Multiple Intelligences: Their Relation to Mathematical Performance

of Grade 10 Students

Research Paper

Presented to

Senior High School

The National Teachers College

In Partial Fulfilment of the

Requirements For

the Subject

Quantitative Research

By:

Canlas, Samuel S.

Tropicales, Genre Mark S.

March, 2018
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Mathematics is not a popular subject. Pupils tend to dislike it, especially

when they fail to obtain the desired academic results, and it can cause anxiety

and even phobia. The difficulties they find are not only due to insufficient

knowledge of the elements of math, but also to the (in) ability to transfer

knowledge in order to face different situations successfully. There are high

rates of school failure or failure, mostly in the two compulsory years at the

secondary level. (Irina, 2015)

These phenomenons exist for multiple reasons. One is lack of teaching

activities and procedures because the current ones are not that liberating,

and promotional. This approach in teaching Math creates passive learners;

while it’s important to engage pupils in order to have them take an active

role. (Irina, 2015)

Another important aspect is the students’ mindset as a progress

factor. A growth mindset, that is the understanding that the abilities and

intelligence can be developed (as opposed to a fixed mindset, the idea that

they’re fixed and cannot be influenced) has been shown by researchers such

as Stanford Carole Dweck to have powerful effect on student’s motivation

and learning in the time when the student’s motivation for studying STEM
subject dramatically needs to be increased. Teachers should strive to find

methods to teach new, friendlier, enjoyable, useful, and less abstract

Mathematics, a subject for each of our students, adapted to their particular

skills and competence, a subject that can be more than a tedious hour in the

timetable, a vehicle for mutual understanding and for communication.(Irina,

2015)

This mindset varies from person to person. Like it, there is

intelligences of individual that needs to consider which is called “ Multiple

Intelligences.” (Techweb.org, n.d.) Howard Gardener of Harvard has

identified seven distinct intelligences. This theory has emerged from recent

cognitive research and “documents the extent to which students posseses

different kind of minds and therefore learn, remember, perform, and

understand in different ways,” according to Gardner (1991). According to

this theory, “we are all able to know the world through language, logical,

mathematical analysis, spatial, representation, musical thinking, the use of

the body to solve problems or to make things, and an understanding of

individuals, and an understanding to ourselves. Where individuals differ is in

the strength of these intelligences are invoked and combined to carry out

different tasks, solve diverse problems, and progress in various domain,”

 SIGNIFICANCE OF THE STUDY

This research exploits the relationship between multiple intelligence and

mathematical performance of The National Teachers College Grade 10

students. Finding the answers on this research would give advantage to

certain individuals.

FOR THE STUDENTS

They will get clearance as to what their Intelligence is which will give

them relief if ever they’re experiencing sort of psychological discomfort

FOR THE TEACHERS

They could be more effective doing their profession knowing the study.

Since they are personally responsible to what approach are they going to do

in their class, they could propose activities that would fit all kind of

Intelligences and make it more or less difficult as it is.

 FOR THE PARENTS

They will know how their children work which will give them better idea

of what to advice them and how to comfort them when facing difficulties on

studying the subject.

FOR THE COMMUNITY

The knowledge of this topic will make them careful as to what are they

saying to students experiencing difficulties. This would create a better

environment on studying.
 CONCEPTUAL FRAMEWORK

Learner

Multiple Intelligence
 Linguistic
 Logical-Mathematical
 Visual
 Kinesthetic
 Naturalist
 Interpersonal
 Intrapersonal

Mathematical
Performance
Figure 1

The Research Paradigm of the Study

Presented in Figure 1 is the Research paradigm of the study.

Multiple Intelligences is the way of the student to learn and understand best.

According to Gardner, there are nine different ways to demonstrate

intellectual ability. This includes Verbal Linguistic, Logical-Mathematics,

Visual-Spatial, Bodily-Kinesthetic, Naturalist, Intrapersonal, Interpersonal,

Existensial and Musical.

Academic performance is the action exhibited by the learner which

identifies him as a member of the group, through meaningful and significant

tasks in his academic standing.

THEORETICAL FRAMEWORK

This study is grounded on the Multiple Intelligences Theory by Howard

Gardner which strongly holds that human cognition provides new definition of

human nature and that human beings possess basic set of intelligences

(Gardner,1999). According to him, the big challenge for humanity is how to

take advantage of the uniqueness confined to every single species exhibiting

such intelligence. In addition, he stated that the application of these could be

constructive or destructive and argues that people have unique blend of

intelligence.
 STATEMENT OF THE PROBLEM

This study aims to determine the relation of multiple intelligence

between mathematical performances of The National Teachers College Grade

10 Students year 2017-2018

This study sought to answer the following specific questions:

1. What were the multiple intelligences of grade 10 students?

2. What was the academic performance of grade 10 students?

3. What relation existed between multiple intelligence and mathematical

performance of students?

HYPOTHESIS

This study tested the hypothesis at 0.05% level of significance:

There is no significant relationship between the multiple intelligence and

academic performance in Mathematics of Grade 10 students at The National

Teachers College.
 OPERATIONAL DEFINITION OF VARIABLES

To have a better understanding with the study, the following terms were

operationally defined based on how it was used in this research:

Bodily-Kinesthetic Intelligence. children who experience learning best

through activity: games, movement, hands-on tasks, building. These

children were often labeled "overly active" in traditional classrooms where

they were told to sit and be still!

Existensial Intelligence. children who learn in the context of where

humankind stands in the "big picture" of existence. They ask "Why are we

here?" and "What is our role in the world?" This intelligence is seen in the

discipline of philosophy.

Intrapersonal Intelligence. children who are especially in touch with

their own feelings, values and ideas. They may tend to be more reserved,

but they are actually quite intuitive about what they learn and how it

relates to themselves.
Interpersonal Intelligence. children who are noticeably people oriented

and outgoing, and do their learning cooperatively in groups or with a

partner. These children may have typically been identified as "talkative" or

" too concerned about being social" in a traditional setting.

Logical-Mathematical Intelligence. children who display an aptitude for

numbers, reasoning and problem solving. This is the other half of the

children who typically do well in traditional classrooms where teaching is

logically sequenced and students are asked to conform.

Mathematical Performance. It refers to the ratings exhibited by the

students on their performance during the third quarter of the school year

Mathematics. the science of structure, order, and relation that has evolved

from elemental practices of counting, measuring, and describing the shapes

of objects. It deals with logical reasoning and quantitative calculation, and its

development has involved an increasing degree of idealization

and abstraction of its subject matter

Multiple Intelligence. These refers to simple and accessible ways to

understand and explain peoples preferred ways to learn and to develop

depending on the need of the learners.

Musical Intelligence. This area has to do with sensitivity to sounds,

rhythms, tones, and music. People with a high musical intelligence normally

have good pitch and may even have absolute pitch, and are able to sing, play

musical instruments, and compose music. They have sensitivity to rhythm,

pitch, meter, tone, melody or timbre.

Naturalist Intelligence. children who love the outdoors, animals, field

trips. More than this, though, these students love to pick up on subtle

differences in meanings. The traditional classroom has not been

accommodating to these children.

Visual-Spatial Intelligence. children who learn best visually and

organizing things spatially. They like to see what you are talking about in

order to understand. They enjoy charts, graphs, maps, tables,

illustrations, art, puzzles, costumes - anything eye catching.

 SCOPE AND DELIMITATION

The motive of doing this study is to clarify the relation of Multiple

Intelligence of Grade 10 of the National Teachers College S.Y. 2017-2018 to

their mathematical performance.

This study is limited only to define if there was a relationship existing

between the Multiple Intelligence of the respondents to their mathematical

performance. The researcher will try to define and analyze the relation without

any sort of manipulation. Furthermore, 20 students in Grade 10 Rizal were

chosen to become the main respondents of this study. To be able to answer

all questions effectively the researcher will going to conduct descriptive

research. The data were based on the questionnaire distributed and

administered to the respondents.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter incorporates ideas facts, research, and lessons that are

believed to help the ongoing study. All that will be included in provides

guidance as to where the researchers want the study to lead; hence, it will

help answering the questions that intended to be addressed.

Multiple Intelligences

In the excerpt of educationworld (2011), When Howard Gardner's book,

Frames of Mind: the Theory of Multiple Intelligences (Basic Books, 1983) burst

on the scene; it seemed to answer many questions for experienced teachers.

We all had students who didn't fit the mold; we knew the students were bright,

but they didn't excel on tests. Gardner's claim that there are several different

kinds of intelligence gave us and others involved with teaching and learning a

way of beginning to understand those students. We would look at what they

could do well, instead of what they could not do

The Multiple Intelligences theory states that pupils will benefit more

from a broader vision of education, that would drive teachers to use different

methodologies, exercises and activities to reach all students, not just those

who excel at linguistic and logical intelligence and challenge them to discover

“ways that will work for this student learning this topic” According to Gardner’s

theory, students have different types of dominant intelligence and they can
be reached more effectively by using a wider array of approaches. “Pupil

engagement is a multi-faceted construct that includes affective, behavioral

and cognitive dimensions” (Fredricks, Blumenfeld and Paris , 2004).

These 9 types of intelligences are stated by Vital (2014)

1. Naturalist Intelligence

Naturalist intelligence designates the human ability to discriminate among

living things (plants, animals) as well as sensitivity to other features of the

natural world (clouds, rock configurations). This ability was clearly of value in

our evolutionary past as hunters, gatherers, and farmers; it continues to be

central in such roles as botanist or chef. It is also speculated that much of our

consumer society exploits the naturalist intelligences, which can be mobilized

in the discrimination among cars, sneakers, kinds of makeup, and the like.

2. Musical Intelligence

Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone.

This intelligence enables us to recognize, create, reproduce, and reflect on

music, as demonstrated by composers, conductors, musicians, vocalist, and

sensitive listeners. Interestingly, there is often an affective connection

between music and the emotions; and mathematical and musical intelligences

may share common thinking processes. Young adults with this kind of
intelligence are usually singing or drumming to themselves. They are usually

quite aware of sounds others may miss.

3. Logical-Mathematical Intelligence

Logical-mathematical intelligence is the ability to calculate, quantify, consider

propositions and hypotheses, and carry out complete mathematical

operations. It enables us to perceive relationships and connections and to use

abstract, symbolic thought; sequential reasoning skills; and inductive and

deductive thinking patterns. Logical intelligence is usually well developed in

mathematicians, scientists, and detectives. Young adults with lots of logical

intelligence are interested in patterns, categories, and relationships. They are

drawn to arithmetic problems, strategy games and experiments.

4. Existential Intelligence

Sensitivity and capacity to tackle deep questions about human existence, such

as the meaning of life, why we die, and how did we get here.

5. Interpersonal Intelligence

Interpersonal intelligence is the ability to understand and interact effectively

with others. It involves effective verbal and nonverbal communication, the

ability to note distinctions among others, sensitivity to the moods and

temperaments of others, and the ability to entertain multiple perspectives.

Teachers, social workers, actors, and politicians all exhibit interpersonal

intelligence. Young adults with this kind of intelligence are leaders among their

peers, are good at communicating, and seem to understand others’ feelings

and motives.

6. Bodily-Kinesthetic Intelligence

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a

variety of physical skills. This intelligence also involves a sense of timing and

the perfection of skills through mind–body union. Athletes, dancers, surgeons,

and crafts people exhibit well-developed bodily kinesthetic intelligence.

7. Linguistic Intelligence

Linguistic intelligence is the ability to think in words and to use language to

express and appreciate complex meanings. Linguistic intelligence allows us to

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

to reflect on our use of language. Linguistic intelligence is the most widely

shared human competence and is evident in poets, novelists, journalists, and

effective public speakers. Young adults with this kind of intelligence enjoy

writing, reading, telling stories or doing crossword puzzles.

8. Intra-personal Intelligence

Intra-personal intelligence is the capacity to understand oneself and one’s

thoughts and feelings, and to use such knowledge in planning and directioning

one’s life. Intra-personal intelligence involves not only an appreciation of the

self, but also of the human condition. It is evident in psychologist, spiritual

leaders, and philosophers. These young adults may be shy. They are very

aware of their own feelings and are self-motivated.

9. Spatial Intelligence

Spatial intelligence is the ability to think in three dimensions. Core capacities

include mental imagery, spatial reasoning, image manipulation, graphic and

artistic skills, and an active imagination. Sailors, pilots, sculptors, painters,

and architects all exhibit spatial intelligence. Young adults with this kind of

intelligence may be fascinated with mazes or jigsaw puzzles, or spend free

time drawing or daydreaming.

Academic Performance in Mathematics

 According to Irina (2015), In order to overcome these phenomena, it is

necessary that teachers discover new teaching activities and procedures,

which have to be liberating and promotional, rich, stimulating, challenging,

informal, producing participation among the students. The classical approach

in teaching Math creates passive learners; while it’s important to engage

pupils in order to have them take an active role

It is generally recognized that mathematics concepts are learnt via

constructive or building process ( VonGlasserfield, 1991). Differences in the

ways in which students do this have received less attention. In particular, the

influence of the preferred ways of learning on the construction of mathematics

has attracted little interest. This paper examines a model of individual ways

of learning and its implications for mathematics learning.

Saladanan (200:7-8) said that there is no single factor that can

contribute more to an improved student performance than the guarantee of a

quality teacher in every classroom. The instructional competence of a teacher

in the areas of content, instruction and communication play a vital role in the

teaching-learning process. The teachers’ teaching competences are

determinable through their mastery of the subject matter, the use of

appropriate teaching methodologies, classroom management and utilization

of simple vocabulary in communication.

 The teacher plays a very important role in the development of the

students. Being a good teacher, it is very important that the students

mastered the topic that they had learned. The methods and strategies must

be considered so that the expected performance of the students can be

achieved. Explained by MX alupeng (2004).

In the study of Fajardo (2000), he mentioned that Silboro revealed that

since Mathematics performance of pupils had been found to be dependent

upon that Mathematic teacher shoud upgrade their knowledge on

mathematical concepts, broaden their mathematical insight and improve their

teaching competences in Mathematics to insure satisfactory performance.