Multiple Intelligences and The Occupational Interest of Grade 12 Students of St. Anthony College Aguirredestreza Cezar Garcia 1

ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
SHS
SENIOR HIGH SCHOOL 2019
MULTIPLE INTELLIGENCES AND THE OCCUPATIONAL INTEREST OF

GRADE 12 STUDENTS OF ST. ANTHONY COLLEGE
OF ROXAS CITY INC.
Avegail Aguirre
Stephany Mae Cezar
Glaiza Mae Destreza
Andrea Nicole Garcia
October 2019
[1]
ST. ANTHONY COLLEGE OF ROXAS CITY, INC. SHS
Abstract
The study aimed to determine the Multiple Intelligence and the Occupational
Interest of Grade 12 students of St. Anthony College of Roxas City Inc. for academic
year 2019-2020. This is a descriptive study utilizing the survey questionnaire method
by Walter McKenzie (2010) using the ten domains such as the Linguistic,
Mathematical, Spatial, Bodily-Kinesthetic, Naturalistic, Musical, Interpersonal,
Intrapersonal and Existential. The respondents of the study were the 96 Grade 12
students from STEM, GAS and TVL. The statistical tools used were frequency and
percentage, mean, t-test, ANOVA, ranking and Spearman.
Based on the findings, the following conclusions were made: Majority of the
Grade 12 students of St. Anthony College of Roxas City Inc. were female aged above
17 years of age, mostly belonged to STEM track and with family monthly income
above P11,000. Overall, the level of multiple intelligence of the Grade 12 students is
very satisfactory in terms of linguistic, logical-mathematical, spatial, body kinesthetic,
naturalistic, musical, intrapersonal, interpersonal and existential. With the outstanding
of intrapersonal intelligence, musical and spatial while naturalistic as the lowest. The
seven dimensions influence the level of emotional intelligence of the Grade 12 students
of St. Anthony College of Roxas City Inc. Science, Natural science and aquaculture
were the top three occupational interest preferences of the Grade 12 students. Age,
sex, tracks and economic status of the Grade 12 students do not influence the multiple
intelligences of the Grade 12 students. There was no significant relationship between
[2]
emotional intelligence and the choice of the preference occupational interest of the
Grade 12 students.
[3]
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Every individual is unique in their own way with different types of
intelligences. Thus, everyone has different abilities, talents and strengths. Intelligence
is both inherited and acquired which means all of us are vested with many
intelligences. Some people are most intelligent because of the genes handed down
from parents and because of constant exposures to effective learning experiences that
enhanced their mental capabilities. On the other hand, some people failed to fully
develop their full potentials due to limited learning activities.
An educational innovation toward the end of the century was the recognition
that students learn different from each other. With this revelation, a lot of ground
breaking work has laid a solid foundation for understanding individual differences,
such as personality types, learning styles, and multiple intelligences. As we enter the
new millennium, differentiation has become enormously important in the delivery of
services to all students.
Background of the Study
According to Gardner, "the broad spectrum of students and perhaps the society
as a whole would be better served if disciplines could be presented in a number of
ways and learning could be assessed through a variety of means."
[4]
The success of an individual in a chosen profession depends on his skills and
abilities. According to Goleman (2010) intelligence, determination, toughness and
vision are the most important elements of success. Cabrera (2016) affirmed that the
level of skills and abilities that an individual acquired is based on his capacity to put
concept into practice. His quick understanding of the concept and applying it into
practice to come up with a meaningful output is a product of his intelligence.
Intelligence (2016) defined intelligence as the state of individual capacity and ability
to discern and think critically. Intelligence is construed as one’s ability to think
logically and speak fluently with conviction. This traditional way of defining
intelligence serves as the basis on what degree programs a student will be enrolling to
prepare for his chosen profession. A student who is good in language could be
journalist, lawyer, teacher and a diplomat. On the other hand, logically inclined
students would probably take up engineering, accountancy, statistics, medicine and the
like.
Occupational interest is a complex phenomenon that can be better appreciated
through a study of its key components. The study will assess the students influences of
socio demographic profile and multiple intelligences on the occupational interest and
determined if significant differences occurs between these factors.
The theories and literatures are related to the present investigation since the
researcher would like to assess the Grade 12 students of St. Anthony College of Roxas
City Inc. in order to formulate effective improvement plans in preparation for the
course or field of study to be pursued in the tertiary level of education.
[5]
Statement of the Problem
This study aims to determine the Multiple Intelligences and the Occupational
Interest of Grade 12 Students of St. Anthony College of Roxas City Inc. for academic
year 2019 – 2020.
Specifically, this study seeks to answer the following questions:
1. What is the demographic profile of the student respondents?
a. Age
b. Sex
c. Academic Strand
d. Economic Status
2. What is the degree of multiple intelligences of the Grade 12 students in each of the
following areas and when they are taken altogether?
2.1 Linguistic
2.2 Logical-Mathematical
2.3 Spatial
2.4 Bodily-Kinesthetic
2.5 Naturalistic
2.6 Musical
2.7 Intrapersonal
2.8 Interpersonal
2.9 Existential
[6]
3. Is there a significant difference in the multiple intelligences when grouped
according to the different areas?
4. What are the occupational interest preferences of the Grade 12 students?
5. Is there a significant difference in the multiple intelligences when grouped
according to their age, sex, academic strand and economic status?
6. Is there a significant relationship between multiple intelligence level and the
preferred occupational interest of the Grade 12 students?
Theoretical Framework
Multiple intelligence is composed of 9 aspects namely linguistic, logical-
mathematical, spatial, bodily kinesthetic, naturalistic, musical, intrapersonal,
interpersonal and existential. The theory of multiple intelligences (MI) encompasses
the idea that all people have a unique profile of abilities, natural or learned, in which
they are proficient and these are rarely the same as other people (Reynolds, 2010).
This belief requires the promotion of an inclusive classroom through the use of
teaching strategies that will incorporate all students’ strengths and needs.
Binet (2012) assumed that whenever intelligence was, it increased with age,
that is older students had more intelligence than younger students. Therefore, in
selecting items for his test he only included items on which older students did better
than younger students. Many educators and psychologists have studied the way
students prepare themselves for tests and the way they response in a testing situation.
These strategies can be useful in preparation for any kind of test, whether, it is a mid-
term exam in Physics, NCAE or college entrance exam. One of the test difference
[7]
between students who do well on test or exams and those who do poorly is in the type
and amount of studying they do. Students who have developed study habits often earn
high grades and derive a sense of accomplishment from their efforts. Knowing that
they are adequately prepared for a test also reduces their anxiety. Like other skills,
studying skills are required through practice and instruction. Adequate preparation for
a test helps reduce some of the anxiety of the students. Each day, students spend time
at each center learning about the day’s theme in seven different ways. Students learn
by reading, writing, computing, solving problems cooperatively, moving and building,
singing and creating rhythms, and through diverse art forms. The curriculum is both
thematic and interdisciplinary.
Another variable to process is the National Career Assessment examination.
(Benito, 2016) National Career Assessment Examination is an aptitude test geared
toward providing information through test results for self-assessment, career
awareness and career guidance of junior high school students of the K to 12 Basic
Education Program (BEP). Test-taking is mandatory. The test results are
recommendatory and for K to 12 Program: career guidance for choosing the tracks in
Senior High School.
The 2015 NCAE - Occupational Interest Inventory for Students in Secondary
Schools (OIISSS) is an inventory/checklist of occupational interests which provides
an assessment ofinclinations/preferences for comprehensive career guidance. The
students are provided with a profile chart of their occupationalinclinations and
preferences thru the identified cluster occupations. The results of the exam help solve
the problem of job mismatch. With the results of the NCAE, the students will be
[8]
directed to occupational fields where they would be potentially productive and
successful. The results of the NCAE is not used in ranking schools. The results of the
NCAE should NOT be used for other purposes other than career guidance.
The schematic diagram graphically illustrates the relationships of the various
variables which will be used in the study. There will be STEM, TVL and GAS Grade
12 Senior High School students whose levels of multiple intelligences will be
measured as well as their perceived occupational interest which was the result from
their NCAE taken way back three years ago. Significant differences will be
determined between students’ multiple intelligences and their age, sex, academic
strand and economic status.
Conceptual Framework
Independent Variables Dependent Variables
[9]
Age
Sex
Multiple
Intelligences and
Occupational
Interest
Academic Strand
Economic Status
Figure 1. The Paradigm of the Study
The schematic diagram in figure no.1 shows the possible variation of variables
covered in this study. The diagram shows the dependent variables which is Multiple
Intelligences and Occupational Interest was influence by the Independent variables which
are the demographic profile of the respondents such as Age, Sex, Academic Strand and
Economic Status.
Hypotheses
Based on the questions stated above, the following hypotheses will be formulated:
[10]
1. There is no significant difference in the multiple intelligences when grouped
according to the different areas.
according to their age, sex, academic strand and economic status.
3. There is no significant relationship between multiple intelligence level and the
preferred occupational interest of the Grade 12 students.
Significance of the Study
This study will be conducted to determine the dominant intelligences of Grade
12 students of St. Anthony College of Roxas City Inc.
Specifically, the result of this study is believed to be meaningful and useful to
Grade 12 students of St. Anthony College of Roxas City Inc., parents, teachers, and
school officials and future researchers.
Students. The findings of this study will help students identify their dominant
Multiple Intelligences and serve as guide in choosing appropriate course that matches
their aptitude.
Parents. It is expected that the result of this study will serve as feedback mechanism
to parents in guiding their children in choosing the right course for them.
Teachers. The results of this study will help teachers in identifying classroom
activities that would enhance multiple intelligences of their students.
School Officials. The findings will give the school officials a firsthand information on
the dominant Multiple Intelligences of their students. This would give them the idea
on how to redesign their school programs that will address the MIs of their students.
[11]
Future Researchers. The results of the study will serve as input if they intend to
conduct similar studies.
Scope and Delimitation of the Study
This study was conducted to the Grade 12 students of St. Anthony College of
Roxas City Inc. for the SY 2019 – 2020. It aimed to describe the profile of
respondents, to identify the dominant Multiple Intelligences of the respondents and
determine if age, sex, academic strand and economic status have significant difference
in Multiple Intelligences of the Grade 12 students. It also aimed to determine the
significant relationship between multiple intelligence of students and their preferred
occupational interest.
Definition of Terms
To facilitate understanding of the contents of this study, the researcher deemed
it necessary to define the following terms conceptually and operationally:
Age refers to the entire period of life or existence. (Cole, Ray, & Kastenbaum
2010)
In this study, age is categorized as middle adolescent and late adolescent.
Sex is the instinct or attraction drawing one sex toward another, or its
manifestation in life and conduct. (Kinsey 2010)
In this study, sex refers to male (1) and female (2).
Multiple Intelligences are the set of 9 distinct intelligences identified
by Howard Gardner of Harvard. This theory has emerged from cognitive research and
[12]
documents the extent to which students possess different kinds of minds and therefore
learn, remember, perform, and understand in different ways. (Gardner 1983)
In this study, Multiple Intelligences refer to Linguistic intelligence (“word
smart” )Logical-mathematical intelligence (“number/ reasoning smart”), Spatial
intelligence (“picture smart”), Bodily-Kinesthetic intelligence (“body smart”), Musical
intelligence (“music smart”), Interpersonal intelligence (“people smart”), Intrapersonal
intelligence (“self smart”), Naturalist intelligence (“nature smart”), Existential (“life
smart”) which will be used to describe the dominant MIs of the respondents.
Linguistic is the science dealing with the origin, structure, history, variations and
phonetics attributes of language. (Gardner 1983)
As used in the study it is one of the components of multiple intelligences which
display facility to words and language and also writing and reading skills
Logical – Mathematical intelligence is pertaining to the principles of reasoning
and principle of number symbols. (Gardner 1983)
As used in the study it is one of the components of multiple intelligence that
pertain to ability to understand and use logic and numerical symbols and operation.
Spatial is relating to and having the character of space. (Gardner 1983)
As used in this study, it is one of the components of multiple intelligence that entail
to represent and manipulate spatial configurations and three-dimensional space as well
as facility of puzzles.
Bodily Kinesthetic effort or movement belonging entirely to the body. (Gardner
1983)
[13]
As used in this study, it is one of the components of multiple intelligences that
refers to the ability to use part of one’ body to perform a task or fashion, or a product.
Nature smart or known as the naturalistic. It is pertaining to or in accordance
with nature and natural history. (Gardner 1983)
As used in this study, it refers to the ability to appreciate nature and to interconnect
oneself with God’s creation.
Musical is having the harmonious qualities of music and identifying the melody
and rhythm. (Gardner 1983)
As used in this study, it is one of the domains which includes pitch discrimination,
the ability to hear themes in music sensitivity to rhythm, texture timbre, and the
production of music through performance or composition.
Intrapersonal which occurring within the individual mind or self. (Gardner 1983)
As used in the study, intelligence which includes knowledge and understanding of
one’s own cognitive strength, styles as well as his feelings and range of emotions.
Interpersonal is relating to or involving relations between persons. (Gardner
1983)
As used in this study, self-smart is one of the domains of multiple intelligences
which entails the ability to understand other individuals with their actions and
movements that guides the person through the interaction of daily life.
Existential is affirming or implying the existence of a thing. (Gardner 1983)
As used in this study, it refers to sensitivity and capacity to tackle deep questions
about human existence, such as the meaning of life, why do we die, and how did we get
here.
[14]
CHAPTER II
REVIEW OF RELATED LITERATURE
Multiple Intelligences and Learning
In greater detail, the theory proposes that "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, an understanding of
other individuals and an understanding of ourselves. Where individuals differ is in the
strength of these intelligences and the ways in which such intelligences are invoked
and combined to carry out different tasks, solve diverse problems and progress in
various domains." Hani Morgan (2014) supports Gardner's theory. Morgan's research
indicated that differentiated instruction benefits all students, but must be presented by
well-prepared, experience and knowledgeable teachers (Herndon, 2018).
[15]
This diversity, according to Gardner, should impact the way people are educated.
He stated that these differences "challenge an educational system that assumes that
everyone can learn the same materials in the same way and that a uniform, universal
measure suffices to test student learning." Joan Hanifin, an Irish researcher,
determined in a 2014 publication that the outdated system of education in Ireland was
adversely affecting students in the long-term. By not embracing multiple methods of
teaching based on different intelligences, students often left school feeling "under-
valued."
Gardner goes on to say that, "Indeed, as currently constituted, our educational
system is heavily biased toward linguistic modes of instruction and assessment and, to
a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues
that "a contrasting set of assumptions is more likely to be educationally effective.
Students learn in ways that are identifiably distinctive. The broad spectrum of students
and perhaps the society as a whole would be better served if disciplines could be
presented in a number of ways and learning could be assessed through a variety of
means." In 2010, Bas and Beyhan presented findings based on their study of using
Multiple Intelligences theory in learning English. They determined that MI-based
learning is more effective in terms of student achievement levels and their attitudes
toward learning. Their research supports Gardner's assertion that MI-based learning
will serve students well (Herndon, 2018).
Multiple Intelligences in the Classroom
[16]
Herndon, (2018) affirmed that educators have positively responded to Gardner's
theory. It has been embraced by a range of educational theorists and, significantly,
applied by teachers and policymakers to the problems of schooling.
He added, many schools in North America have sought to structure curricula
according to the intelligences and to design classrooms—even whole schools—to
reflect the understandings that Howard Gardner develops. All intelligences are
needed to live life well. Teachers, therefore, need to attend to all intelligences, not just
the first two of verbal-linguistic or mathematical-logical intelligences, which have
historically taken precedence.
Multiple Intelligences and Teaching and Learning Process
A number of researchers have investigated the relationship between learning styles
and multiple intelligences and their role in second and foreign language learning and
many researchers have also worked on the role of individuals’ learning styles in
foreign language learning. Identifying each person’s learning styles and multiple
intelligence types are crucial. For the students, being aware of their learning style and
multiple intelligences types may be very beneficial and useful. Exploring this learning
style and multiple intelligence type will allow them to identify their personal strengths
and weaknesses and learn from them (Sener et. al., 2018).
Ahanbor and Sadighi (2014) investigated if a combination of learning styles and
multiple intelligences would enhance students’ learning or not. The results showed
that all participants had linguistic, logical-mathematical, spatial, bodily-kinesthetic,
musical, interpersonal, intrapersonal as well as naturalistic intelligences. A statistically
[17]
significant relationship between learning styles and multiple intelligences was also
determined. Similarly, in the Iranian context, Panahandeh et al. (2015) conducted a
study to identify the relationship between EFL learners’ multiple intelligences and
their learning styles. They also focused on the most and the least dominant learning
styles and investigated the difference between genders. As a result, only a significant
difference was found between genders.
Luengo-Carvara (2015) examined learning styles and multiple intelligences as
variables in the teaching-learning process of Spanish as a foreign language. Three
moderate correlations had been found among the variables of both constructs:
linguistic intelligence-reflexive style; linguistic intelligence-theoretical style; and
musical intelligence-active style. As a result, students with a high preference for the
reflective and theoretical style demonstrated a better overall performance. In another
context, Ali and Rajalakshmi (2016) conducted a research study with parents. They
tried to find out the significance of parents’ awareness of their child’s multiple
intelligences and learning styles. They stated that if parents were sensitive to use the
Multiple Intelligence theory in children’s education, then learning could be enjoyable,
meaningful and thus the outcomes would be positive for both children and their
parents.
Hsu and Chen (2016) explored the relationship between tertiary level EFL college
students’ learning styles, and learning strategies. As a result, most of participants were
balanced-type of learners on all learning style dimensions. Apart from the studies
presented above, Tsai (2016) investigated the differences of multiple intelligences
according to some variables such as gender, grade, and students’ types in junior school
[18]
context. Results showed that depending on the average scores of multiple
intelligences, seventh grade students got the highest scores on interpersonal
intelligence, and got the lowest scores on natural intelligences, and general students
and special needs students got the highest scores on interpersonal intelligence.
On the study of Bordei (2014) on the Aspects of the Applicication of Theory of
Multiple Intelligences in Romanian School with Students between 10 years and 14
years old, he concluded that their hypothesis was right. T.M.I. is indeed a way to
approach the didactic activity with great advantages both at students’ level – by
increasing their motivation and academic results and at teachers’ (developing
cooperation) and parents’ and contributes to create an authentic school community.
Unfortunately, in Romania this theory is still little known and especially at a
descriptive level and therefore little applied. Even at private schools there are
difficulties in applying T.M.I and traditional methods of teaching are still preferred
from various reasons. Even if the teachers do apply T.M.I. in the classroom, they do
not communicate much of it to the students. For the moment it seems that T.M.I. can
be best implemented in schools within the extra-curricular activities or at primary
school level, while with kids aged 10 to 14 it is more difficult due to some obstacles
such as: big number of students in a classroom, lack of school resources, overloaded
curriculum, standard national evaluations, parents’ lack of education towards modern
ways of teaching, teachers’ lack of motivation. As a natural step forward towards
supporting T.M.I. in schools we thought that it would be interesting and very helpful
to create in Romania a community of teachers who apply T.M.I. by implementing a
pilot program of enhancing T.I.M., promoted at national level and coordinated at the
[19]
local level by the school counselor. This idea will be hopefully developed into a future
Ph. D. research.
CHAPTER III
METHODOLOGY
The emphasis and discussion in this chapter includes the method of research used,
population frame and sampling technique, research instrument, data gathering and
statistical treatment of data.
Research Design
This is a descriptive study utilizing the survey questionnaire method by Walter
McKenzie (2010) which aimed at determining the multiple intelligences of the Grade
12 students. The survey method was used to gather data from the Multiple
intelligences of the Grade 12 students in Linguistic, Mathematical, Spatial, Bodily –
Kinesthetic, Naturalistic, Musical, Interpersonal, Intrapersonal and Existential. The
data correlated with the profile variables such as age, sex, academic strand and
economic status. Secondary data gathering and documentary analysis was used to
gather information about their preferred occupational interest as a result of their
NCAE way back three years ago. This designed was greatly employed and made in
studies that have for their significant purpose.
Population Frame and Sampling Technique
[20]
The population of the Grade 12 students is 127. Employing the Raosoft
Sample size calculator online, 96 is determined as sample size with five percent
margin of error. To determine the sample population of respondents by academic
track, since 96 is 75.59 percent of 127, the number population of each track will be
multiplied to .7559. As a result, STEM with 81, GAS with seven and TVL with eight
sample respondents. Stratified proportionate sampling will be used in the selection of
the respondents. Stratified sampling is defined as a probability sampling method and a
form of random sampling in which the population is divided into two or more groups
(strata) and according to one or more common attributes (Sevilla 2010).
Table 1. Total and Sample Population of the Study
Grade 12 Students Total Sample

Population Population
STEM 107 81
GAS 9 7
TVL 11 8
Total 127 96
Research Instrument
The research instrument used in this study was a survey form questionnaire
adopted from the work of Walter McKenzie (2010). However, certain revisions and
formats made suited the needs and status of the present study since Walter McKenzie
study made used of the first year high school students while the present study used the
Grade 12 students as respondents. With this case, congruency of test items was
observed in both studies.
[21]
Each item raised under each aspect give the respondents five options to choose for
their answer. The options were as follows:
Score Options
5 Always
4 Frequent
3 Sometimes
2 Seldom
1 Never
Data Gathering
After securing the approval of the research panel during the proposal defense, a
letter made to request permission from the Principal of St. Anthony College of Roxas
City Inc. to conduct the study.
The letter was submitted to the office of the principal for approval. The
Questionnaires were personally delivered by the researcher to the respondents to allow
him or her the opportunity to explain the real purpose of the study and the mechanics
of the administration.
The researcher themselves retrieved the accomplished questionnaire and then the
data was tallied, tabulated and computed via statistical package for social sciences
(SPSS).
Statistical Treatment of Data
[22]
The data gathered was tabulated and computed using appropriate statistical
tools.
To determine the profile of the Grade 12 students, frequency and percentage
was used.
To determine the multiple intelligences of the Grade 12 students in each of
the following areas and when they took altogether such as Linguistic, Logical –
Mathematical, Spatial, Bodily – Kinaesthetic, Naturalistic, Musical, Intrapersonal and
Interpersonal, mean was used.
The obtained mean scores were interpreted using the following interpretation below:
Numeric Descript- Mean Range Mean Interpretation

-al ion Description
Rating
5 Always 4.21-5.00 Outstanding The level of multiple

intelligences of the
grade 12 students is
very high.
4 Frequent 3.41-4.20 Very The level of multiple

Satisfactory intelligences of the
high.
3 Sometimes 2.61-3.40 Satisfactory The level of multiple

moderate.
2 Seldom 1.81-2.60 Fair The level of multiple

low.
1 Never 1.00-1.80 Poor The level of multiple
very low.
[23]
To determine the significant difference in the multiple intelligences when
grouped according to different areas, ANOVA was used.
To determine the preferred occupational interest, frequency and percentage
was used.
To determine the significant difference in the multiple intelligences when
grouped according to their age, sex and tracks, ANOVA was applied.
To determine the significant relationship between the multiple intelligences
and preferred occupational interest, Spearman was used.
[24]
CHAPTER IV
RESULTS AND DISCUSSIONS
This chapter includes the results and discussions of data that gathered in
connection with the specific objectives outlined in this investigation.
This study was mainly concerned on determining the multiple intelligences and
the occupational interest of Grade 12 students of St. Anthony College of Roxas City
Inc.
Respondents’ Profile
Table 2 presents the profile of the Grade 12 of St. Anthony College of Roxas City
Inc. in terms of their age, sex, academic strand and economic status. As shown in the
table, majority of the Grade 12 students were aged 17 years old and above at 84 or 97
percent of the sample population. While when grouped as to sex, majority were
female in a frequency of 68 or 71 percent against 28 male or 29 percent. When
grouped to their acadmic strands, 81 or 84 percent belonged to STEM track, while
seven and eight in GAS and TVL. Most of the Grade 12 parents were earning above P
11,000 family monthly income in a frequency of 61 or 64 percent.
The findings implied that Grade 12 students were dominated by female aged above
17 years of age, belonged to STEM track and with family monthly income above P11,
000.
Results of the findings is in correlation to the study of Wehrwein, Lujan & Dicarlo
(2007) that sex of the respondents are essentials in determining the differences in
[25]
results in this style were in favour of the older female group rather than the younger
female group. Wehrwein, Lujan & Dicarlo (2007) in their study proved that females
present higher preference of the visual style. Ozbas (2014) in his study also proved that
the most important difference is beneficial for the female group.
Table 2. Frequency and Percentage of Students’ Profile
Profile Variables Students

F %
Below 16 years
12 13
old
Age
Above 17 years
84 87
old
Male 28 29
Sex
Female 68 71
STEM 81 84
Academic Strands
GAS 7 7
TVL 8 8
Economic Status 10,000 and

35 36
below Monthly
Family Income
11,000 and
above Monthly 61 64
Family Income
Total 96 100
Multiple Intelligences of the Grade 10 students
Tables 3 to 10 present the nine multiple intelligences of the Grade 12 students
of SACRI. It includes the linguistics, logical-mathematical, spatial, bodily
kinaesthetic, naturalistic, musical, intrapersonal, interpersonal and existential.
Linguistic
[26]
Table 3 presents the level of multiple intelligences of the Grade 12 students of
St. Anthony College of Roxas City Inc. Result shows that the grand mean on the
degree of multiple intelligence on linguistic is “very satisfactory” with a weighted
mean of 3.43. The results would mean that Grade 12 students enjoy a good lecture,
speech or sermon in a mean of 3.76, they are always good at finding the fine points of
word meaning in a mean of 3.64.
The findings implied that Grade 12 pupils focus in school, enjoys reading, has
an extensive vocabulary, prefers English or Social Studies over math and science,
learns a foreign language with ease, is a good speller and writer, likes rhyme and puns,
and communicates his thoughts well and they enjoy good lecture, speech or sermon.
Every student learns in different ways and McLaughlin gives some great input
for readers. “Our primary responsibility to our struggling students is to teach them to
become active, engaged readers”, said by McLaughlin and this phrase really captured
the essence of literature (McLaughlin, & Rasinski, 2015). We not only want to teach
struggling readers, but proficient readers to be engaged with reading and writing and to
want to become active independently. It is important to meet the needs of students and
to try to understand their thought processes by using the theory of multiple
intelligences to expand differentiated learning.
Table 3. Generated Mean and Verbal Description of the Multiple Intelligences of

the Grade 12 Students in terms of Linguistic
[27]
Multiple Intelligences Overall

I. Linguistic Mean Description
As a student I…
1. Find it easy to say what I think in an argument or
debate. 3.27 Satisfactory
2. Enjoy a good lecture, speech or sermon.

3.76 Very
Satisfactory
3. Am irritated when I hear an argument or statement
that sounds illogical. 3.21 Satisfactory
4. Am good at finding the fine points of word meanings.

3.64 Very
Satisfactory
5. Like to study the structure and logic of language.
3.25 Satisfactory
Overall Mean 3.43 Very

Satisfactory
Logical-Mathematical
Table 4 presents the level of multiple intelligences on logical-mathematical of
the Grade 12 students of St. Anthony College of Roxas City Inc. Result shows that the
grand mean on the level of multiple intelligence on logical-mathematical is “very
satisfactory” with a weighted mean of 3.74. The results would mean that Grade 12
students is very satisfactory in asking multiplication and work puzzles and play games
as shown in the highest mean of 3.41-4.20. The findings implied that Grade 12
students sometimes working with calculators and computers and often see partners and
relationships between numbers faster and easier than others.
[28]
A study on the effect of the multiple intelligence (MI) strategy on the academic
achievement was undertaken by Onika et al (2008). The results suggested that
performance on a post mathematics assessment for students exposed to Multiple
Intelligence (MI) showed considerable increase when compared to those thought using
direct instruction.
the Grade 12 Students in terms of Logical-Mathematical

II. Logical- Mathematical Mean Description
As a student I…
1. Can add or multiply in my head. 3.97 Very
Satisfactory
2. Like to work with calculators and computers. 3.96 Very
Satisfactory
3. Like to work puzzles and play games. 3.41 Satisfactory
4. Often see partners and relationships between numbers 3.52 Very
faster and easier than others. Satisfactory
5. Like to work with numbers and figures. 3.83 Very
Satisfactory
Satisfactory
Spatial
Table 5 presents the level of multiple intelligences on spatial of the Grade 12
students St. Anthony College of Roxas City. Result shows that the grand mean on the
level of multiple intelligence on spatial is “very satisfactory” with a weighted mean of
3.76. The results would mean that Grade 12 students are sometimes can look at an
object one way and see it sideways or backwards, they rather draw map than give
someone verbal instructions, sometimes can identify directions and look at the shapes
of buildings and structures a pleasurable one. These indicators are shown in the mean
[29]
which range between 2.61-3.40. Moreover, students found it pleasurable to look at the
shapes of buildings and structures in a mean of 4.44 described as outstanding.
The findings implied that Grade 12 students easily learn to read and
understands charts and maps, daydreams often, are skilled at drawing, doodling and
creating 3-D sculptures, enjoys movies, and likes taking things apart and putting them
back together.
Technology and the way students find different forms of literacy is what helps
students to stay engaged during instruction. Teaching students, the way we were once
taught, does not effectively nor adequately address how our students learn best today.
This is crucial to 21st century learning because educators are challenged to be practical
and realistic in their teaching. Diverse strategies need to be integrated into instruction
where students can work in pairs, triads, and small groups. Students need to have the
ability to incorporate multi-model technologies, graphics, art, and music into literacy
instruction (Roseboro, 2012).

the Grade 12 Students in terms of Spatial
[30]

III. Spatial Mean Description
As a student I…
1. Rather draw a map than give someone verbal 3.96 Very
directions. Satisfactory
2. Can look at an object one way and see it sideways or 3.31 Satisfactory
backwards just as easily
3. Always know north from south no matter where I am. 3.20 Satisfactory
4. Always understand the directions that come with new 3.92 Very
gadgets or appliances. Satisfactory
5. Find it pleasurable to look at the shapes of buildings 4.44 Outstanding
and structures is pleasurable.
Satisfactory
Body Kinesthetic
Table 6 presents the level of multiple intelligences on body kinaesthetic of the
Grade 12 students of St. Anthony College of Roxas City Inc. Result shows that the
grand mean on the level of multiple intelligence on the Grade 12 students is “very
satisfactory” with a weighted mean of 4.05. The results would mean that Grade 12
students can always pick up new dance step fast, and have a sense of balance and the
coordination is good as shown in the means range of 4.21-5.00. This further reveal
that Grade 12 students sometimes a good athletes and sometimes enjoy building
models.
The findings implied that Grade 12 students excel in more than one sport, taps
or moves when required to sit still, can mimic other’s body movements/gestures, like to
touch objects, enjoys physical activities and has excellent fine-motor coordination.
[31]
According to Lombardo (2015) the ideal reading environment for a boy was
with peers, through dancing, singing and activities that satisfy the need to build and
create. Song, role play, posters and bookmarks were also some techniques that students
enjoy.

the Grade 12 Students in terms of Body Kinaesthetic

IV. Body Kinaesthetic Mean Description
As a student I…
1. Pick up new dance steps fast. 4.15 Very
Satisfactory
2. Easily learn to ride a bike was easy. 4.42 Outstanding
3. Have a good sense of balance and coordination is 4.42 Outstanding
good.
4. Am good at athletics. 4.32 Outstanding
5. Enjoy building models. 2.95 Satisfactory
Satisfactory
Naturalistic
Table 7 presents the level of multiple intelligences on naturalistic of the Grade
12 students of St. Anthony College of Roxas City Inc. Result shows that the grand
mean on the level of multiple intelligence on the Grade 12 students is “satisfactory”
with a weighted mean of 3.33. The results would mean that Grade 12 students less
likely to collect shells, stones, stamps, articles from other places as shown in the mean
of 2.84. They fairly like to visit museums, handicraft stores and antique shops as
shown in a mean of 2.21. This further reveal that Grade 12 students enjoy much in
[32]
nature adventures as describe outstanding in the degree of their multiple intelligence as
naturalist.
The findings implied that Grade 12 students excel in identifying costumes of
people of different places and enjoy much in nature adventures as describe outstanding
in the degree of their multiple intelligence as naturalist.

the Grade 12 Students in terms of Naturalistic

V. Naturalistic Mean Description
As a student I…
1. Like to collect shells, stones, stamps articles from 2.84 Satisfactory
other places.
2. Can identify name of plants, breed of different places. 2.60 Satisfactory
3. Can identify costumes of people of different places. 4.47 Outstanding
4. Enjoy nature adventures. 4.52 Outstanding
5. Like visiting museums, handicrafts stores and antique 2.21 Fair
shops.
Overall Mean 3.33 Satisfactor
y
Musical
Table 8 presents the level of multiple intelligences on musical of the Grade 12
students of St. Anthony College of Roxas City Inc. Result shows that the grand
mean on the level of multiple intelligence on musical is “outstanding” with a weighted
mean of 4.65. The results would mean that Grade 12 students can play musical
instrument, life seems empty for them without music and they like to hum, whistles
[33]
and sing when they are aloe or even when they are in a shower as shown in the mean
ranges between 4.21-5.00.
The findings implied that Grade 12 students can tell much when music is off-
key and easily remember melodies. They have a very pleasant singing voice, shows
aptitude with musical instruments, speaks or moves in a rhythmical way, hums or
whistles to himself, and may show sensitivity to surrounding noises.
According to Goldman and Schmalz (2013), musical intelligence learners
acquire the most information by making up songs, singing songs, and playing music
before, during, or after presentations. Interpersonal intelligence learners enjoy
collaborative and cooperative learning experiences. In contrast, learners with
intrapersonal intelligence learn best from experiences that allow them to freely express
their thoughts and feelings. These activities include self-esteem enhancement activities,
goal setting activities, journal writing and self-directed learning.

the Grade 12 Students in terms of Musical

VI. Musical Mean Description
As a student I…
1. Can play (or Used to play a musical 4.41 Outstanding
instrument.
2. Can associate music with my moods. 4.51 Outstanding
3. Find life seems empty without music. 4.52 Outstanding
4. Often connect a piece of music with some 4.81 Outstanding
event in my life.
5 Like to hum, whistle and sing in the shower or 5.00 Outstanding
when I am alone.
Overall Mean 4.65 Outstanding
[34]
Intrapersonal
Table 9 presents the level of multiple intelligences on intrapersonal of the
grand mean on the level of multiple intelligence on intrapersonal is “outstanding”
with a weighted mean of 4.42. The results would mean that Grade 12 students are
mostly aware of the expression on their faces, and they keep in touch with their moods
and never had trouble identifying them as shown in the means range of 4.21-5.00.
The findings implied that Grade 12 students enjoys socializing with friends, is a
natural leader, is caring, help friends solve problems, are street-smart and understand
feelings from facial expressions, gestures and voice.
Shearer (2009) also claimed that teachers as well as students, benefited from
completing their own MI profile, as this helped teachers to enhance relationship with
students, and to develop empathy with students who are struggling with their
relationship with others.
Table 9. Generated Mean and Verbal Description of the Multiple Intelligences

of the Grade 12 Students in terms of Intrapersonal

VII. Intrapersonal Mean Description
4.42 Outstanding
1. Am usually aware of the expression on my face.
2. Stay “in touch” with my moods. I have no trouble
4.42 Outstanding
identifying them.
[35]
Overall 4.42 Outstanding
Interpersonal
Table 10 presents the level of multiple intelligences on interpersonal of the
grand mean on the level of multiple intelligence on interpersonal is “very satisfactory”
with a weighted mean of 3.46. The results would mean that Grade 12 students are too
sensitive to the expression on other people’s face as shown in the means of 4.55. The
students are also sensitive to the minds of others and have a satisfactorily sense of what
others think of themselves as shown in the means of 3.00 and 2.83.
The findings implied that Grade 12 students like to show their sense of
independence, know their abilities and weaknesses, and do well when left alone to play
or study. They have their hobbies or interests they don’t talk about much, they are self-
directed, have high self-esteem, and learn from failures and successes.
Teachers have much in common in regards to the way they approach teaching.
Many lessons involve hands-on activities and engagements for students to stay self-
motivated. There are many opportunities for students to learn and quite often, the
students can find results in more than one outcome. Learning opportunities are engaged
through ownership and originality from one’s “mistake” or miscue (Souto-Manning, &
James, 2008). As a teacher, it is important to teach the child as a reader, writer, artist,
[36]
mathematician, and scientist, not teaching them through the subject matter but to help
them realize what is best for themselves.
of the Grade 12 Students in terms of Interpersonal

VIII. Interpersonal Mean Description
As a student I…
1. Am sensitive to the expression on other people’s 4.55 Outstanding
face.
2. Am sensitive to the minds of others. 3.00 Satisfactory
3. Have a good sense of what others think of me. 2.83 Satisfactory
Satisfactory
Existential
Table 11 presents the level of multiple intelligences on existential of the Grade
12 students of St. Anthony College of Roxas City Inc. Result shows that the grand
mean on the level of multiple intelligence on existential l is “very satisfactory” with a
weighted mean of 3.64. The results would mean that Grade 12 students did
daydreaming, keeping a dream journal and interested to visit an astronomical
observatory as shown in the means which ranges between 4.21-5.00.
The findings implied that Grade 12 students is affirming or implying the
existence of a thing. (Gardner 1983). They have sensitivity and capacity to tackle deep
questions about human existence, such as the meaning of life, why do we die, and how
did we get here.
[37]
of the Grade 12 Students in terms of Existential

IX. Existential Mean Description
As a student I…
1. Meditate 2.72 Satisfactory
2. Daydream 4.50 Outstanding
3. Keep a dream journal. 4.58 Outstanding
4. Love to study ancient and modern philosophers. 1.99 Fair
5. Am interested to visit an astronomical observatory. 4.42 Outstanding
Satisfactory
Difference in the Level of Multiple Intelligences of the Grade 12 Students when
Grouped in Terms of the Different Areas
As shown in Table 12, there is a significant difference on the level of multiple
intelligences of the Grade 12 students when their preferences on multiple intelligences
were grouped as to linguistic, logical mathematical, spatial, body kinaesthetic,
naturalistic, musical, intrapersonal, interpersonal and existential. The computed F-
value of 5.306 at .000 is lesser than .05 significance level of the test. Therefore, the null
hypothesis is rejected.
The findings implied that the nine areas of multiple intelligences do influence
the level of multiple intelligences of the Grade 12 students. It is a fun way to learn
about how some of the students tastes and interests can influence how they take in
information. However, its results are not intended as a way to label them as linguistic
learners, musical learners, etc. Labeling creates limits, and when it comes to learning.
This is to avoid restricting how we define student potential. Students have many
different intelligences, and strength in one area does not predict weakness in another.
[38]
In relation to the findings, providing students with multiple ways to

demonstrate knowledge and skills increases engagement and learning, and provides
teachers with more accurate understanding of students' knowledge and skills (Darling-
Hammond, 2010). Instruction should be informed as much as possible by detailed
knowledge about students' specific strengths, needs, and areas for growth (Tomlinson,
2014).
Table 12. The ANOVA Test of Difference in the Multiple Intelligences of the
Grade 12 Students when grouped in Different Areas
Domains Overall Overall

Mean Des f- Sig Interpret
value ation/
Decision
1. Linguistic 3.43 Very Satisfactory
2. Logical 3.74 Very Satisfactory

Mathematical
3. Spatial 3.76 Very Satisfactory
4. Body Kinesthetic 4.05 Very Satisfactory
5. Naturalistic 3.33 Satisfactory

5.306 .000 Significa
6. Musical 4.65 Outstanding nt
7. Intrapersonal 4.42 Outstanding Reject

the Null
8. Interpersonal 3.46 Satisfactory Hypothe
sis
9. Existential 3.64 Very Satisfactory
Overall Mean 4.21 Outstanding
P<.05, Significant
The Occupational Interest Preferences of the Grade 12 Students
Table 13 presents the preferred occupational interest preferences of the Grade
12 students of St. Anthony College of Roxas City Inc. Generally, there were 12
[39]
occupational interest to choose from namely: Science, Natural Resources,
Aquaculture, Engineering, Business and Finance, Professional Services, Personal
Services, Personal Services, Computers and Technology, Media & Communication,
The Arts/ Fashion, Military and Spiritual vocation. Noticeably, there first three in rank
of occupational interests that the students choose were science (62), natural resources
(47) and aquaculture/agriculture (30).
The findings implied that when Grade 12 students checked the three
occupational interests they liked most, it was revealed that Science, Natural sciences
and aquaculture and agriculture were ranked as the first three of all occupational
interest which simply shows that STEM were the most numbered of TRACK recorded
in the study.
The study is in similar to the utilized data generated from a survey administered
by the Research Studies Unit (RSU) of SEAMEO INNOTECH. The survey,
conducted from February to March 2013, was part of a research project that aimed to
generate case studies of Alternative Delivery Mode (ADM) models in selected
provinces of the Philippines that would allow for deeper understanding of the
implementation of appropriate and effective ADMs for the SHS stage of the K to 12
program.
The specialization offered by the schools depended on various considerations
such as the type of industries and economic/business activities that are prevalent in
their area, the type of jobs that the industries require, and the capacity of the school
itself to undertake such career pathway offering. Partnerships with industries were
[40]
formalized through a Memorandum of Agreement (MOA). The signed MOAs
explained the nature of the K to 12 Program, the objectives of SHS Modeling, and the
roles and responsibilities of each party related to the implementation of SHS Modeling.
The school heads and teachers were oriented and trained on the K to 12
Program and SHS Modeling. Most of the teachers were either holders of a Master ’s
degree or had completed a number of Master’s degree units. In some SHS model
schools, the teachers conducted their own research studies to build their capacities and
enrich the learning materials that they use. The LGUs and industries partners were
likewise oriented on the K to 12 Program and SHS Modeling to ensure their awareness
of their roles and responsibilities in the modeling program.
Table 13. The Preferred Track and Strand Concentration of the Grade 10
Students when grouped in Municipalities
Overall
F Rank
Preferred Occupational Interest
1. Science 62 1
2. Natural Resources 47 2
3. Aquaculture and 30 3
Agriculture/Fishery
4. Business and Finance 28 4
5. Spiritual Vocation 25 5
6. Engineering 23 6
7. The Arts/Fashion 19 7
8. Computers and Technology 14 8.5
9. Professional Services 14 8.5
10. Media & Communication 7 10.5
11. Military 7 10.5
12. Personal Services 4 12
[41]
Difference in the Multiple Intelligences when Grouped according to Profile
Variables
As shown in Table 14, there is no significant difference on the level of
multiple intelligences of the Grade 12 students when their multiple intelligence when
grouped according to Academic tract, STEM, GAS and TVL, age, sex and economic
status. The computed t-test for age, sex and economic status 0.06. 0.17, 0.193 and
0.23 is greater than .05 significance level of the test. Therefore, the null hypothesis is
accepted.
The findings implied that the three tracts such as the STEM, TECH VOC and
GAS do not influence the choices of the most preferred tracts of the Grade 12 students.
It might be that the Grade 12 students are just contented to whatever tract is available
and what tract that the nearest school can offer.
In the implementation of the K-12 reform, it must be clearly set in policy that
these curricular “requirements” for a long time cannot be decreed “‘FYI’ – for your
information” (as was asserted by one speaker at the Mindanao Summit), but shall have
to be “tentative” and subject to the educational, pedagogical and industrial realities of
the country’s many different regions – including the actual skills sets of our available
teachers. The outputs of a relatively high concentration of highly-qualified educators
in the Metro Manila areas cannot be expected in provincial areas. Tec-Voc training in
industrial areas will have to be different from that in rural areas. Policy must be set so
that there is ability to put the senior high school together and operate with the limited
resources of particular regions. At this point, DepEd needs to take more of a
dialogical rather than a prescriptive stance; it must be encouraging and empowering,
[42]
not over-demanding and discouraging. It must capitalize on the good will of people
who want this reform to work (Uy, 2012).
Table 14. The t- Test of Difference in the Multiple Intelligences when Grouped
according to Profile Variables
Profile Variables Multiple t-value Sig Interpretati

Intelligences F-value on/
Decision
Mean Description
Below 16 years Very
3.77 1.87 0.06 Not
old Satisfactory
Age Above 17 Significant
Very
years old 3.46 Ho
Satisfactory
Accepted
Male Very 1.95 0.17 Not
3.65
Satisfactory Significant
Sex
Female 3.41 Very Ho
Satisfactory Accepted
STEM 3.79 Very
Satisfactory 1.330 0.193 Not
Academic GAS 3.62 Very Significant
Strands Satisfactory Ho
TVL 3.38 Very Accepted
Satisfactory
Economic 10,000 and
Very Not
Status below Monthly 3.86
Satisfactory -2.11 0.23 Significant
Family Income
11,000 and Ho
Very Accepted
below Monthly 3.67
Satisfactory
Family Income
Total Very
3.75
Satisfactory
Relationship between the Multiple Intelligence and Most Preferred Occupational
Interest Preferences of the Students
The data in Table 15 showed the relationship on the level of emotional
intelligence and the preferred occupational interest for Grade 12 students of St.
[43]
Anthony College of Roxas School. It could be deduced from the data that there was
no significant relationship on level of emotional intelligence and the preferred
Occupational Interest.
The computed Pearson r Spearman Correlation value of -1.944 at .053 which
was greater than the .05 level of significant of the test. The null hypothesis was
accepted.
The findings implied that emotional intelligence of the students do not
significantly related to the preferred occupational interest of the Grade 12 students of
St. Anthony College, Capiz City.
In contrary to the findings of Kattekar (2010) who conducted a study to
investigate the impact of emotional intelligence on the preferred tracts in Kannada
language of 500 standard IX students in the Karnataka state. He found a positive
relationship between emotional intelligence and the chosen tracts or courses taken by
the students.
The findings are in collaboration with the post-secondary and work success
which is central to the economic and social well – being of our country. External and
internal factors are fundamentally essential to prepare in college success is measured
by persistence to degree attainment. Analogously, work success refers to effective
performance of a job’s required tasks. To succeed in college, one must be ready for
college. A student who is ready for college is prepared to enter a credit-bearing college
course with a high likelihood of obtaining a grade of C or better in this course.
[44]
Similarly, this is true to a student who is ready for workforce training or certification
requirements (Robbins, 2010).
Table 15. Correlation Analysis Between the Emotional Intelligence and the Most
Ranked Occupational Interest Preferences
Variables Pearson r Strength of Sig Interpretati Decision

Compared Spearman Relationshi on
Correlation p
Emotional
Intelligence
Accept the
Preferred Not
-1.944 Weak .053 null
Occupational Significant
Hypothesis
Interest
Preferences
P> .05, Not Significant
CHAPTER V
SUMMARY CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, conclusions and recommendations of this

research.
Summary
[45]
1. Majority of the Grade 12 students were aged 17 years old and above at 84 or 97
percent of the sample population. While when grouped as to sex, majority were femal
in a frequency of 68 or 71 percent against 28 male or 29 percent. When grouped as to
their academic strands, 81 or 84 percent belonged to STEM track, while seven and
eight in GAS and TVL. Most of the Grade 12 parents were earning above P 11,000
family monthly income in a frequency of 61 or 64 percent.
2. The degree of multiple intelligences of the Grade 12 students when they are taken
altogether is outstanding in an overall mean of 4.21. The multiple intelligences of the
Grade 12 students when taken in different domains such as linguistic, logical
mathematical, spatial, body kinesthetic and existential are very satisfactory in a mean
which ranges between 3.43-3.64. While domains such as musical and intrapersonal are
described as outstanding in a mean of 4.65 and 4.21.
3. There is a significant difference in the multiple intelligences when grouped
according to the different areas as shown in the f-value of 5.306 in a significant level of
.000 which is lesser than .05 significant level of the test. Therefore, the null hypothesis
was rejected.
4. The occupational interest preferences of the Grade 12 students were Science which
ranked first, Natural Resources was ranked second while Aquaculture and Agriculture
was ranked third. However, Personal services was ranked last.
according to their age, sex, academic strand and economic status as shown in the t-
[46]
value which are greater than .05 significant level of the test. Therefore, the null
hypothesis was accepted.
6. There is no significant relationship between multiple intelligence level and the
preferred occupational interest of the Grade 12 students as shown in the p-value of .053
which is greater than .05 significant level of the test.
Conclusions
1. Majority of the Grade 12 students of St. Anthony College of Roxas City Inc. were
female aged above 17 years of age, mostly belonged to STEM track and with family
monthly income above P11,000.
[47]
2. Overall, the level of multiple intelligence of the Grade 12 students is very
satisfactory in terms of linguistic, logical-mathematical, spatial, body kinesthetic,
naturalistic, musical, intrapersonal, interpersonal and existential. With the outstanding
of intrapersonal intelligence, musical and spatial while naturalistic as the lowest.
3. The seven dimensions influence the level of emotional intelligence of the Grade 12
students of St. Anthony College of Roxas City Inc.
4. Science, Natural science and aquaculture were the top three occupational interest
preferences of the Grade 12 students.
5. Age, sex, tracts and economic status of the Grade 12 students do not influence the
multiple intelligences of the Grade 12 students.
6. There was no significant relationship between emotional intelligence and the choice
of the preference occupational interest of the Grade 12 students.
Recommendations
In the light of the findings and conclusions derived from the study, the following
recommendations and plan of actions were formulated.
[48]
1. Grade 12 both male and female should need to finished their Senior high school so
that they can proceed to their college level and can help their family uplift the
economic conditions.
2. A greater understanding of the relationship between Emotional intelligences and
student success would benefit Grade 12 students in decisions and interventions to
improve student success by developing EI skills by means of coaching and educational
platforms, thereby increasing overall student retention.
3. Further, Senior high school students will also benefit from a greater understanding of
how Grade 12 students experience EI and in what ways, if any, this phenomenon
impacts their ability to successfully navigate the senior High school experience.
4. Policy makers in the DepEd in cooperation with the LGUs and higher authorities in
the municipalities should integrate Emotional Intelligence in the curriculum in order
for the high school students to better understand EI in relation to the success in one’s
life through providing the students with improved senior high school facilities and
equipment for the enhancement of their multiple intelligences.
5. For the administrators of every institution, who are the implementers of the K to 12
Curriculum particularly the Junior and Senior high school, there is a need for them to
understand its rationale and goals. Seminars and trainings are a must for them for
further clarification and to prepare students in their future tract preferences.
6. Prepare instructors of institutions offering Senior High School to be available for
TESDA certified manpower (National Certificate 1, NC2, NC3, NC4) who are skilled
[49]
teachers for Tech Voc. As for Academic Education, encourage the instructors to take
supplemental subjects in education and the school should require them to take a
Licensure Examination for Teachers. Information on the K to 12 program should be
properly disseminated to the stakeholders of the institutions particularly the students,
parents and the job market.
7. The school should provide additional selection criteria for identifying potentially
effective student or leaders across various courses using aspects of underlying
attributes of emotional intelligence. Students should always be conscious when
managing their emotions and emotions of others in guiding their daily thinking and
decision making so as to positively achieve their goals in life. Reinforce shared
emotional intelligence practices through team motivation and rewards by joining
school clubs and extra - curricular activities improves professional motivation and
lessen individual conflicts.
8. Another study, using a bigger sample and a more robust statistic, is perhaps
recommended in order to test observations made in the present study.
9. A follow up of the current study should be conducted on determining the level of
emotional intelligence and occupational preferences of the students not only in St.
Anthony College but also in the nearby colleges in Roxas City.
[50]
References
2007 American Society for Engineering Education Pacific Southwest Annual

Conference.
Abbaspour esfanadan, Ghanbar & et al (2015), identification and study of relationship

between emotionalintelligence and entrepreneur managers of plastics industry in
Teharn, entrepreneurshipquarterly, 1th year, 2sd issue, pp. 27-34, 2010:29.
Aghayar, S., & Sharifi, D. P. (2008). Organizational emotional intelligence. Tehran:

Sepahan Publications.
Alavi, M. (2005): adaptive evaluation of skills of time management in promotion of

school administrators YASUJ city, MS Thesis, University of Allameh Tabatabai.
[51]
Arefi, Mojgan and et al (2009), relationship between emotional intelligence and time
management in managers of Isfahan steel company, science and research in education
quarterly, winter 2012 –issue 24, pp. 85-102.
Ar-On, R. (1997). Emotional Intelligence Quotient Inventory: A Measure

of Emotional Intelligence. Technical Manual Toronto, ON: Multi Health Systems,
Inc.
Azizi Moghadam, Abobakr (2013), study on relationship between strategy
management and job burnout among school administrators in Mahabad city, Msc
thesis.
Baily, G. (1984).An Evaluator’s guide to diagnosing and analyzing teaching style.

NASSP Bulletin, 68(469), 19-25.
Bem, S.L. (2000). The measurement of psychological androgyny.Journal of

Consulting and Clinical Psychology, 42,155162.
Bhalla, S., & Nauriyal, D.K. (2004) Emotional intelligence: The emerging paradigm
in personnel dynamics, 49 (2-3), 97-106.
Bhattacharya, M., Dutta, A., & Mandai, M. K. (2004). Factor Structure
of Emotional Intelligence in India. Psychological Studies, 49(2-3), 142-146.
Birol, C., Atamturk, H., & Fatos, S.S.S. (2008). Analysis of
the emotional intelligence level of teachers. Science Direct. Procedía: Social and
Behavioral Sciences. 1, 26062614.
Chadha, N.K., & Usha, G. (1986). Manual for Social Intelligence Scale. National
Psychological Corporation, Agra.
Cantor, N., & Kihlstrom, J.F. (1987). Personality and Social Intelligence. Englewood
Cliffs, N.J.: Prentice-Hall.
Chesterman, A., & Wagner, E. (2002). Can Theory Help Translators? A Dialogue
between the Ivory Tower and the Wordface. Manchester, UK and Northampton, MA.
Dahl, G. and Lochner. (2008). The Impact of Family Income on Child achievement:
Evidence from the earned income tax credit.
Engel, C. E. (2008). German Student Education Transitions:Factors of Educational
Paths. University of California, Los Angeles.
Extremera, N., and Fernandez-Berrocal, P. (2005). Perceived emotional intelligence
and life satisfaction:
[52]
Fan, W., & Ye, S. (2007). Teaching styles among shanghai teachers in primary and
secondary schools. Educ. Psychol., 27, 255-272.
Fields, A.B., 1981.Some influences upon the occupational aspirations of three white-
collar ethnic groups. Adolescence, Volume No. 16 pp 663- 84. Sage Publications,
Healy, C. C. 1982.
Friedman, S.M. (2000). Attachment, separation, and women‟s vocational
development: A longitudinal analysis. Journal of Counseling Psychology, 47(3), 301-
315.
Frost, Peter (1997): reducing the pressure through the management strategy, industry
and press, issues 5 and 6, pp. 31-28.
Galbraith, M.W. (1999). Philosophy and the instructional process. Adult Learning,
11(2), 11-13.
Gardner, H. (1983).Frames of mind. New York: Basic Books.

Gardner, H., & Hatch, T.(1989). Multiple intelligences go to school: Educational
implications of the theory of multiple Intelligence.
Gardner, Howard (2002), "Interpersonal Communication Amongst Multiple Subjects:
A Study in Redundancy", Experimental Psychology.
Gardner "Howard Gardner, multiple intelligences and education", the encyclopedia of
informal education, retrieved 22 October 2011.
Gaurav, S., & Girijesh, K. (2009). Emotional Intelligence among Convent and
Saraswati School Teachers. Psycho-lingua, 39(2), 139-141.
Gilman, Lynn (2012), "The Theory of Multiple Intelligences",Indiana University,
retrieved 14 November 2012.
Golman, Daniel (2010), emotional intelligence, translation: Nasrin Parsa, zand
publication,Tehran.
Goleman, D. (1995a). Emotional Intelligence. New York: Bantom Books.

Goleman D., Boyatzis R., and McKee A. (2002). The emotional reality of
teams.journal of organizational excellence, vol. 21, issue 2, pp 55-65.
Graczyk, P.A., Weissberg, R.P., Payton, J.W., Elias, M.J., Greenberg, M.T., & Zins,
J.E. (2000). Criteria for Evaluating the Quality School-based social
and emotionallearning programme. In R. Bar-on & J.D. Parker (Eds). The handbook
of emotional intelligence: Theory, development, assessment, and the application at
home, school, and in the workplace(p.411-432). San Francises Jossey Bass.
[53]
Hewitt, J. (2008) Factors Influencing Career Choice Himmelfarb, H. S. 20077. “The

Interaction Affects of [9] Parents, Spouse, and Schooling: Comparing the Impact of
Jewish and Catholic Schools.”Sociological Quarterly 18: 464–71.
Heimlich, J. E., &Norland, E. (1994).Developing teaching style in adult education.
San Francisco: JosseyBass.
Howard Gardner's Multiple Intelligence Theory. (2002). PBS,retrieved 9December

2012.
Huges, D. 2002. “Determinants of Church Participation and Attitudes Among High

School Youth.” Journal for the Scientific Study of Religion 17: 359–79.
Jahanian, Ramezan (2014), study on the relationship between emotional intelligence
and conflict management in managers, management quarter, 8th year, special issue
2014, pp. 1 to 7.
Kafetsios, K., & Zampetakis, L.A. (2008). Emotional intelligence and job
satisfaction: Testing the mediatory role of positive and negative affective at work.
Personality Individual Differences, 44(3), 712-722.
Kailash, B., Srivasastava, L., & Bharamanaikar, S.R.

(2004). Emotional Intelligence andEffective Leadership Behaviour. Psychological
Studies, 40( 2-3)113-147.
Kalhor, R., Vatankhah, Soudabeh and Raiesi Pouran, (2008): correlation between
emotional intelligenceand conflict management strategies among managers of
teaching hospitals, 2007,
Keramati, M. et al (2009): The relationship between emotional intelligence and

conflict management strategies, new ideas in education, 5th year No. 3,
Kyriacou and Colthart. (2000). Neighbourhood Effects and Cultural Exclusion,

Bauder Urban Studies.
Larson, D. (2007). Self-Awareness about Teaching Style: Development of a Tool.
Proceedings of the
Mangal, S.K., & Mangal, S. (2007).

Manual for Mangal Emotional Intelligence Inventory. Agra, National Psychological
Corp.
Martinez, M.N. (1997). The smarts that count. HR Magazine, P 72-78.
Predictive and incremental validity using the Trait Meta-Mood Scale. Personality and
Individual Differences, 39: 937–48.
[54]
Qazi Tabatabai, Mahmoud (1997): special investigation techniques, Payam Noor

University,Tehran.
Robert Slavin(2009). Educational Psychology, p. 117 ISBN 0- 205- 59200-7
Salawu, A. A and Bagudo, A. A (2000). Self-concept as a Correlate of Career Choice
of Students in Tertiary Institution in Sokoto State. The Nigerian Journal of Guidance
and counselling : 7 (1) 1 - 11.
Salovey, P. & Mayer, J. (1990). Emotional intelligence. Imagination, Cognition and
personality. 9, 185-211.
Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition

and Personality, p. 185-211.
Schutte, N., Malou, J., Hall L., Haggerty, D. Cooper, J. Golden, C" & Validation, L.
(1998). Development and Validation of a Measure of Emotional Intelligence,
Personality and Individual Differences, 25,167-177.
Shailendra, S. (2004). Development of a measure of Emotional Intelligence.
Psychological Studies, 49(2-3), 136-141.
Sharma, B., & Sharma, N. (2004). Emotional competence in children: A qualitative
Analysis, 49(2-3), 124-127.
Sibia, A., Mista, G., & Srivastava, A.K. (2004). Towards
understanding emotional intelligence in the Indian context: Perspectives of
parents, teachers and children. Psychological Studies, 49 (2-3), 114-123.
Song, L. J., Huang, Guo-hua, Peng, K. Z., Kenneth, S. L., Chi-Sum, W., & Zhijun. C.
(2010).The differential effects of general mental ability and emotionalintelligence on
academic performance and social interactions. Intelligence, 33(1), 137-143.
Sukhdeep, K. (2011). Emotional intelligence of gifted students in relation to their
locus of control and self-efficacy. Unpublished PhD thesis submitted to Singhania
University, Pacheri Bari.
Thomas, D. et. al 2002. Family Socialization and the Adolescent. Lexington, MA: D.
C. Heath.
Thorndike, E.L. (1920). The Measurement of Intelligence. New
York: Teachers College, Columbia University.
Tweed, A. (2004). Direct Instruction: Is It the Most Effective Science Teaching
Strategy? NSTA Reports 15December 2004.Retrieved 5 August 2013.
[55]
MULTIPLE INTELLIGENCES AND THE OCCUPATIONAL INTEREST

OF GRADE 12 STUDENTS OF ST. ANTHONY COLLEGE
OF ROXAS CITY INC.
Questionnaire on Multiple Intelligences of the Grade 12 Students
Part I. Socio – Demographic Profile of the Respondents
1. Name (optional): _________________________________
2. Academic Strand: ___ STEM
___ TVL
___GAS
3. Age: ___ Below 16 years old
___Above 17 years old
[56]
4. Sex: ___Male
___Female
5. Economic Status: ___ 10, 000 and Below Monthly Family Income
___ 11, 000 and Above Monthly Family Income
6. Occupational Interest (Check only three occupational interest based on your
NCAE Results.)
___Science
___Natural Sciences
___Aquaculture and Agriculture/Forestry
___Engineering
___Business and Finance
___Professional Services
___Personal Services
___Computers and Technology
___Media & Communication
___ The Arts/Fashion
___Military
___Spiritual Vocation
Part II. Questionnaire Proper
[57]
Direction: Kindly answer this questionnaire with sincerity and honesty that the best
describes you and you have an interest to do that in yourself using the code below. Put
a check on the appropriate number in the column desired.
Legend:
Score Description
5 Always
[58]
4 Frequent
3 Sometimes
2 Seldom
1 Never
Multiple Intelligences Rating Scale
I. Linguistic 5 4 3 2 1
As a student I… Always Frequent Sometimes Seldom Never
1. Find it easy to say what I think in

an argument or debate.
2. Enjoy a good lecture, speech or

sermon.
3. Am irritated when I hear an

argument or statement that sounds
illogical.
4. Am good at finding the fine points

of word meanings.
5. Like to study the structure and

logic of language.
II. Logical – Mathematical

As a student I …
1. Can add or multiply in my head.
2. Like to work with calculators and

computers.
[59]
3. Like to work puzzles and play

games.
4. Often see partners and

relationships between numbers faster
and easier than others.
5. Like to work with numbers and

figures.
III. Spatial
As a student I …
1. Rather draw a map than give

someone verbal directions.
2. Can look at an object one way and

see it sideways or backwards just as
easily.
3. Always know north from south no

matter where I am.
4. Always understand the directions

that come with new gadgets or
appliances.
5. Find it pleasurable to look at the

shapes of buildings and structures.
IV. Bodily Kinesthetic

As a student I …
1. Pick up new dance steps fast.
2. Easily learn to ride a bike.
[60]
3. Have a good sense of balance and

coordination.
4. Am good at athletics.
5. Enjoy building models.
V. Naturalistic
As a student I …
1. Like to collect shells, stones,

stamps, articles from other places.
2. Can identify name of plants, breed

of dogs.
3. Can identify costumes of people

of different places.
4. Enjoy nature adventures.
5. Like visiting museums, handicraft

stores and antique shops.
VI. Musical
As a student I …
1. Can play or used to play a musical

instrument.
2. Can associate music with my

moods.
3. Find life empty without music.
4. Often connect a piece of music

with some event in my life.
[61]
5. Like to hum, whistle and sing in

the shower or when I am alone.
VII. Intrapersonal
As a student I …
1. Am usually aware of the

expression on my face.
2. Stay “in touch” with my moods. I

have no trouble identifying them.
VIII. Interpersonal
As a student I …
1. Am sensitive to the expression on

other people’s face.
2. Am sensitive to the minds of

others.
3. Have a good sense of what others

think of me.
IX. Existential
As a student I…
1. Meditate.
2. Daydream.
3. Keep a dream journal.
[62]
4. Love to study ancient and modern

philosophers.
5. Am interested to visit an
astronomical observatory.
[63]

Multiple Intelligences and The Occupational Interest of Grade 12 Students of St. Anthony College Aguirredestreza Cezar Garcia 1

Uploaded by

Copyright:

Available Formats

Multiple Intelligences and The Occupational Interest of Grade 12 Students of St. Anthony College Aguirredestreza Cezar Garcia 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Multiple Intelligences and The Occupational Interest of Grade 12 Students of St. Anthony College Aguirredestreza Cezar Garcia 1

Uploaded by

Copyright:

Available Formats

ST. ANTHONY COLLEGE OF ROXAS CITY, INC.

MULTIPLE INTELLIGENCES AND THE OCCUPATIONAL INTEREST OF

Mathematical, Spatial, Bodily-Kinesthetic, Naturalistic, Musical, Interpersonal,

percentage, mean, t-test, ANOVA, ranking and Spearman.

very satisfactory in terms of linguistic, logical-mathematical, spatial, body kinesthetic,

naturalistic, musical, intrapersonal, interpersonal and existential. With the outstanding

intelligences of the Grade 12 students. There was no significant relationship between

Every individual is unique in their own way with different types of

develop their full potentials due to limited learning activities.

new millennium, differentiation has become enormously important in the delivery of

services to all students.

Background of the Study

as a whole would be better served if disciplines could be presented in a number of

ways and learning could be assessed through a variety of means."

The success of an individual in a chosen profession depends on his skills and

abilities. According to Goleman (2010) intelligence, determination, toughness and

practice to come up with a meaningful output is a product of his intelligence.

to discern and think critically. Intelligence is construed as one’s ability to think

Occupational interest is a complex phenomenon that can be better appreciated

determined if significant differences occurs between these factors.

course or field of study to be pursued in the tertiary level of education.

Statement of the Problem

year 2019 – 2020.

Specifically, this study seeks to answer the following questions:

1. What is the demographic profile of the student respondents?

following areas and when they are taken altogether?

3. Is there a significant difference in the multiple intelligences when grouped

according to the different areas?

4. What are the occupational interest preferences of the Grade 12 students?

5. Is there a significant difference in the multiple intelligences when grouped

according to their age, sex, academic strand and economic status?

6. Is there a significant relationship between multiple intelligence level and the

preferred occupational interest of the Grade 12 students?

Multiple intelligence is composed of 9 aspects namely linguistic, logical-

mathematical, spatial, bodily kinesthetic, naturalistic, musical, intrapersonal,

interpersonal and existential. The theory of multiple intelligences (MI) encompasses

by reading, writing, computing, solving problems cooperatively, moving and building,

thematic and interdisciplinary.

Another variable to process is the National Career Assessment examination.

(Benito, 2016) National Career Assessment Examination is an aptitude test geared

toward providing information through test results for self-assessment, career

Education Program (BEP). Test-taking is mandatory. The test results are

Senior High School.

The 2015 NCAE - Occupational Interest Inventory for Students in Secondary

Schools (OIISSS) is an inventory/checklist of occupational interests which provides

an assessment ofinclinations/preferences for comprehensive career guidance. The

students are provided with a profile chart of their occupationalinclinations and

directed to occupational fields where they would be potentially productive and

The schematic diagram graphically illustrates the relationships of the various

12 Senior High School students whose levels of multiple intelligences will be

strand and economic status.

Independent Variables Dependent Variables

Figure 1. The Paradigm of the Study

1. There is no significant difference in the multiple intelligences when grouped

according to the different areas.

2. There is no significant difference in the multiple intelligences when grouped

according to their age, sex, academic strand and economic status.

3. There is no significant relationship between multiple intelligence level and the

preferred occupational interest of the Grade 12 students.