Chapter 1

THE PROBLEM AND ITS SETTING

Introduction
In the study of human intelligences there are nine types. Each of them is
defined through their own skills. Musical Intelligent includes distinguishing the
different between rhythms and music pattern. An example of this is the people
who express their feelings through songs. Linguistic includes the ability to easily
acquire different languages, express verbally, and use words to achieve certain
goals. It attains to practice their speaking and vocabulary skills. Visual-spatial
intelligence includes awareness of patterns and designs in different spaces.
Designers are good example of person having this kind of intelligent. Bodily or
kinesthetic intelligence includes knowing how to solve problems using your body
and athleticism. Varsity players express this intelligent through playing ball
games. Naturalistic intelligence includes knowledge about your environment and
elements in nature. Agriculture is one of most well known kind of it. Interpersonal
intelligence includes the ability to understand and interact with other people.
Good example is a teacher who can handle his or her class with different
attitude. Intrapersonal intelligence includes a high level of self-awareness.
Logical or mathematical intelligence includes the ability to reason and think
logically. They are the students who excel in computation like in Mathematics and
Science.

It the ability to recognize and solve a significant problem in the same sense,
people who are math lovers. Traditionally this intelligence can observe the people
who love mathematics. It also indicates that mathematical knowledge reaches far
beyond a memorization of facts and algorithms. Mathematical intelligence
involves a process.ca problem must be identified, recognized as something worth
solving, an algorithm is then identified and created, and a solution is attempted.
Intelligence in this area requires a true understanding of how mathematics and
logic work in the real world, in everyday life. Understanding the why in
mathematics truly indicates an understanding of mathematic processes (Gardner,
1993).
When it comes our level intelligences, no two people are the same. Our level
of intelligence varies for each type. Example of this is a psychology graduate
student that may be good at picking up on the emotions and motivation of their
clients which is an interpersonal intelligence, but may this like the outdoors and
know little about their natural environment as (naturalistic intelligence).
Some individuals are able to learn just about anything using their logical skills
they are able to calculate and work out relationships and connections between
items. They enjoy mental challenges seeking out solutions to logical, abstract
and mathematical problems and have good deductive reasoning skills. On a
lesser scale, they may simply excel at games involving skill and strategy such as
chess or computer battle games.
Individuals with Logical-Mathematical Intelligence will fall into one or perhaps
all of the following sectors such as Educational Mathematical achievements,

studied math at school or college and achieved good grades, strong everyday
Mathematical skills, enjoy utilizing once mathematical skills in everyday life,
everyday problem solving skill-naturally inquisitive, curious and investigative,
ability to apply logical reasoning skills to solve everyday problems, strategic
games-generally enjoys, and is good at games involving skill and strategy. To
improve your Logical-Mathematical Intelligence, it is not necessary for you to be
good at math. We may all benefit from increasing this intelligence for many
reasons. The very act off selecting key points in a logical, systematic numbered
sequence can help you to think more carefully about what you may be learning.
The very act of investigating and analyzing allows you to go beneath the surface
of what you may be learning. So as not to simply take it at face value.

Theoretical Framework
The National Council for the Teaching of Mathematics (NCTM) defines
mathematics as the attainment of mathematical power. Mathematical power
includes the ability to explore, conjecture, and reason logically; to solve no
routine problems; to communicate about and through mathematics; and to
connect ideas within mathematics and between mathematics and other
intellectual activity. Mathematical power also involves the development of
personal self-confidence and a disposition to seek, evaluate, and use quantitative
and spatial information in solving problems and in making decisions (NCTM,
1989). Mathematical power installs confidence and certainty. Mathematical power
allows the child to develop, create, and control numerical thought processes. The

NCTM (1989) has identified thirteen curricular standards that help children gain
mathematical power. The standards are applicable to children from kindergarten
to fourth grade. Learning these key mathematical concepts helps the child
develop mathematical power, which creates the necessary foundation for
mathematical intelligence.

Statement of the Problem

This study was conducted primarily to determine the Logical/Mathematical
Intelligence and its relationship to the Academic Performance of Grade nine
students of Asian Computer College Mayapa S.Y. 2014-2015. Specially, it sought
to answer the following questions:
1. What is the Logical or Mathematical Intelligence of the selected student of
grade nine in Asian Computer College Mayapa in terms of a) abstract
ideas b) logical math?
2. What is the academic performance of students in their Mathematics
subject?
3. Is there any significant relationship between logical intelligence and
academic performance in Math of grade nine?
4. What is the implication of the study to the student and teachers of Asian
Computer College Mayapa?

Null Hypothesis
There is no significant relationship between the logical or mathematical
intelligence and their academic performance of the selected grade nine students
in Asian Computer College Mayapa.

Significance of the Study

The Administrators. This study can be a good source of information that may
help the school improve the institutional program through having activities that
will help the students to be competent in solving Mathematics.
The Teachers. This study may serve as groundwork about the level of
competency of students in speaking. With this, they are expected to find solution
as a remedy to the weakness of the students in solving Mathematics problem
and to establish their teaching strategy to develop or enhance more students
strength.
The Participants. The study may help the participants to unlock their difficulties
in solving Mathematics since they are expected to be good in the analyzing.
The Parents. The outcome of this study can somehow help the parents to be
aware of the knowledge that their child learn in the school. It will help them to
encourage their child to adapt to Mathematics in an easiest way.
Researchers. As future administrator, they can gain essential ideas on how they
can help students improve their computing skills. This would answer their

question about the topic concern and be able to inform others depend upon the
result.
Future Researchers. The result of this study may become their source and
guideline for their related study.
Scope and Limitation
The scope and limitation of our study is about the logical and mathematical
intelligence skills of the selected grade nine students from Asian Computer
College Mayapa. It tackles the connection of this intelligence to their academic
performances.

Definition of terms
ACC - Asian Computer College
Grade Nine Students - selected students aging 14-16 that is under the new
curriculum K-12.
Academic performance - this refers to the grades of grade nine students in their
First Quarter.
Multiple intelligences - are a theory of intelligence that differentiates it into
specific (primarily sensory) "modalities, Gardner chose eight abilities that he held
to meet these criteria. Musicalrhythmic, visualspatial, verballinguistic, logical
mathematical, bodilykinesthetic, interpersonal, intrapersonal, and naturalistic.
Verbal-linguistic intelligence - This kind of intelligence refers to well-developed
verbal skills and sensitivity to the sounds, meanings and rhythms of words.

Logical-mathematical intelligence - It is the ability to think conceptually and

abstractly, and capacity to discern logical and numerical patterns.
Spatial-visual intelligence - It is capacity to think in images and pictures, to
visualize accurately and abstractly.
Bodily-kinesthetic intelligence - This is the ability to control ones body
movements and to handle objects skillfully.
Musical intelligences - It is the ability to produce and appreciate rhythm, pitch
and timber.
Interpersonal intelligence - This is the capacity to detect and respond
appropriately to the moods, motivations and desires of others.
Intrapersonal intelligence- It is the capacity to be self-aware and in tune with
inner feelings, values, beliefs and thinking processes.
Naturalist intelligence - It is the ability to recognize and categorize plants,
animals and other objects in nature.
Existential intelligence - It is the sensitivity and capacity to tackle deep
questions about human existence.

Chapter 2
REVIEW OF RELATED LITERATURE
This chapter shows the related literature and studies that have pertinence and
relation to the present study which is taken from local and foreign references.
The researchers rendered searched written materials to have a good knowledge
and insights about the study.
Related Literature
Personality and logical is mathematical intelligence some reasoning skills vary
with education; some areninnate. Eitther way, temperament needs and values
push to express themselves. Rational are often seen as "logical" by a text book
definition. However, logic is only as good the gathered facts and intuitive
assumotion involved and when it comes to reasoning about the human sphere,
people are raerely "logical" . Thus, all four temperatments provide a focus and
unique gifts to intelligent reasoning.
A course or book may improve math and logic skills. Kearning computer
prigramming is also broadly effective. Designing, writing,testing,and debugging
programs involves very rigorous reasoning compared to everyday social
standards. Muddy or contradictory reasoning is impossible since thecomputer is
a purely computational device that accepts nothing but consistent logical and
mathematical relationships. Learning several computer languages insures skills

are understood across different ways of reasoning. However, remember to learn

with internal strategies in mind.

Related Studies
This study was anchored on Jerome Bruners theory and David Ausebels
theory. Modular approach in Bruners theory states that learning is an active
process in which learners construct new ideas. As concept based upon their
current or past knowledge, learners are encouraged to discover facts and
relationship for themselves by themselves. Learners, when actively involved in
their own learning, continuously construct their own knowledge. Facets of the
process include section and transformation of information, decision making,
generating hypotheses and making meaning from information and experiences.
By means of providing a module to study about, students are expected to
assimilate knowledge from it and learn about it. Thus, discovery learning occurs,
student research, manipulate, explore and investigate. Students learn new
knowledge relevant to the domain and such general problem-solving skills as
formulating rules, testing and gathering information. Learners are inherently
curious, thus they can be motivated until they find the answer to the problem.
Positive regard that will be coming from others may serve as the motivation of
the students. Bruners theory helped to develop identity categorization which can
be defined as classifying a variety of stimuli as forms of the same thing, a
response that is affected by learning. He proposed a spiral curriculum in which
when teaching a subject you begin with an intuitive account that is well within
the reach of the students, and then circle back later to a more formal or highly

structured account until the learner has mastered the topic or subject. Bruner
formulated the theory that narrative is an essential piece of learning through the
use of language. He believed that much of what is learned comes directly from
narrative whether it is spoken or written.
In addition to this framework, Ausebels meaningful verbal learning or
consumption theory says that a student is incorporating the new structure thus
involve two processes namely: a.) reception and b.) discovering. Reception is the
acquiring material by means of different receptive skills such as macro skills. And
after receipting the material, students now do learn from it by means of
discovering the knowledge the module has.
Modular approach in Bruners theory states that learning is an active process
in which learners construct new ideas. As concept based upon their current or
past knowledge, learners are encouraged to discover facts and relationship for
themselves by themselves. Learners, when actively involved in their own
learning, continuously construct their own knowledge. Facets of the process
include section and transformation of information, decision making, generating
hypotheses and making meaning from information and experiences. By means
of providing a module to study about, students are expected to assimilate
knowledge from it and learn about it. Thus, discovery learning occurs, students
research, manipulate, explore and investigate. Students learn new knowledge
relevant to the domain and such general problem-solving skills as formulating
rules, testing and gathering information. Learners are inherently curious, thus
they can be motivated until they find the answer to the problem. Positive regard

that will be coming from others may serve as the motivation of the students.
Bruners theory helped to develop identity categorization which can be defined as
classifying a variety of stimuli as forms of the same thing, a response that is
affected by learning. He proposed a spiral curriculum in which when teaching a
subject you begin with an intuitive account that is well within the reach of the
students, and then circle back later to a more formal or highly structured account
until the learner has mastered the topic or subject. Bruner formulated the theory
that narrative is an essential piece of learning through the use of language. He
believed that much of what is learned comes directly from narrative whether it is
spoken or written.
In addition to this framework, Ausebels meaningful verbal learning or
consumption theory says that a student is incorporating the new structure thus
involve two processes namely: a.) reception b.) discovering. Reception is the
acquiring material by means of different receptive skills such as macro skills. And
after receipting the material, students now do learn from it by means of
discovering the knowledge the module.

Synthesis

The old study has standards include the following mathematical concepts:
Problem Solving, Communication, Reasoning, Connections, Estimation, Number
Sense and Numeration, Whole Number Operations, Whole Number
Computation, Geometry and Spatial Sense, Measurement, Statistics and
Probability, Fractions and Decimals, Patterns and Relationships. While we are
just going to test their verbal and nonverbal, arithmetic sequence, and power
rule.

Chapter 3
RESEARCH METHODOLOGY
This chapter presents the method engaged by the researchers in their
research which includes research design, respondents of the study,
instrumentation, data gathering procedures and statistical treatment of data.

Reseaech Design
A desciptive method is used in this study. The descriptive method includes
adequate and accurate interpretation of findings. The descriptive research
expresses present condition which is suitable for this study since it intends ti
describe the present condition of the mathematical aptitude of grade nine student
of Asian Computer College-Mayapa. Gaethering data on books and websites
contributes to the formulation of the conclusion. Survey questionnares and
standardized test also provide additional insight about the results of the study.

Instruments
The researcher used survey questionnaires which include thier profile. This is
used to give comparisons on the data gathered. A standarized test is given the
respondents to serve as the researchers' basis on formulating conclusion.

Data Gathering Procedure

The researchers searched the internet for the related studies to gather
preliminary data. The standardized test and the questionnaires will be test by
Active Community Contributors Institute grade nine students who was given the
same questionnaires. Before the survey quetionnaires were administered, the

researchers had given letter to the tearcher in charge at Asian Computer

College-Mayapa to ask their permisson for data gathering. After giving the letter
the researchers distributed the survey questionnaires. They computed and
answer the data immediately after seeing the information. In order to obtain the
grades, another letter forapproval to the administration through the Mathematic
teacher was given. The coding process was done to keep the grades
contidential.

Research Locale
The researchers chose the grade nine students of Asian Computer CollegeMayapa S.Y. 2014-2015, because they are in the new curriculum of the K to 12
(kindergarten to grade 12) and they will be the first graduate using that
curriculum this will also served as thier guide on doing thier thesis next school
year.

Participants of the Study

The participants of the stuy were the junior students in Asian Computer
College - Mayapa S.Y. 2014 - 2015. The researchers chose the junior students.
Since their level demands a new level of entering new grade level. The juniors
are compose of 32 students.

Respondents
Male
Female
Total

Number of respondents
16
50
16
50
32
100

Respondents of the Study

Percentage

The respondents are grade nine students with ages ranging from 14 to 16
years old.They are grade nine students of Asian Computer College-Mayapa there
were 16 boys and 16 girls. They were givfen questionnaires and 20 item
standardized test answered within an hour.

Paradigm of the Study

In establishing the study, the researchers must be intelligent enough to
describe and to give details.The reasearchers were able to conduct a paradigm
of the study that shows the input-process-output framework.

PROCESS

INPUT
Making letters
for teachers and
principal

Opinions of the
responsets if
thelogical/
mathematical
intelligence affects
the performance in

Validation of
instruments
Conducting
exam
Gathering data

Getting their
grades in
mathematics
subject

FEEDBACK
Statistical Treatment

OUTPUT

The
logical/mathemati
cal intelligence
and its
relationship and
its relation to the
Academic
Performance of
grade nine
students of Asian
Computer College
Mayapa SY 20142015.

The statistical treatments used in the study were the weighted mean and the
Pearson correlation.
The weighted mean was used to find out the level of perception of the
students. The formula of weighted mean is

Where
f = frequency
w = weight given to a response

To find the relationship between the level of perceptions and the performance
of the students in ALS, Pearson correlation is used. The formula is

Where
x = average weighted mean of the logical result
y = performance of the grade nine students