Pauleen Angeli Baloyo

Topic: ​A Survey on Multiple Intelligence of Selected COE Undergrad Students and their

Application to their Study Habits

Introduction

Multiple intelligence, a theory that was introduced by Dr. Howard Gardner in 1983, states

that people have different intelligences when they tackle day-to-day learning. This theory further

suggests that students can effectively gain more understanding when they know their particular

intelligence and when they apply it to their study habits.

Traditionally, schools often award students solely based on their academic performances.

These awards are usually “Best in Math”, “Best in Science”, and “Best in English.” Nowadays,

the awards being given have branched out to being varied awards that accommodate other

intelligences aside from excellence in Math, English, and Science. ​On the first graduation of the

College of Medicine in Adventist University of the Philippines (2019), the school has awarded a

student with the Mary and Martha award that emphasizes on the student’s being helpful which

displays interpersonal intelligence.

It has been proven that traditional ideas of intelligence (linguistic and mathematical)

restrict learners to other forms of learning (Gardner, 1983). Darling-Hammond (2010) and Hattie

(2011) suggest that multiple intelligence is applied in varied teaching strategies so as to cater to

the various intelligences of the learners. Teachers are encouraged to know and understand their

students’ strengths and weaknesses so the teachers can increase the students’ engagement in

learning.
 Previous studies on multiple intelligence have not dealt so much on whether the students

are aware of their particular intelligences or not, and how often they apply them to their study

habits.

The purpose of this study is to determine whether selected COE undergrad students in

Adventist University of the Philippines are aware of their multiple intelligence and whether they

apply it to their study habits or not. We examine the student’s knowledge of the eight multiple

intelligences and categorize how many students fall into each.

Review of Related Literature

Gardner (1983, 2006) developed the theory that people possess at least one of the eight

multiple intelligences that they use in their daily lives to solve problems in order to survive. The

eight identified intelligences are: verbal-linguistic intelligence or the ability to use words (spoken

or written) effectively; logical-mathematical intelligence or the ability ​to develop equations and

proofs, make calculations, and solve abstract problems​; musical intelligence or the ability to

show sensitivity to rhythm and sound; visual-spacial intelligence or the ability to think in terms

of space; bodily-kinesthetic intelligence or the ability ​to use one's own body to create products or

solve problems.​; interpersonal intelligence or the ability to understand and interact with others;

intrapersonal intelligence or the ability to understand one’s own interest and goals; and naturalist

intelligence or the ability to ​identify and distinguish among different types of plants, animals,

and weather formations found in the natural world.

The theory suggests that traditional learning, which merely focuses on two of the

intelligences, namely, verbal-linguistic (using words effectively) and logical-mathematical

(reasoning, calculating), limits the learner to his/her full capacity of acquiring knowledge and
information. These are the two intellegences that are given importance when considering one’s

intellectual capacity. As cited by Gardner (1993), some earlier psychologists such as Spearman

(1927) and Terman (1975) believed that “intelligence was best conceptualized as a single,

general capacity for conceptualization and problem-solving. They sought to demonstrate that a

group of scores on tests reflected a single underlying factor of general intelligence.”

As the theory of multiple intelligence became widespread, teachers are more aware of its

significance for student learning and classroom and instruction. Wu and Alrabah (2009) connote

that “intelligence is a complex construct and that individuals have many kinds of abilities and

strengths not all of which can be measured by traditional IQ tests.” Nowadays, teachers utilize

diffferent methods and strategies when they teach students with varied multiple intelligences.

One of the benefits of learners knowing their particular intelligences is that they can

devise a more suitable way of understanding instruction and content by involving their

intelligences in their study habits. For example, a student who has musical intelligence can opt to

listen to classical music while studying or compose a song about their topic. In another example,

a student who is a visual-spacial learner may create graphs and diagrams to fully understand a

certain topic. According to Manner (2001) students are usually perceptive and they need to be

personally involved with their learning. When they’re personally involved, learning proves to be

more effective and efficient. This idea is a game-changer because it not only helps students to

learn more effectively, but it also makes studying a more insightful and enjoyable activity.
 Another benefit of multiple intelligence-based instruction is that students are treated as

unique individuals. Each student can showcase their talents and skills and teachers can avoid

neglecting others whose abilities and talents are not well-distinguished (Abdallah, 2008).

Hoerr (2000) defines a multiple intelligence approach as “developing curriculum and

using instruction that taps into students’ interest and talents. Students are given options, different

ways to learn, and they share responsibility in their learning.”

There are studies that show the difference between the results of learning through

traditional instruction and learning through multiple intelligence approach. Alqatanani (2017)

conducted research on the effects of a curriculum based on the theory of multiple intelligences in

hopes of improving Jordanian EFL 10th grade students’ critical reading skills in English. In his

study, the experimental group was given reading instruction using multiple intelligence strategies

while the control group was instructed using the traditional techniques. He discovered that the

experimental group who were exposed to multiple intelligence learning performed much better in

reading English as a foreign language than the control group who were taught using the

traditional reading instruction.

Statement of the Problem

The study will emphasize the benefits of knowing one’s multiple intelligences and will

determine the particular intelligences of the selected College of Education undergrad students of

Adventist University of the Philippines.

Research Questions

● What are the different kinds of multiple intelligences?

● What are the benefits of knowing one’s intelligences?

● What are the general profiles of the selected COE undergrad students’ multiple

intelligences?

Significance of the Study

The results of the study will be of great benefit to the following:

Students​. The students will be aware of their multiple intelligences through the survey results

and thus will cater their study habits to their particular intelligences to increase the efficiency of

their studies. This study may give them more ways to enhance their learning in accordance with

their MI.

Scope of the Study

The study is conducted to selected COE undergrad students of AUP who are currently

enrolled in their inter-semestral classes.

Limitations

● Limitation in time and population

○ The study will be conducted to selected College of Education undergrad students

of Adventist University of the Philippines only.

● Limitation on reliability and validity of measuring instrument