2004 in David Elementary School. The standardized Goodenough-
Harris Draw-a-Person Test was also administered to the selected pupils.

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Through an informal interview with the school principal, the researcher learned 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. Apparently, it is not versatile and diverse enough
to provide for the other developmental needs of fast learners. Little do the teachers in
this school, and in most schools for that matter, realize that children, especially the bright
and the talented, possess multiple potentials that need to be discovered and nurtured in
order for them to potentiate and emerge as more productive members of society.
It has been observed that many traditional schools, even those claiming to be special
schools, fail to consider, ignore, or may not yet be aware of the most recent learning
theory: the Multiple Intelligence theory.

Conceptual Framework

The Multiple Intelligence Theory was formulated in 1983 by Gardner identified seven
initial intelligences namely Logico-Mathematical Intelligence, Linguistic Intelligence, Spatial
Intelligence, Musical Intelligence, Bodily-Kinesthetic Intelligence, Interpersonal Intelligence
and Intrapersonal Intelligence. Lately, two more intelligences were added, the naturalistic
and existential intelligences. Existential intelligences is still being subjected to further
investigation. The M I Theory compared with the traditional view of intelligence is reflected in
Appendix S.
Gardner argues that there is both a biological and cultural basis for the multiple
intelligences of man as revealed in his research. Biologically, the findings of his longitudinal
research suggest that learning is an outcome of the modifications in the synaptic connections
between the brain cells. The primary elements of learning are found in particular areas of the
brain where corresponding transformations occur. Thus, various types of learning result in the
intricate synaptic connections. For example, injury to the Broca’s area of the brain will result
in the loss of one’s ability to verbally communicate using proper syntax. Nevertheless, this
injury will not entirely eliminate the patient’s understanding of correct grammar and word
usage (Publication from Practical Assessment Research and Evaluation, by Brualdi, A., 1996)
In addition to the biological context, Gardner states that culture also plays a large role
in the development of the intelligences. All societies value different types of intelligences. The
cultural value placed upon the ability to perform certain tasks provides the motivation for an
individual to become skilled in those areas. Thus, while particular intelligences might be
highly valued by people of one culture, same intelligences might not be as highly regarded in
another culture.
Conceptually, Gardner’s Multiple Intelligences theory advances the following ideas:
1. No two people have exactly the same intelligence profile.
2. Intelligence is not fixed. It changes through trainings, the quality and quantity of
experience and many other activities.
3. All human beings are born with several intelligences although they differ in
intensity, quality and quantity. Furthermore, people do not have the same amalgam of
intelligences. There can be many combinations of intelligences.
Moreover, Charles Spearman has proposed the theory of two factors (General Ability
"g" and Special Ability), which is based on the observation that those people who perform well
on the tests of general intelligence do usually perform well on tests for special abilities (like
verbal or mathematical processing) and vice-versa. Thus, Spearman's main idea was that gifted
people are gifted in general and dull people are generally dull the same way. This theory was
widely accepted for practical use. The tests, directly measuring Spearman's "g" are in a wide

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practice nowadays. Raven Standard Progressive Matrices, developed by J.C. Raven and
distributed by US Psychological Corporation is a test battery of this kind.
It is important therefore, that as administrators or teachers, the individual differences among
our learners must be taken more seriously. A teacher cannot be considered a good or a Master
Teacher if she/he does not know each child very well and try his/her best to design appropriate
activities to provide for these variables.

The researcher was inspired to use Gardner’s MI theory in this study because she
believes that with this theory as reference point for study and learning, each child can
become a successful learner, considering that there are many possible pathways to
learning.

One way to understand the concept of this study is to view it through the “system approach.”
We look at the system approach as an activity of transforming the input through the system’s
process, resulting into an output. The paradigm in Figure 1 illustrates this concept.

The system’s process refers to the Appropriate Activities and Relevant Learning
Experiences, using Gardner’s Theory as backdrop. The expected outputs are validated
activities to enhance pupils’ multiple intelligences. The expected outcome will be designed
Learning Enhancement Program for the Development of Pupils’ Multiple Intelligences,
which is the result of the coordination of the Input, Process, and Output with a feedback
loop mechanism. These variables and their interrelationship are captured in the form of a
paradigm shown in Figure 1 displayed in page 9.

Statement of the Problem

This study determined the MI of the Grade V pupils at David Elementary School and it
answered the following research questions:
1. What are the types of intelligences of the Grade V Pupils of David Elementary School
as revealed in the results of the assessment instruments?
2. Are there a significant differences between the perceptions of parents and teachers on
the different areas of the Grade V pupils’ multiple intelligences?
3. Is there a significant difference between the results of the pretest before the designed
activities and posttest after using the designed activities administered to grade V pupils?
4. What activities and instructional materials can be proposed to enhance the multiple
intelligences of the grade five pupils in David Elementary School?

Hypothesis

The study tested the following hypotheses:
1. There are no significant differences between parents’ and teachers’ perception in the
different areas of multiple intelligences along: logical-mathematical, verbal, musical, spatial,
bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences.
2. There is no significant difference in the pupils’ pretest and posttest results before and
after the implementation of the multiple intelligence activities.

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Input Process Research Output

Multiple Multiple Intelligences
Intelligences of Pupils Validated
• Bodily- Activities to
of Pupils
Kinesthetic
Subject • Interpersonal Enhance
Areas • Intrapersonal Multiple
English • Logical- Intelligences
Science Mathematical
Math • Musical
Interest • Naturalistic
• Verbal-
Linguistic
• Spatial

Outcome

Learning Enhancement
Program for the
Development of Pupils’
Multiple Intelligences

Research Paradigm
r3

Figure I. Paradigm Showing the I-P-O System Approach Working on the Different Variables to
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Develop Pupils Multiple Intelligences

Methodology

This presents the methodology of this study, which includes the research design, the
research locale, population and sampling, the research instrumentation, the data gathering
procedure and the statistical data processing.

Research Design
The descriptive survey method was used in this study. It identified and described a
particular condition in a given school environment, as a reference point in planning and
making appropriate educational decisions. In this study, it assessed the multiple intelligences of
a group of elementary pupils as basis for the design and development of program and
instructional materials/ activities. As the descriptive research, it used the pretest-posttest
technique to determine the present MI of the learners under study

Population and Sampling
The study was conducted at David Elementary School, Mangaldan, Pangasinan,
summer of 2006. Fifteen (15) grade V pupils, their respective (15) parents, and four (4)
teachers who were assigned to teach the class served are the respondents of the study who
were selected using purposive sampling. These were the ones (pupils, parents and
teachers) who responded to the invitation to attend the MI class set purposively for the
experiment.

Validation of the Instruments
Different types of questionnaire were used to gather data in identifying the multiple
intelligences of the pupil-respondents. The Parent’s Questionnaire for Multiple Intelligences
Assessment was adopted from Nicholson-Nelson and Kristen (1998), in Developing Student’s
Multiple Intelligences. The questionnaire was provided to the participants during the 1st
Philippine Multiple Intelligences Convention last February 11-12, 2005, which was attended
by the researcher herself. Since some parents may not be able to understand the English
questionnaire, this was translated in Filipino with the help of a Filipino subject teacher.
The researcher sought the assistance of the competent educators to design the Teacher’s
questionnaire. An observational checklist was used as another instrument to identify the
multiple intelligences of the pupils. This was adapted from the different published books
authored by Thomas Armstrong (1994). The researcher also solicited suggestions and
feedbacks from her adviser and other educators with working knowledge on multiple
intelligences.
In addition, the instrument was subjected to the scrutiny of the members of the Oral
Examination Committee of the researcher. Their suggestions and recommendations were
integrated to improve the tool.

Data Gathering Procedures
In order to facilitate data gathering, a strategy was employed. Permission to conduct a
study was sought from the office of the Schools Division Superintendent of Pangasinan II.
Division, inasmuch as Mangaldan, the research locale, is a part of the division’s jurisdiction.
Second, the researcher subsequently presented the division endorsement letter to the Principal

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of David Elementary School, Mangaldan, Pangasinan. After all the necessary legal protocols
were secured, consultation and orientation on the study was conducted with the teachers and
the parents of the grade V pupil respondents. The Parents’ Questionnaire for Multiple
Intelligences Assessment was administered to the parents after the orientation.
The researcher personally administered the questionnaire to explain the MI concept and
to answer the questions and clarification of doubts. The teachers’ orientation was done last
January 31, 2005 while the parents’ orientation was conducted on March 25, 2006.
Subsequently, invitation letter was distributed to the parents through the pupils informing the
former of the Multiple Intelligences Summer Advanced Lesson. Attached in each invitation
letter was a Consent Notice which was retrieved a week before the start of the activity. Only
fifteen (15) pupils out of the class of thirty (30) were permitted by their parents to attend the
MI Summer Advanced Class. All the fifteen (15) parents of the pupils, the three (3) subject
teachers, and the pupils’ adviser attended the orientation after which the questionnaires were
distributed to them to answer.
During the experiment a checklist was used to record the important observations of the
pupils.
The Multiple Intelligences Survey authored by McKenzie (1999) was administered to
the pupil- respondents after the researcher had designed MI activities. This is to give time for
pupils to evaluate themselves fully and to discover their own unique styles which are helpful in
answering the questionnaire properly. For efficiency and reliability, the researcher herself
administered the test to three (3) groups of pupils composed of five (5) in each group. The
pupils were asked to rate themselves the degree of performing the given activities in the
questionnaire, using the following scale: 5-always, 4-very often, 3-sometimes, 2 seldom and 1-
never. The researcher also used some examples to unlock difficulties found in the pupils’
questionnaire.
The teachers and parents were also asked to rank the degree of the observable
intelligences of their pupils/children using the scale of 1-10, 10 as the strongest. This will help
in determining the multiple intelligences of the pupils.
The set of questionnaire used for the data gathering were adapted from the materials
distributed during the 1st Philippine Multiple Intelligences Convention. The researcher
believes that the set of questionnaire are suited to the purpose of the study. So, she sought the
permission of the authors who also gave their consent for the printing, use, and/or modification
of the instrument as long as the copyright tag remains intact.

Validation of the Instrument
To ensure that the multiple intelligence module and the pretest/posttest assessment
tools are appropriately designed to serve its purpose, the researcher subjected these for scrutiny
and critiquing by experienced and competent teachers. She requested competent educators at
the SPED Center in Baguio City to improve the test materials and the learning modules. For
more expert assistance, she consulted an administrator of the said SPED school to pass
judgment on the designed learning materials she designed.

Statistical Treatment of Data
The responses to the questionnaire were analyzed and managed using frequency counts,
after which corresponding percentages were computed.
The weighted mean was also computed to determine the teacher’s evaluation of the
availability of instructional materials as well as the effectiveness of teaching strategies. It was

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likewise applied in ascertaining the profile of pupils in the multiple intelligence survey. The
formula for weighted mean taken from Spiegel (1976).

X = ΣwX
Σw
Where X= weighted mean
w= weighted factor
x= observed frequency/ behavior
Σ= summation of means

The t- Test was used to determine the significance of the difference between the
parents’ and the teachers’ perception on the Grade V pupils’ areas of multiple intelligences as
well as on the differences in the pretest and post-test performance of the pupils before and
after the implementation of the intervention, the designed MI activities.
The use of the MICROSTAT Software was used to determine the test of differences.
All tests were set at .05 level of significance.
Scale of Interpretation on the activities and instructional materials designed to enhance
the multiple intelligences of the Grade V pupils:
3.26-4.00= Most Preferred
2.51-3.25= Preferred
1.70-2.59= Less Preferred
1.00-1.75- Not Preferred

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This presents, analyzes, and interprets the data gathered from the respondents. This
includes the analyses and interpretation of the pretest/posttest results of the pupils, before and
after the administration of the MI module.
To ensure clarity and consistency in the discussion, the presentation of findings follows
the sequence of the research questions in Chapter 1.

The Degree of Multiple Intelligences of the Grade V Pupils in David Elementary School
as Perceived by the Parents

Table 1 presents the mean scores of the pupils in the different multiple intelligences.
It was found, based on the parents’ ratings that the highest mean (8.00) was on the area
of “naturalist intelligence.” This finding suggests that the pupils have very strong interest in
activities that have to do with nature such as planting, collecting specimens from nature, doing
experiments about nature, hiking or going on fieldtrips, concern for natural phenomena and
other related activities. Apparently, they have much knowledge of the living world and use
this knowledge productively.

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Table 1. Mean Score of Pupils In the Various Areas of Multiple Intelligences as Perceived by
Parents

Area Mean Rank
Naturalistic 8.13 1

Musical 7.60 2

Verbal- Linguistic 7.53 3

Interpersonal 7.53 4

Logical-Mathematical 7.27 5

Spatial 7.07 6

Intrapersonal 6.73 7

Bodily-Kinesthetic 6.67 8

The next area of multiple intelligences which has the second highest rating was
“musical” which has a mean of 7.60 which implies that the pupils like to sing, easily remember
melodies and rhythms, enjoy listening to music, and play musical instruments.
Ranked number (3) is verbal-linguistic intelligence with a mean of 7.53. This implies
that the pupils also enjoy listening to lectures, participating in debates, reading, doing word
games, and other similar activities.
On the other hand, bodily-kinesthetic intelligence got the lowest mean (X=6.67).
Compared with the other areas of intelligence, parents perceived that their children are not
body smart who uses their body to solve problems, make something, or put on some kind of a
production.

Degree of Multiple Intelligences of the Grade V Pupils in David Elementary School as
Perceived by the Teachers

The table below presents the teachers’ perception on the degree of multiple
intelligences of their pupils.

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Table 2. Mean Score of Pupils in the Various Areas of Multiple Intelligences as Perceived by
Teachers

Area Mean Rank
Naturalist 7.97 1


Verbal- Linguistic 7.80 3

Spatial 7.80 4

Logical-Mathematical 7.67 5

Interpersonal 7.53 6


Musical 7.33 8

Accordingly, the pupils are strong in naturalist intelligence with a mean score of 7.96.
This can be interpreted in three ways: firstly, the pupils live in a rural community surrounded
by nature’s bounty which gives them more chances to explore the physical world around them;
secondly, the researcher also found out that the pupils’ science teacher uses a variety of
strategies and materials to teach science lessons; and thirdly, their school, David Elementary
School, garnered the title “Best School in Science.” Enhanced by their natural environment
and by their teacher’s innovativeness, these children, indeed really emerged as nature-smart.
Ranked number two (2) is intrapersonal (X=7.83) which means that the pupils have the
ability to gain access to understand their own inner feelings, dreams, and ideas.
The next area of multiple intelligence which had the highest rating was the “verbal-
linguistic” which has a mean of 7.80 and spatial intelligence (X= 7.80). In the analyzed
teachers’ questionnaire, the responses revealed that verbal-linguistic materials are most
commonly used by the teacher. This is not surprising since many materials for verbal-linguistic
intelligences are available in their school such as books, memory games, television, VHS and
VCD tapes, encyclopedia, and many more. This finding implies that the teacher-respondents
value the activities that enhance the verbal-linguistic intelligence of their pupils. Aside from
possessing verbal linguistic intelligence, the pupils are also spatial intelligentsia or lovers of
art. The researcher herself observed three of their teachers integrating art activities in their
lessons.
Ranked number four (4) is spatial intelligence with a mean of 7.80. This means that the
pupils of David Elementary School aside from possessing naturalistic and verbal linguistic
intelligence are also lovers of arts. The researcher herself observed three of their teachers
integrating art activities in their lessons.
Meanwhile, out of the eight areas of multiple intelligences, music got the lowest mean
(X=7.25). This finding is understandable because in the responses given in the questionnaire,

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the teachers claimed that musical materials and instruments are rarely found in their school.
The result also disclosed that among the four teachers, only one integrates music in the lesson
“always,” another teacher integrates music “sometimes” while the two others did not indicate
any answer. This inadequate exposure of the children to different musical activities could be
the reason why the teachers perceived their pupils’ musical intelligence to be the lowest among
all the other intelligences. However, the teachers and parents should understand that musical
instruments can be found everywhere, using available materials in their surroundings like
bamboo sticks, cans, bottles, paper etc.
Nevertheless, although this area was ranked the lowest, the computed mean is still
comparable with other areas; thus, the degree in which the pupils like or dislike music does not
differ much.

Degree of Multiple Intelligences of the Grade V Pupils as Perceived by the Pupils

Table 3 shows the pupils’ perception with regard to their inherent intelligences.
Using a different instrument, the Grade V pupils were asked to rate themselves on the
different areas of multiple intelligences using a scale of 1-5, with 5 as the highest. Of the areas
rated, the highest ranked intelligence was “bodily-kinesthetic” (X= 4.17).
Table 3. Mean Scores of Pupils in the Various Areas of Multiple Intelligences as Perceived by
the Pupils

Area Mean Score Rank

Naturalist 4.07 2

Musical 4.05 3

Interpersonal 3.94 4.5

Logical-Mathematical 3.94 4.5

Spatial 3.66 6


Verbal-Linguistic 3.53 8

As far as the pupils themselves are concerned, they believe that they excel more in activities
wherein they make use of their body or parts of it. These include creative movements, mime,
competitive games, crafts, and the like. This finding is expected of typical pubescent boys and
girls. At this stage of life an individual seems to have inexhaustible physical energy to spend
in dancing, sports, game and athletics.
Next to bodily-kinesthetic intelligence is naturalist intelligence with a mean of 4.07.
The pupils exhibited much liking for activities involving nature aside from those which involve

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their hands and body. It is noted that these two areas satisfy the very nature of growing
children who love to play, enjoy physical activities, and who are ever curious of the
environment around them.
The next highest area of intelligence is musical intelligence with a mean of 4.05. The
pupils manifest a love of or appreciation for music and sound. Although very few have talents
in music, it is very rare that a child would not move to the beat of music. Instinctively, even
babies or toddlers move their body to respond to rhythm. This has scientific basis as cited in
medical literature that our body processes are rhythmical like the regular beating of the heart,
the regular rhythm of breathing, etc. Thus, automatic response to music and rhythm is innate in
every person. It is worth noting in this finding that the pupils perceived themselves to be
musically-inclined, in contrast to their teachers who perceived them otherwise, that is, ranking
the musical intelligence of the pupils as the least developed among the eight intelligences.
With this contradiction, the pupil-respondents seem to imply that, if given the chance, they can
perform pretty well with activities related to music.
However, it can be seen from the result that the area rated lowest by the pupils was
“verbal-linguistic” with a mean of 3.53. It appears that they do not like activities which are
considered as “serious stuff” and language is one of them. This can be construed as one of the
reasons why there are many reading disabled pupils in our schools today. A negative attitude
towards something is indeed a constraint to learning it.
Based on the foregoing tabular data, it can be noted that there is incongruity in the
perception between the two groups (teacher/parents and pupils) on the different areas of
multiple intelligence. This could be attributed to the use of different instruments. However, the
following explanations are afforded for the observed differences in perceptions:
1. The researcher use of the MI module to the Grade V pupils may have helped
them discover and recognize that they all have the different intelligences. Since they had a
first-hand experience of the MI as applied in module, the researcher believes that the pupils
have gained enough understanding of their intelligences more than their parents and their
teachers have.
2. Although the parents and the teachers have attended the orientation on Multiple
Intelligences, their perceptions can be said to be still influenced very strongly by the
traditional view, that is, an intelligent pupil should always be a linguist or a mathematician
and would want the children to excel in these areas inasmuch as schools are still operated in
this type of paradigm. Awards given at the end of the term still center on these two areas.
Fact is, even the society, at large continue to give premium to verbal and logical-
mathematical abilities, particularly when seeking employment after college graduation.

Test of Difference between the Perceptions of Parents and Teachers on the Different
Areas of the Grade V Pupils’ Multiple Intelligences

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Table 4 is a comparison of the perception of the teachers and the parents on the multiple
intelligences of the Grade V pupils of David Elementary School.
Table 4. Comparison of the Teachers’ and Parents’ Perceptions
of the Pupils’ Multiple Intelligence

Area Mean Score
Teacher Parent t-value Probability
Verbal-Linguistic 7.8 7.53 0.6954 0.4929

Bodily-Kinesthetic 7.48 6.67 2.0071 0.0609

Logical-Mathematical 7.67 7.27 0.9250 0.3665

Intrapersonal 7.83 6.73 2.4814 0.0205*

Spatial 7.80 7.07 1.9965 0.0578

Musical 7.33 7.60 0.5546 0.5878

Interpersonal 7.53 7.53 0 1.0

Naturalist 7.97 8.13 -0.4774 0.6385

*significant at 0.5 level

A look at the mean scores reveal that generally, the teachers gave a higher rating on the
different areas of multiple intelligence than did the parents based on the means ranging from
7.33 to 7.97. The mean ratings of the parents, on the other hand, ranged from 6.67 to 8.13. The
highest mean score given by teachers was on the area of “naturalist intelligence” which was
also the highest among the parents’ group and actually even higher than the teachers’. The two
groups agree on which area the pupils are strong, and that is on naturalistic intelligence. The
lowest mean score as rated by teachers was on the area of “musical intelligence” which means
that the teachers perceived the pupils to be least musically-inclined. The parents, however,
perceived the pupils to be least inclined on bodily-kinesthetic intelligence. These finding give
us the idea that the teachers and the parents appreciate less the bodily-kinesthetic intelligence
and musical intelligence of the children. They seem to still believe in the original thought that
these are not to be considered as intelligences.
To determine if there is a significant difference in the general perception of the two
groups of respondents, t-test was used. Result shows that of the eight areas of multiple
intelligences, it was only on the intrapersonal intelligence that a significant difference was
found in the perceptions computed (p=0.0205). It should be noted that intrapersonal
intelligence is measured through behavior manifestations such as independent study,
individualized projects and games, preference for a private space for study, and similar
indications.
As such, what is manifested by the child in the school which is seen by the teacher
could be different by what he/she manifests at home which is observed by the parents.

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Observation reveals that some children act differently in school or with peers from how he/she
would in front of the family. Apparently, there is inconsistency in their behavior given the
difference in environment. It is in intrapersonal intelligence that an understanding of the
child’s own self, the recognizing of her/his weaknesses and the setting of his/her goals are
made known to his/her teachers and parents through careful observation of the behaviors. This
finding implies that both parents and teachers failed to discern the pupils’ inclination which has
something to do with intrapersonal intelligence. This could be one reason why the perception
of the two groups differed significantly along this type of intelligence.

Test of Difference between the Pretest and Posttest to Grade V Pupils Before and After
the Implementation of the Designed Activities

Table 5 presents a tabulated comparison of the pretest and posttest scores of pupils
along English, Mathematics, and Science subjects.
Table 5. Comparison of the Pretest and Posttest Scores
of Pupils in English, Mathematics and Science

Mean Score
Subject Area Pretest Posttest t-value Probability

English 9.2 17.47 -10.0483 1.28E-10*

Mathematics 4.0 17.33 -24.2791 6.68E-19*

Science 0.87 17.47 -26.0207 1.46E-18*

* Highly-significant at 0.05 level

Of the 20-item pretest in the aforementioned subject areas, the pupils’ mean score in
English was 9.2. It was even lower in the Mathematics subject which is only 4.0. The Science
subject indexed the least mean score with most of the pupils having scored zero (0) in the test.
After the administering the especially designed activities, the pupils were given a
posttest. As can be seen, there is a marked increase in the score of the pupils in English (17.47)
which is almost twice the score they got in the pretest (9.2). In Mathematics, the posttest mean
score was 17.33 which is more than four times higher than their score in the pretest which was
4.0. The highest increase in the posttest mean score which is worth noting was in Science
which was 17.47, a too high compared to the very low 0.87 score in the pretest.
The pretest and posttest scores were subjected to a t-test to determine if there is a
significant difference between the scores as a result of the implementation of the intervention
via the designed activities. The table reveals that the pretest and posttest scores of the pupils in
all the subject areas were highly and significantly different at five (5) percent alpha level. This
implies that the designed activities were effective in improving the performance of the pupils
in the test. It is further implied that if only learning activities could be thoroughly planned and
implemented, it can be expected there is good performance among the pupils.

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Activities and Instructional Materials Designed to Enhance the Multiple Intelligences of
the Grade V Pupils of David Elementary School

Table 6. Degree of Pupils’ Preference for Selected Activities/
Instructional Materials

Activity vm Description
Modeling Clay 3.47 Most Preferred

Working on Kaleidoscope Math 3.47 Most Preferred

Adding fraction 3.47 Most Preferred

Music in the bottles 3.27 Most Preferred

Reporting 3.60 Most Preferred

TV Talk Show 4.00 Most Preferred

Song Analysis 3.27 Most Preferred

Make a Tree-Word Mosaic 4.00 Most Preferred

Fraction Sundae 4.00 Most Preferred

Role Playing 4.00 Most Preferred

PowerPoint Presentation 4.00 Most Preferred

Make a Heart Dummy 4.00 Most Preferred

Skipping a Beat Activity 4.00 Most Preferred

Working on Individual Information Sheet 4.00 Most Preferred

Over-all Weighted Mean 3.75 Most Preferred

The pupils were asked to rate their degree of preference for selected activities using a scale of
1-4 with four (4) as the highest possible rating for the items (4) which has a description rating a
“most preferred.” Even a cursory glance at the table reveals that all the activities were rated as
“most preferred” because the highest means fall under the scale of 3.26-4.00.
Activities were made available to all the pupils. Everyone had his/her task done
according to his/her own choices. Every pupil productively finished the entire task he/she had
chosen. In the MI module, each child and her choice/s, as well as the way she/he will do it, is
important.

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Table 7. Subject and Activities Liked Best by Pupils

Activity F %
Science 5 33.3

Math 1 6.7

English & Math 2 13.3

English & Science 2 13.3

Science & Math 1 6.7

All 4 26.7

Total 15 100.00%

The pupils were asked of the activities they like best in the areas of Science, Math, and
English and in combination of two subjects. As seen from the preceding table, five (5) or
33.3% of the pupils liked best the activities in Science; two (2) each liked activities in both
English and Math (13.33%) and English and Science (13.33%); one (1) each liked activities in
Math (6.7%) and a combination of Science and Math (6.7%); and four (4) or 26.7% liked the
activities in all areas. The pupils’ liking for science activities reinforce the finding that the
pupils are strong in “naturalist” intelligence as they themselves perceived because science is
basically about nature.
It is in this light that an understanding of the implementation of the Multiple
Intelligences Module is of import and herein described. The researcher made use of the
integration process, where all the subjects in the curriculum could be effectively integrated into
the three (3) subjects namely, Science, Math, and English. Science, however, has the most
number of activities where almost all the MI approaches are integrated.
Meanwhile, the activities were conducted for (2) days focusing on different topics. The
researcher integrated more of the bodily-kinesthetic approach which also validates the idea of
the three (3) SPED Teachers and one SPED administrator in Baguio City that science activities
use more bodily-kinesthetic intelligence. This result is also congruent with the result of the
Pupils’ Questionnaire showing bodily-kinesthetic intelligence as their strongest intelligence
(see Table 3). Likewise, Table 4 clearly shows that the pretest/posttest results indicating that
the highest increase in the overall mean score after utilizing the MI Module in instruction is in
the Science subject.
Notwithstanding, the activities in Math and English subjects were more on group
activities where everybody was given a chance to participate in their chosen activities.
The data gathered disclosed information that benefited the researcher in understanding
the pupils’ individual strengths and the multiple ways on how they learn. The information
given by the parent, teachers, and pupils were good indications that they are witnesses of their

105

pupils’ unique capabilities. The whole process of this study has made them aware that these
capabilities are now recognized to be “multiple intelligences.”

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary
The study was conducted primarily to identify the multiple intelligences of the Grade V
pupils of David Elementary School through a designed Multiple Intelligence learning package.
It aimed at helping the client school develops its own prototype activities inspired by the
Multiple Intelligences Theory which was used as the basis for this research.
The sets of questionnaire provided during the 1st Multiple Intelligence Convention in
Manila were adapted and used by the researcher to gather the needed information from the
respondents. The content and concurrent validations of the MI Summer Advanced Lessons
and the Pretest/Posttest instruments were done through the help of experts at SPED Center in
Baguio City. In addition the tools were also submitted to the researchers OREC members for
suggestions and recommendations. These were used to improve the tools.
Relevant information was gathered from the teachers, parents, and children with the
host principal’s approval. Orientation was conducted to educate the parents and the teachers of
the Multiple Intelligences Theory and its importance to the teaching-learning process.
Sets of activities good for a one-week lesson was designed and was conducted to the
pupils. Prior to this, a pretest was administered and subsequently, a posttest after the
intervention.
Data gathered from the study were analyzed and interpreted using the insights and
generalization from the reviewed related literature and studies as backdrop. They then were
statistically treated using frequency count, percentage, weighted mean rating, and t-test to
determine relationships among the variables.

Salient Findings

The study came up with the following findings:
1. Based on the responses of the learners, all the fifteen (15) grade five pupils
possess the eight multiple intelligences in varying degrees. They always agree that Bodily-
Kinesthetic (4.17) was their No.1 intelligence. Using the MI module as teaching approach, on
the subject: Science, Math, and English, it was found out that the pupils projected Science
intelligence considering their being nature smart. Parents perceive their children to be bodily-
kinesthetic (6.67) the least ranked. The teachers perceived the children to be least ranked in
their musical intelligence (7.33). While in the pupils’ perception showed that they were least
ranked in verbal-linguistic (3.53).
2. Except for the intrapersonal intelligence variable, the null hypothesis that there is
no significant difference between the parents’ perception and the teachers’ perception in the
different areas of multiple intelligences of the Grade V children is accepted. The teachers and
the parents significantly differed in their perception of the pupils’/children’s intrapersonal
intelligence.
3. The null hypothesis that there is no significant difference in the pupils’ pretest
and posttest results before and after the implementation of the multiple intelligence activities is
rejected. Thus, a significant difference in the pretest and posttest scores of the pupils in three
subject areas, namely, English, Science and Math is ascertained.

106

4. Activities that integrate the MI Theory were most preferred by the Grade V pupils
and had been effective in improving the performance of the pupils in the posttest. The designed
multiple intelligences module enhanced the multiple intelligences of the Grade V pupils.

Conclusions

In light of the foregoing findings, the following conclusions are drawn:
1. Every child can be considered to possess the eight multiple intelligences in varying degrees.
These intelligences can be enhanced through creative strategies, appropriate instructional
materials, and a stimulating and nurturing environment. Moreover, while parents and teachers
basically have common perception on the degree of their children’s/ pupils’ intelligences, there
are areas of intelligences where they differed significantly, and thus, worth investigating in
detail.
3. Pupils’ performance in the different subject areas will remarkably improve if activities
inspired by the Multiple Intelligences Theory will be integrated in the lessons.
4. Using Gardner’s Multiple Intelligence Theory as a basis of preparing MI Module is one
approach to revolutionalize the traditional and routinary teaching and learning processes in the
Philippine context.
5. There is complementation between and among the different multiple intelligences. Strictly
speaking, each type of intelligences cannot be taken in isolation. Each type of intelligence
tends to reinforce the other as shown in the positive results in the combined English (linguistic
intelligence) and Science (naturalistic intelligence) instruction.

Recommendations:

Based on the results of study, the following are recommended:
1. It is crucial for teachers to identify their pupils’ intelligences as bases in constructing
appropriate activities to enhance whatever intelligences each one possesses. Orientation
seminars on the Multiple Intelligences Theory should be organized and conducted for
administrators, teachers, parents, and other stakeholders.
2. A continuing education on MI for teachers and parents may be part of PTCA
meetings and once-a-week Learning Action Cell (LAC) session in elementary schools.
3. The portfolio and rubric forms of assessment are recommended to use, be adapted in
evaluating pupil performance in the different subject areas. These two innovative instruments
are based on the Multiple Intelligence Theory.
4. Along with this perspective, there’s a need for an intensive workshop be conducted
to assist teachers to construct instructional materials which are not limited only to linguistic
and mathematical intelligences but to other types of intelligences as well. The following are
some guidelines suggested by Gardner which can help the teacher design multiple intelligence
activities.
a) Understand the Multiple Intelligences Theory
• Identify your own multiple intelligences profile.
• Understand how the Gardner's research has identified the intelligences and the criteria
upon which the intelligences are validated.

• Recognize how others express the multiple intelligences.
b) Explore Individual Intelligences

107

• Identify the subcapacities (skill sets) of each of the multiple intelligences.

• Understand the full dimension of each of the intelligences by experiencing them
through various activities.

• Identify instructional strategies that enhance and support the multiple intelligences.

c) Incorporate the Intelligences into Your Classroom
• Design lessons integrating the multiple intelligences in course content.

• Learn how to support the multiple intelligences through aspects of your classroom
environment.
d) Create Schoolwide Integration Plans
• Understand the myths and realities of the application of Multiple Intelligences Theory
in the classrooms.
• Integrate multiple intelligences with other educational reforms such as putting up
holistic centers, as well as the use of portfolios, and thematic instruction.

• Integrate multiple intelligences into the school’s existing school reforms.

5. Teachers should shift to more holistic, thematic instruction as teaching methodology.

References

A. Books

Armstrong, T. (1994). Multiple Intelligences in the Classroom, New York: Plume.
Brunetto, C.F. (1997). MathArt. India: Scholastic Professional Books
Calmorin, L. and Calmorin M. (1995). Methods of Research and Thesis Writing. Manila: Rex
Book Store, Inc.
Catane, J. (2000). Conducting Research: A Practical Application. Quezon City: JMC Press Inc.
Lazear, D. (1999). Eight Ways of Knowing (Teaching for Multiple Intelligences),
Third Edition. Illinois: Skylight Training and Publishing, Inc.
Gardner, Howard. (1995). Multiple Intelligences: Gardner’s Theory. Basic Books.
Kamphaus, Randy. (1993). Clinical Assessment of Children’s Intelligence. Massachusetts:
Simon & Schuster, Inc.
Mitchell C. and Mitchell J. (2003). Kaleidoscope Math India: Scholastic, Inc.
Nolledo, Jose N. (1990). The Education Act of the Philippines Annotated with Related Laws,
Issuance and Other Materials.
B. Periodicals

Brualdi, A.C. (1996). Multiple Intelligence: Gardner’s Theory and Practice. Eric / AZE Digest
Series EDO-TM-96-01
Gardner, H. (1983). Changing Minds (Teaching and Parenting for the 21st Century (2005).
Multiple Intelligence International School Journal. Manila

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C. Unpublished Material

Apawan, E. L. (2003). The Multiple Intelligences of Intermediate Pupils and Their
Relationship to Academic Performance, Master Thesis, Norte Dame University,
Cotabato City

D. Electronics Sources

http: //www. Teachingenglish.org.uk
http: //www.nationalgeographic.com
http://www. us@hearthealthykids@hsf.com.ca
http://www. Educationworld.com
http://www.plsweb.com
http://www.michildspace.com.ph
http://www.howardgardner.com
http://www.pzweb.harvard.edu
http://www.goodworkproject.org
http://www.thomasarmstrong.com/multiple_intelligences.htm
http://pblchecklist.4teachers.org/intell.shtml
http://www.ed.gov/databases/ERIC_Digests/ed410226.html
http://www.ascd.org/readingroom/edlead/9911/scherer2.html
http://www.infed.org/thinkers/gardner.htm.

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