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Multiple Intelligences of the Pre Service Teachers: Implications to Effective Teaching Strategies
Lexther G. Capala Milagros L. Borabo, Ph.D.

School of Education, Centro Escolar University Mendiola, Manila

Abstract This research emphasizes the importance of the Pre Service Teachers multiple intelligences in designing a conducive classroom environment for learning and to ensure the utilization of appropriate teaching strategies . A multiple Intelligence Checklist was administered to the Pre service Teachers. Results were tabulated and used for recommending teaching strategies to improve the quality of instruction.

For many years now, the Educational community witnessed great tides of change, specifically, on how teaching strategies are formulated and applied inside the classroom. Numerous paradigm shifts have been introduced; Traditional to Progressive Learning, Teacher -Centered to Student- Centered and not to mention Multiple Intelligences Theory that has become very popular and influenced every iota of the educational landscape from teaching methodologies to assessment. Education is now viewed in a bolder and dynamic spectrum. In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings - initially a blank slate - could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing
Presented during the SELAMS Research Forum at the Multimedia Instructional Room (MIR), CEU-Manila, December 13, 2010

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number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains. (Gardner, 1993). This moving statement has become one of the touchstones of the Multiple Intelligences Theory that has garnered positive feedbacks and changed the face of the educational landscape. Now this theory has made an important impact not only in the part of the learners; moreover, on the teachers themselves with a pre-supposition on how such intelligences that they possessed can strongly affect the efficacy of methodology and strategies in developing the lesson; ensuring that the goals of learning are appropriately set forth. In the case of Pre-service Teachers, it is high time to state that, logically they should be able to fully understand their Multiple Intelligences and use them as early as pre-service teaching enabling them to fully maximize their capabilities in carrying out the lesson assigned to them seamlessly

Theoretical Framework In 1983, Howard Gardner, an American psychologist proposed a theory

termed as multiple intelligences. His theory emphasizes that the individuals who score low in the intelligence quotient (IQ) tests can demonstrate other abilities : interpersonal, bodily kinesthetic, musical, verbal/linguistic, logical mathematical, visual/ spatial, naturalist and some areas and weaknesses in others Each person has one or more from the seven: (1) Linguistic intelligence, (2) Logical-Mathematical intelligence, (3) Musical intrapersonal intelligence . According to Gardner, each person has these intelligences with strengths in

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intelligence, intelligence,

(4) (6)

Bodily-kinesthetic Interpersonal

intelligence, (7)

(5)

Spatial

intelligence,

Intrapersonal

intelligence. The notion of these intelligences are further explained with the fact that they complement one another, making human beings armed with a set of basic intelligences that enables them to live life well. The research encompasses the idea that Multiple Intelligences are integral part in teaching strategies, benchmarking on Pre- Service Teachers with the aim of refining their methodologies preparing them to the real world of teaching. The chart describes the intelligences expounded by Howard Gardner. INTELLIGENCES Linguistic Logical-mathematical Spatial Musical Bodily-Kinesthetic Interpersonal Intrapersonal DESCRIPTION the intelligence of words the intelligence of numbers and logical thinking the intelligence of pictures and images the intelligence of tone, rhythm, and melody the intelligence of the whole body and movements the intelligence of social interactions the intelligence of self-knowledge

. Statement of the Problem The study determined the multiple intelligences is to identify multiple intelligences of the Pre-Service Teachers and its implications to the teaching- learning process. It sought to answer the following questions ; 1. What are the identified Multiple Intelligences of the respondents? 1.1 strong areas of multiple intelligences

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1.2 2 . What

weak

areas of multiple intelligences

are the implications of this study in the teaching learning

process?

Significance of the Study The findings of the study are beneficial to the following: 1. To the Pre Service education Students, the results of this study will help them in choosing the appropriate strategies in the teaching learning process. 2. To the administrators and faculty of the Schools/ colleges of education , the results of these will make them aware of the importance of knowing the multiple intelligences to help them determine their appropriate fields of specializations 3. To the future researchers, the results this study can be replicated in other levels and disciplines. Scope and Delimitation of the Study The study was conducted on the fourth year education students of the School of Education in school year 2010-2011. there were thirty three (33) students . The study was focused on their multiple intelligences . METHODS AND PROCEDURES Method of Research The method used is descriptive. The data gathering the participants responses to the items in the checklist.. Respondents of the Study The respondents of this research were the thirty three (33) 4th year PreService teachers, Fourteen (14) or 42.42% are students of Special education, nine (9 ) or 27.27% are students of Secondary Education and ten (10) or 30.30% are students in the Pre school. Of the 33 respondents, ten (10) or
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instrument is the

McKenzie Multiple Intelligences Inventory which provided questions to elicit

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30.30% are males

and

twenty (23 )or 69.69% are females.

Their ages

ranged from 19-29 years old.

Figure 1: The ratio between the male and female respondents

Figure 2 The percentage of the respondents in their respective courses

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Statistical Treatment of the Data

The gathered data were classified , tallied, tabulated , analyzed ,and interpreted.

Summary of Findings The data yielded that in general, twenty four ( 24 )out of the 33 respondents have one( 1 )dominant multiple intelligences; however the remaining nine (9 )have combined multiple intelligences. Out of the thirty three (33) respondents, 8 respondents (24.24%) are Nature smart. Six (6) respondents (18.18%)are word smart. Three (3) respondents (9.09%) possess Interpersonal intelligence .Two ( 2 ) respondents (6.06%) are Music smart. Two (2) respondents (6.06%) are number smart. Two( 2 )respondents (6.06%) are Kinesthetic smart. One (1 ) (3.03%) one respondent (3.03%) has Intrapersonal intelligence . The logical and Verbal intelligence has 1 respondent (3.03%). The Musical and Logical has 1 respondent (3.03%). The naturalist and kinesthetic, has 1 respondent (3.03) . One or (3.03%) respondent has Naturalistic and Logical intelligence. One (1) respondent (3.03%) has musical , verbal and logical intelligence.. The interpersonal, kinesthetic and verbal has 1 respondent (3.03%) .There are two (2) respondents with Naturalistic, Logical and Verbal and two (2) respondents (6.06%) are with Musical, Interpersonal, Kinesthetic and Verbal intelligences.

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Figure 3: The Respondents Multiple Intelligences

With the information as regards their respective intelligences the respondents can utilize these in developing their strategies; thus, making the learning experience of their students meaningful. Along with
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this idea, each intelligence has an effective and corresponding strategy that they can employ during their pre-service teaching.

Aware of their Multiple Intelligences, There is

greater opportunity for them to

capitalize on these to discover the full extent of their potentials leading to a better and more structured and meaningful lessons. The master code of this learning style model is simple: for whatever you wish to teach, link your
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instructional objectives to words, numbers or logic, pictures, music, the body, social interaction, and/or personal experiences. combined Activities which are shall yield effective results in unique ways. The Multiple

intelligences, inspires the Pre-Service Teachers in discovering how they would absorb the lesson well and translate them into action by teaching the lesson using appropriate strategies making them effective facilitators .

Conclusions The following conclusions were drawn from the findings: 1. The respondents possess one dominant intelligence. 2. Linguistic and Naturalist intelligences are the most common intelligence among the respondents. 3. The respondents possess a combination of the multiple intelligences.

Recommendations:

The following recommendations were drawn from the conclusions:

1. Utilize varied strategies to enhance the

multiple intelligences of the

learners 2. Various and differentiated activities must be employed to respond to the needs of the learners. 3. Different modes of assessments must be used multiple intelligences of the learners. to cater to the

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P a g e | 10 4. The study may be replicated in a larger scale using other year levels

and courses.

REFERENCES Corpuz, Brenda et al 2002.Student Teachers Manual for Observation and Participation, Quezon City : Katha Publishing Co.Inc Khayog, Esterlyn.2006. Multiple Intelligences of Elementary Pupils of La Trinidad Benguet. Unpublished thesis: Benguet state University. La Trinidad, Benguet. Kim, Hyun Jin, 1999 . A Validation Study Of Multiple Intelligence Measurement. SNU. Child Research Net. Moon , Yong Lin Ryne et al. 1999. A Study on the Effectiveness of the Multiple Intelligences Program. SNU Child Research Net. Ryu, Sock Hee 1999. A Study on Group Differences in Multiple Intelligences and Relationship in Korea., SNU. Child Research.Net. Wij Tien Vu. 2003. Multiple Intelligences. Educational Reform and a Successful Career. National Taiwan Normal University, Child Research Net.

http://www.infed.org/thinkers/gardner.htm http://www.thomasarmstrong.com/articles/7_ways.php http://eric.ed.gov http://wikipedia.com http://www.teachervision.fen.com/intelligence/teaching-method

Presented during the SELAMS Research Forum at the Multimedia Instructional Room (MIR), CEU-Manila, December 13, 2010