MULTIPLE INTELLIGENCES-BASED LEARNING IN THE ACADEMIC

PERFORMANCE AMONG TLE-HE GRADE-8 STUDENTS

An Action Research
Presented to the
Faculty of Southern Luzon State University
Lucena Campus

In Partial Fulfillment of the Requirements

for the Subject PED11 Teaching Internship

Alcantara, Angelo P.
Jaca, Mary Ann M.

Bachelor of Technical-Vocational Teacher Education

Major in Computer Programming

May 2024
 ii

CURRICULUM VITAE

Name : Angelo P. Alcantara

Birthday : June 06, 2002

Birthplace : Lopez, Quezon

Permanent Address : Bgy. Catulin, Buenavista, Quezon

Contact Number : 09661381684

Email Address : [email protected]

Educational Background:

School/University Inclusive Years

Buenavista Central Elementary School 2008-2014

Buenavista National High School 2014-2020

Southern Luzon State University 2020-2024

Lucena Campus

Academic Affiliations:

Supreme Students Council Councilor for Health and Environment

TEACH Society Member

 iii

CURRICULUM VITAE

Name : Mary Ann M. Jaca

Birthdate: September 8, 2001
Birthplace: Pagbilao, Quezon
Permanent Address: Bgy. Kanlurang Malicboy Pagbilao, Quezon
Contact Number: 0970 1310 795
Email Address: [email protected]

Educational Background:

School/University Inclusive Years Honor Award

Malicboy West Elementary School 2008-2014 3rd Honor

Pagbilao Grande Island

National High School 2014-2018 With Honor

Pagbilao Grande Island

National High School 2018-2020 With Honor

Southern Luzon State University

Lucena Campus 2020- 2024

Academic Affiliations:

The Technolator DevCom

Supreme Students Government Treasurer
Ang Polo (Publication) Science Writer
TEACH Society Member
 iv

CERTIFICATE OF ORIGINALITY

We hereby affirm that this compliance is our own work and that, to the best of our

understanding and certainty, it covers no material previously published by another person

nor material to which to a considerable range has been acknowledged for award of any

other degree or diploma of a university or other institute of higher learning, except where

due credit is made in the text.

We also declare that the logical content of this thesis is the product of our own

effort, even though we may have customary assistance from others on style, presentation,

and semantic expression.

Angelo P Alcantara

Mary Ann M. Jaca

 v

APPROVAL SHEET

In partial fulfillment of the requirements for the Subject of PED-11 Teaching

Internship, this action research paper entitled: MULTIPLE INTELLIGENCES-BASED

LEARNING IN THE ACADEMIC PERFORMANCE AMONG TLE-HE GRADE-8

STUDENTS has been prepare and submitted by Angelo P. Alcantara and Mary Ann M.

Jaca, who are hereby recommended for oral examination.

WILLY A. MANAOG, LPT

PED11 Professor

Approved in partial fulfillment of the requirements for the Degree Bachelor of

Technical- Vocational Teacher Education, by the oral defense examination committee.

CHRISTOFER D. ST. ANA, LPT LAICA N. BAASIS, LPT

Member Member

JESS MARK L. ALINEA, PhD

Chairperson
 vi

DEDICATION

This research is dedicated first to our all-mighty God for giving me strength during my

weakest points; to my loving parents, Mr. Fortunato and Mrs. Annaliza M. Jaca, who

provided financial and motivation support during the span of the study; to my sister,

Mrs. Mary Jane Pidlaoan, and to my brother, Mr. Raymond Jaca, for the support

during the study. Especially, I would like to express my gratitude to

my friends, Jayquie Cris P. Gadia, Monica O. Comedero,

Erica M. Peña, and Antonio Monterey, who always

stay there for me and provide emotional support

to me; and to my research partner Angelo

Alcantara for doing his best to

make this study

successful.

‘
MAMJ
 vii

DEDICATION

This research is wholeheartedly dedicated to my family. Special thanks to my

Mama Josephine and Papa Saturnino; to my siblings, Luisa and Jay

who showed me their greatest love, care, and support

me in my journey. This is also dedicated to L.

Alfuerte, who gives me an endless love, and

to my friends, BENCH and Tonio,

who are always there. Above

all, to Almighty God,

for helping me

in this study.

APA
 viii

ACKNOWLEDGMENT

The researchers would want to express their appreciation to the individuals who

motivated them and helped them achieve this significant accomplishment. These enabled

the researchers to accomplish this thesis.

To PROF. WILLY A MANAOG, action research adviser, for his consistent

assistance, advice, and support throughout the work. Also, for always checking and fixing

all errors.

To the members of the oral examination committee, MS. LAICA N. BAASIS,

MR. CHRISTOFER D. ST. ANA, and DR. JESS MARK L. ALINEA for their

direction and support in technical and theoretical studies.

To their respective FAMILIES, for their monetary and spiritual support in

helping the researchers overcome and hurdle all the difficulties they faced.

To all their FRIENDS, they thank them for an entire year of staying together

even when everyone was suffering with academic tasks.

Above all of it, ALMIGHTY GOD, for His unending love, guidance, and

kindness.
 ix

TABLE OF CONTENTS

Title Page

Title Page i

Curriculum Vitae ii

Certificate of Originality iv

Approval Sheet v

Dedication vi

Acknowledgement viii

Table of Contents ix

List of Tables xi

List of Appendices xii

List of Figure xiii

Abstract xiv

I. Introduction 1

Research Questions 2

Null Hypothesis 3

II. Review of Related Literature and Studies

Related Literature 4
 x

Related Studies 6

III. Scope and Limitations 9

IV. Methodology 10

Research Design 10

Research Locale 10

Population and Sampling 10

Research Instrument 10

Data Gathering Procedure 11

Statistical Treatment of Data 12

Evaluation Procedure 15

V. Results 16

Evaluation Criteria 23

VI. Summary, Findings, Conclusion, and Recommendations

Summary 29

Findings 30

Conclusion 31

Recommendation 31

VI. List of References 33

VII. Appendices 35
 xi

LIST OF TABLES

Table Page

1 Four-Point Likert Scale 15

2 Pretest Scores and Mean 17

3 Posttest Scores and Mean 19

4 Mean Difference of Research Instrument 21

5 T-Statistics 22

6 According to Usefulness 24

7 According to Relevance 25

8 Mastery of Experience 27
 xii

LIST OF APPENDICES

Appendix Page

A Letter to the Principal 36

B Work Plan 37

C Parent Consent 38

D Table of Specification 42

E Research Instrument 43

F Lesson Plan 56

G Result 75

H Multiple Intelligences Questionnaire 78

I Classification of Students 83

J Data Gathering Procedure 84

K. T- Statistics Certificate 88
L. Certificate of Language Editing 89
 xiii

LIST OF FIGURES

Appendix Page

A. Summary of Findings 23
 xiv

ABSTRACT

Title: DEVELOPMENT AND ACCEPTABILITY OF LIBRARY

MANAGEMENT WITH DESCRIPTIVE ANALYTICS

Author: ANGELO P. ALCANTARA

MARY ANN M. JACA

Adviser: PROF. WILLY A. MANAOG

This study, titled "Multiple Intelligences-Based Learning in the Academic Performance

among TLE-HE Grade-8 Students," aimed to enhance the academic performance of
Grade-8 students in section Empathy through the integration of multiple intelligences-
based learning. This included activities related to verbal, visual, logical, musical,
kinesthetic, intrapersonal, interpersonal, and naturalist intelligences. This study was
conducted at Lucena City National High School. The faculty can integrate multiple
intelligences-based learning as part of the assessment of students' learning. To integrate
this approach, the faculty first needs to identify the learning styles of the students with the
help of a multiple intelligences questionnaire, where they will identify their preferences
based on the situations given in the questionnaire. Evaluators were composed of Grade-8
students in section Empathy who took a pretest and posttest to identify differences in
their performance before and after the intervention. They also answered a revised survey
questionnaire originally from the study by Fontanilla, Ortiz, and Zuniga Jr. (2019) to
validate the effectiveness of multiple intelligences-based learning as the intervention of
this study in terms of usability, relevance, and mastery of learning. The pretest and
posttest results showed differences, while the survey results indicated high effectiveness.
This means that the intervention met the objective of the study and rejected the null
hypothesis. Findings showed that there is a significant difference before and after the
intervention conducted. The researcher concluded that multiple intelligences-based
learning was effective in enhancing the academic performance of the Grade-8 students in
 xv

section Empathy. The school administrations, TLE teachers, and students may utilize and
enhance the multiple intelligences-based learning.

Keywords: multiple intelligences-based learning, learning style

I. INTRODUCTION

Students have lack of interest in the field of TLE (Technology Livelihood

Education). They are more inclined to engage in activities that involve technology

rather than those related to livelihood. Consequently, teachers find it challenging to

engage and motivate students to participate in activities that are essential for learning,

assessing, and evaluating their performance. In real life, it is crucial for students to

learn livelihood activities such as cooking, sewing, measuring, baking, etc. These

activities are vital for helping students navigate through life, as the skills acquired are

applicable to their everyday activities. However, the lack of interest in the students'

learning style may negatively impact their academic performance.

Lei, D., Cheng, J., Chen, C., Huang, K., & Chou, C. J. (2021) indicated that

using multiple intelligences for curriculum design could provide various intellectual

learning activities and create the environment with which students were comfortable.

Encouraging students deeply and meaningfully to engage in the learned topics was the

solid and durable learning basis for learning new affairs. The application of multiple

intelligences and the creation of diverse classrooms to develop students' specialty

allowed students maintaining learning motivation with active participation, building

self-confidence, and developing self-motivation.

Students can learn at their own pace, and it depends on their own learning

pace considering the environmental factors in learning. People's learning styles might

vary surprisingly when it comes to their methods for gathering and analyzing

information. According to research, each person processes information differently and

with various preferences. These preferences are sometimes referred to as learning

 2

styles and are used to define and comprehend the various learning styles that exist

among individuals (Cavite & Gonzaga, 2023).

Based on the data that we gathered at Lucena City National High School, out

of 395 Grade 8 students, only 84 students have an outstanding grading scale for their

academic performance in the TLE- Commercial Cookery subject, with an average of

21% of the students.

This action research aimed to enhance the academic performance of eighth-

grade students through the application of multiple intelligences. The strategies that

were implemented to increase and develop these multiple intelligences included oral

presentations, photo and video production, short film creation, learning by discovery,

and the use of learning centers and peer tutoring. This research was conducted at

Lucena City National High School.

Research Questions

This study was designed to enhance the academic performance of Grade 8

students through multiple intelligences-based learning .

Specifically, it sought to answer the following questions:

1. What is the performance of the respondents before utilizing multiple

intelligences-based learning as an intervention?

2. What is the performance of the respondents after utilizing multiple

intelligences-based learning as an intervention?

3.What is the difference between the performances of the respondents before and

after utilizing multiple intelligences-based learning as an intervention?

4.What is the level of effectiveness of multiple intelligences-based learning in

 3

terms of:

4.1 Usefulness.

4.2 Relevance, and

4.3 Mastery of Experience?

Null Hypothesis

There is no significant difference between the means scores of the Grade 8

TLE-HE learners of Lucena City National High School before and after using the

utilization of multiple intelligences-based learning.

II. REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents relevant research on multiple intelligences-based

 4

learning as an intervention in students' academic performance.

Multiple Intelligences

The theory of multiple intelligences encompasses a spectrum of cognitive

abilities ranging from linguistic and logical-mathematical prowess to interpersonal

understanding and existential questioning. Advocates argue that recognizing these

diverse intelligences can inform tailored educational approaches and career guidance.

However, critics contend that these "intelligences" merely reflect inherent talents rather

than distinct forms of intelligences, lacking empirical support. Verbal-linguistic

intelligences involves adeptness with language, while logical-mathematical

intelligences emphasizes analytical problem-solving. Spatial-visual intelligences

leverages visual aids, and bodily-kinesthetic intelligences relies on physical prowess.

Musical intelligences entails proficiency with pitch and rhythm, while interpersonal

intelligences centers on perceiving others' intentions and emotions. Intrapersonal

intelligences fosters self-awareness and emotional regulation, naturalist intelligences

involves environmental recognition, and existential intelligences probes existential

questions. Despite debate, understanding these dimensions can inform more nuanced

educational strategies and personal development pathways (Top Hat, 2022).

Implication of Multiple Intelligences-Based Learning

The traditional method of teaching (standing in the front of the classroom and

lecturing) is not a very effective way for many students to learn as it typically only

caters to one of Gardner’s intelligences. Even so, some studies have found up to 70%

of teaching is still done through lecturing. Not only does this lack student engagement,

but it also meets the needs of just a small percentage of the class. Yet teachers are
 5

expected to guide all students to understanding the presented content. Because

traditional lecturing does not meet those expectations, teachers are encouraged to find

ways to present content to students which will differentiate and meet the specific needs

of each learner in the classroom. One way to meet the needs of a higher number of

students is to regularly incorporate the Multiple Intelligences Theory into lessons. The

eight intelligences published by Gardner are linguistic, logical-mathematical, spatial,

musical, bodily-kinesthetic, intrapersonal, interpersonal, and naturalistic. Some

consider existential as a ninth intelligences . Understanding and identifying these is key

in differentiated instruction . To differentiate, teachers should understand which of the

intelligences their students are strongest in. This will guide teachers into knowing how

each of their students learn most effectively and can aide in writing lesson plans which

will best engage their whole class. Additionally, it may be the way in which their

students most enjoy learning, which will lead to even higher levels of student

engagement and therefore achievement (Wreede, 2022).

Multiple Intelligences: New Horizons

Understanding different teaching approaches from which all can learn, as well

as having a toolbox with a variety of ways to present content to students, is deemed

valuable for increasing the accessibility of learning experiences for all students. The

ongoing development of this toolbox is crucial, necessitating the gathering of

continuous information about student strengths and challenges, along with their

evolving interests and dislikes. Providing diverse learning contexts for students and

engaging a variety of their senses is supported by current research. As the quest for

understanding the intricacies of the learning process endures and research continues to
 6

advance, additional scientific inquiries may surface, further elaborating on multiple

intelligences and learning styles (Cornerstone University, 2018).

Benefit From Understanding Multiple Intelligences

When educators are given the freedom to move away from the traditional,

visually based methods of teaching, they will have the opportunity to reach more

students, more effectively. By teaching to the dominant learning intelligences, teachers

will find students to be more productive, more receptive, and more willing to engage in

the learning process. As so many educators have already embraced this theory, it is

time for educational administrators to take notice of new techniques that can be

successful based on the research of Howard Gardner and the other researchers who

have followed (Bandiola, 2022).

Related Studies

Multiple intelligences are various skills and talents possessed by students in

solving their learning problems so that students can solve learning problems amazingly.

However, the application of Multiple Intelligences-based learning has not been widely

applied in schools because not many people know the concepts and privileges of

learning. The results of the research obtained are, there are three stages in the Learning

Process based on Multiple Intelligences, namely: the preparation stage, the

implementation stage, and the assessment stage. While the feature of learning Multiple

Intelligences is that teachers will get detailed information about the psychology of their

students so that teachers should not look at students from one side but must look at the

other side (Jahroh and Baidi. 2022).

Based on the study of Yavich, R., & Rotnitsky, I. (2020) highlights the
 7

applications of multiple intelligences theory in education are wide. Students apply the

learning in the classroom according to their own dominant intelligences and

learning style, which is most effective for them. Combining learning styles with

dominant intelligences enhances the students' learning processes . The purpose of this

case study is to examine the relationship between dominant intelligences according to

Gardner's multiple intelligences theory and middle school students' academic

achievement. A case study was conducted in Israel, in a middle school, among seventh

graders and involved 158 students. Findings indicated that in excellent classes -

80.9% of students had logical intelligences, in at least one of the levels of dominance;

in ordinary classes only 48.4% of students have logical intelligences, at least in one

of the levels of dominance. They also examined the relationship between the number

of dominant intelligences among students in all classes, excellent and ordinary.

Findings indicated that in excellent classes the percentage of students with two or three

dominant intelligences was higher than the percentage in ordinary classes. It is

important to note that these are not just the logical and verbal, but also all types of

intelligences, such as spatial, musical, kinetic and others.

In conclusion, the dominant intelligences that highly influence and measure

achievement in the education system are not the logical-mathematical and the

linguistic-verbal, but the only logical-mathematical. Moreover, the number of

intelligences at the dominant levels can predict and indicate student's success at

school .

The study of Winarti, Rahmini, Almubarak. (2019) underscores the

effectiveness of Multiple Intelligences based Collaborative Problem-Solving (MI-CPS)

 8

strategy in improving students' critical thinking skills, mathematical logical

intelligences, and chemical concept mastery, as well as knowing the relationship

between critical thinking, mathematical logical intelligences, and chemical concept

mastery. The results show that the MI-CPS strategy is effective in improving critical

thinking skills, mathematical logical intelligences, and mastery of chemical concepts.

Based on these findings, the MI-CPS strategy is effectively applied as an alternative to

improving students' critical thinking skills and mathematical logical intelligences.

III. SCOPE AND LIMITATIONS

The researchers integrated multiple-based intelligences learning into the class

discussions, specifically targeting Grade 8-Empathy students at Lucena City National

 9

High School. This was done to determine the effectiveness of the intervention (multiple

intelligences-based learning) on the academic performance of the students.

A request letter was written by the researchers to conduct the study and

obtained a copy or summary of the students' grades. This information helped assess the

academic performance of eighth-grade students and supported the existing problem of

the study. The researchers ensured that the data gathered from the students were

secured.

Students were provided with a multiple intelligences questionnaire test to

determine their learning styles or preferences. This information made it easier for the

practice teacher to group students based on their learning preferences.

IV. METHODOLOGY

This chapter covers the research design, research locale, population and
 10

sampling, research instrument and data gathering procedure of the study.

Research Design

The research design outlined the research strategies and techniques of this

study. Comparative analysis was presented in this study to have a comparison of

groups or circumstances. The pretest and posttest of the students interfaced the process

to evaluate and analyze those circumstances of the results. In this process, it was

determined if the intervention of multiple intelligences-based learning was effective or

not.

Research Locale

The research was conducted at Lucena City National High School (LCNHS),

situated in Barangay Ibabang Dupay, Lucena City. LCNHS was a multi-grade

educational institution accommodating approximately 5,000 students from various

rural and urban settings. This location was appropriate for this study because the

researchers found that the Grade 8 students had low academic performance.

Population and Sampling

The researchers used total enumeration sampling, where a specific group of

students was selected. The participants in this study were consisted of 37 students from

Grade-8 Empathy where the intervention was conducted at Lucena City National High

School. The sample was intentionally chosen based on the data gathered regarding on

the academic performance of the students.

Research Instrument

The research instrument was designed to evaluate the effectiveness of

multiple intelligences-based learning in improving the academic performance of Grade

 11

8 students in the Empathy section. It consisted of a pretest and posttest administered as

part of a lesson plan to assess student progress.

Before the intervention, the pretest evaluated students' understanding of lesson

concepts with multiple-choice questions aligned with the lesson objectives. After the

intervention, the posttest measured learning progress and intervention effectiveness

using similar multiple-choice questions presented in a different order. Both tests were

scored using a point system to compare student performance.

To address ethical concerns, a parent consent form was included. The pretest

established a baseline, while the posttest evaluated the impact of the multiple

intelligences-based learning strategy. This instrument provided valuable insights into

the strategy's effect on students' knowledge in TLE-HE subjects by analyzing pretest

and posttest results. Aside from this the researchers used a survey questionnaire to

evaluate the effectiveness of the multiple intelligences-based learning approach for

Grade 8 students in the Empathy section at Lucena City National High School.

Data Gathering Procedure

The request letter was written, acknowledged, and authorized by the teaching

internship supervisor and collaborating teacher to request a copy of the summary of

grades of the students as evidence of the existing problem. Informed permission was

acquired from both the participant and their parents or legal guardians. The participants

took the pretest before the discussion and hands-on activities indicated in the lesson

plan. The researchers decided where to begin demonstrating the multiple intelligences

activities based on the results of the pretest. After the demonstration, a posttest was

administered to measure any changes in their understanding. The data acquired from
 12

the pretest and posttest were evaluated using descriptive statistics to compare the

means of the replies before and after the intervention. The paired T-test was performed

to evaluate whether there was a significant difference in the mean scores between the

pretest and posttest. Aside from this the survey questionnaire was given to the

participants to evaluate the effectiveness of the intervention using the Likert scale

where the participants will rank the given statements based on their preferences on the

intervention conducted. The survey questionnaire was taken from the study of

Fontanilla, Ortiz, and Zuniga Jr (2019) and was modified by the researchers to make it

suitable for the study.

Statistical Treatment of Data

The collected data was analyzed using appropriate statistical methods.

Descriptive statistics such as means, and standard deviations were calculated to

summarize the test scores of students.

To determine the performance of the respondents before and after utilizing

multiple intelligences-based learning as an intervention for Grade 8 students at Lucena

City National High School, the weighted mean was employed. The formula used was

as follows:

D=
∑D
N

Where:

D = Mean of Sample Difference

∑ = Summation

D = Weighted Mean
 13

N = Number of Respondents

To determine the sum of squares of sample different scores the following

statistical treatment was applied:

SS D=N ¿

Where:

SS D= Sum of Squares of Sample Different Scores

∑ = Summation

D = Weighted Mean

N = Number of Respondents

To determine the difference between the performances of the respondents

before and after utilizing multiple intelligences-based learning as an intervention

strategy for Grade-8 TLE Home Economics subject at Lucena City National High

School, the dependent samples t-test also called the paired-samples t-test was used. It

involves a formula to compare the means of two related or dependent samples. The

formula is as follows:

D−μ D
t=

√ SS D
( N−1 )

Where:

D = Difference Score

D = Mean of Sample Difference

μ D = Mean of the population of difference scores

SS D = Sum of Squares of Sample Different Scores

N = Number of Respondents
 14

The t-statistics, which is obtained from the formula, determines whether there is

a significant difference between the means of the two related samples. This type of t-

test is useful when comparing the same group of students' performance before and after

a particular intervention or treatment, such as the multiple intelligences-based learning.

By calculating the differences between the paired samples and plugging in the values to

the formula, researchers can determine if there is a statistically significant difference

between the means of the two related samples.

The researchers also intended to determine the level of effectiveness of multiple

intelligences-based learning regarding its usefulness, relevance, and mastery using the

weighted average formula below.

 15

Evaluation Procedure

Table 1. Four-Point Likert Scale

Scale Range Descriptive Rating Verbal

Interpretation

4 3.26-4.00 Strong Agree Highly Effective

3 2.51-3.25 Agree Effective

2 1.76-2.50 Disagree Ineffective

1 1.00-1.75 Strongly Disagree Highly Ineffective

Table 1 displays the criteria for evaluation that were used to determine the

level of effectiveness of multiple intelligences-based instruction in improving the

academic performance of Grade 8 students in the TLE Home Economics subject.

V. RESULTS
 16

The study intended to explore the effects of multiple intelligences-based

learning on the academic performance among TLE-HE Grade-8 students. Pretest and

posttest scores were used to assess their academic achievement. Descriptive statistics

were computed for the group's pretest and posttest results. The respondents' average

pretest score is 278, with a standard deviation of 7.51. The average posttest score for

the respondents is 368, with a standard deviation of 12.69.

Table 2. Level of Performance before Utilizing the Intervention

 17

Respondents Pretest Score

1. 6
2. 4
3. 10
4. 8
5. 11
6. 7
7. 9
8. 5
9. 3
10. 8
11. 6
12. 5
13. 2
14. 13
15. 9
16. 11
17 11
18 9
19 3
20 12
21 9
22 3
23 6
24 11
25 6
26 7
27 7
28 7
29 9
30 9
31 9
32 7
33 9
34 10
35 3
36 6
37 7
38 8
Mean: 7.51

Table 2 displays the pretest scores and mean of the forty-one Grade 8 students
 18

chosen from Lucena City National High School. The pretest result has a Weighted

Mean of 7.51 and reflects the students' early comprehension of the topic of TLE-Home

Economics (HE). This revealed the level of academic performance of the students

before the intervention was conducted.

Based on the study of Yavich, R., & Rotnitsky, I. (2020) the applications of

multiple intelligences theory in education are wide. It shows that having pretest method

will give the research the initial monitoring of the existing knowledge of the sample

population in the study.

Table 3. Level of Performance after Utilizing the Intervention

 19

Respondents Posttest Score

1. 7
2. 6
3. 11
4. 13
5. 18
6. 15
7. 11
8. 14
9. 9
10. 15
11. 8
12. 11
13. 15
14. 18
15. 10
16. 12
17 14
18 13
19 13
20 18
21 11
22 15
23 11
24 18
5 11
26 12
27 8
28 8
29 14
30 15
31 11
32 15
33 15
34 15
35 14
36 15
37 12
38 11
Mean: 12.69

Table 3 displays the sample population's posttest scores, which have a

 20

Weighted Mean of 12.69 that is greater than the pretest mean. This demonstrates that

the intervention of using various intelligences-based learning was effective with Grade

8 TLE H.E students. This revealed the level of performance of the students after the

intervention was conducted.

The study of Winarti, Rahmini, Almubarak. (2019) underscores the

effectiveness of Multiple Intelligences based Collaborative Problem-Solving (MI-CPS)

strategy in improving students' critical thinking skills, mathematical-logical

intelligences, and chemical concept mastery, as well as knowing the relationship

between critical thinking, mathematical logical intelligences, and chemical concept

mastery. The study used a pretest-posttest design. The sample consisted of 93

experimental groups of students from three high schools.

Table 4. The Difference of Performance Before and After Utilizing the Intervention
 21

Respondents Pretest Posttest Mean

Score Score Difference
1. 6 7 -1
2. 4 6 -2
3. 10 11 -1
4. 8 13 -5
5. 11 18 -7
6. 7 15 -8
7. 9 11 -2
8. 5 14 -9
9. 3 9 -6
10. 8 15 -7
11. 6 8 -2
12. 5 11 -6
13. 2 15 -13
14. 13 18 -5
15. 9 10 -1
16. 11 12 -1
17 11 14 -3
18 9 13 -4
19 3 13 -10
20 12 18 -6
21 9 11 -2
22 3 15 -12
23 6 11 -5
24 11 18 -7
25 6 11 -5
26 7 12 -5
27 7 8 -1
28 7 8 -1
29 9 14 -5
30 9 15 -6
31 9 11 -2
32 7 15 -8
33 9 15 -6
34 10 15 -5
35 3 14 -11
36 6 15 -9
37 7 12 -5
38 8 11 -3
Total: 278 368 ∑D -197
Mean: 7.51 12.69 -5.18

Table 4 displays the Mean Difference between the pretest and posttest of the
 22

action research. It means that the pretest mean is 7.51 and the posttest mean is 12.69,

with a total mean difference of -5.18. This signifies that the difference between the two

respondents' ratings has increased.

In a study by Stang-Rabrig, J., Schwerter, J., Witmer, M., & McElvany, N.

(2022), they explored that detecting instruction effects between two variables are

affected by the intervention applied in the study. This shows that the Grade 8 students’

score performance was influenced depending on the intervention the researchers

applied in the study.

Table 5. T-statistics
 23

t-value df c-value p-value

Result -9.85 37 2.026 0.0000

Table 5 shows the results matrix of the action research with a total population

of thirthy-eight (38) students from Grade 8 TLE H.E. The calculated t-value of the two

tests conducted in the span of the study is -9.85 which indicates that there is a great

difference between the scores of the learners. The df stands for “degrees of freedom”

where it is the total sample population minus one and has a total number of 37. The

calculated c-value is in accordance with the distribution table with an alpha level of

0.05 that is equivalent to 2.026. And lastly, the calculated p-value of 0.0000 indicates

that there is strong evidence found against the formulated null hypothesis.

The result shows that the null hypothesis was rejected as revealed that there is a

significant difference between the pretest and posttests of the Grade Eight (8) students.

There is an implication on the student academic performance of Grade Eight (8)

students in TLE HE subjects using multiple intelligences-based learning.

Evaluation Criteria

The researchers used a survey questionnaire based on the study of Fontanilla,

Ortiz, and Zuniga Jr (2019). This was revised by the researchers to be relevant on the

studies being undertaken by the researchers to determine the effectiveness of the

multiple intelligences-based learning based on the usefulness, relevance, and mastery

of experience of the students on the lesson being taught in the discussion.

Table 6. Level of Effectiveness According to Usefulness

 24

Statement WM SD VI

I think that multiple intelligences-based learning 3.25 Agree Effective

can support and motivate me in “Identifying
Different Parts of Sewing Machine”.

I can reinforce my skills in “Identifying Different 3.13 Agree Effective

Parts of Sewing Machine” through multiple
intelligences-based learning.

I can cope with my classmates in “Identifying 3.13 Agree Effective

Different Parts of Sewing Machine” through
“multiple intelligences-based learning”.

I can perform “Identifying Different Parts of 3.16 Agree Effective

Sewing Machine” through multiple intelligences-
based learning multiple intelligences-based
learning.
I can monitor my skills in “Identifying Different 3.21 Agree Effective
Parts of Sewing Machine” through “multiple
intelligences-based learning”.
Overall Weighted Mean 3.18 Agree Effctive

Legend: 3.26-4.00 = Highly Acceptable (HA), Strongly Agree (SA); 2.51-3.25=Acceptable (A), Agree(A) ;
1.76-2.50 = Unacceptable (U), Disagree(D); 1.00-1.75 =Highly Unacceptable (HU), Strongly Disagree (SD)

Table 6 shows the results of the survey conducted to assess the effectiveness of

the multiple-based learning. The usability of the intervention was assessed with an

overall weighted mean of 3.18, indicating effectiveness in improving the academic

performance of the Grade 8 students. This implies that multiple intelligences-based

learning was useful for the students to meet their learning preferences and learning

styles.

The study of Shadzrina (2020) emphasized that the multiple intelligences test is

usable and meets its need and agrees that suggestion made by the application regarding

its inner strength is very useful in terms of study and future career development.
 25

Table 7. Level of Effectiveness According to Relevance

Statement WM SD VI

I can enhance my skills in “Identifying Different 3.37 Strongly Highly

Parts of Sewing Machine” through “multiple
Agree Effective
intelligences-based learning”.

I think that multiple intelligences-based learning 3.29 Strongly Highly

can address my weaknesses and strengths in
Agree Effective
“Identifying Different Parts of Sewing Machine”.
I think that “multiple intelligences-based learning” 3.26 Strongly Highly
can attain my relevancy as student in learning
Agree Effective
“Identifying Different Parts of Sewing Machine.”

I think that “multiple intelligences-based learning” 3.21 Agree Highly

is relevant in improving my skills in “Identifying
Effective
Different Parts of Sewing Machine”.
I think that “multiple intelligences-based learning” 3.26 Strongly Highly
is relevant to my needs of obtaining high
Agree Effective
performance in “Identifying Different Parts of
Sewing Machine”.
Overall Weighted Mean Strongly Highly
Agree Effective
Legend: 3.26-4.00 = Highly Acceptable (HA), Strongly Agree (SA); 2.51-3.25=Acceptable (A), Agree(A) ;
1.76-2.50 = Unacceptable (U), Disagree(D); 1.00-1.75 =Highly Unacceptable (HU), Strongly Disagree (SD)

Table 7 illustrates the study's findings on the relevance of multiple intelligence-

based learning in meeting its intended objective. Based on the findings, the relevance

of the intervention had an overall weighted mean of 3.28 which is highly effective for

the relevance of the multiple intelligences-based learning to meet the research

objective.

The study of Mavrelos (2020) underscores that neuroeducation provides the

most relevant level of analysis for resolving today’s core problems in education.

Multiple Intelligences (MI) theory investigates ways of using the theory as a

 26

framework in school for improving work quality, collaborations, opportunities for

choice, and a role for the arts.

 27

Table 8. Level of Effectiveness According to Mastery of Experience

Statement WM SD VI

I learn from working in “Identifying Different Parts 3.37 Strongly Highly

of Sewing Machine” through “multiple
intelligences-based learning”. Agree Effective

I think that “multiple intelligences-based learning” 3.29 Strongly Highly

is a good strategy to have mastery of “Identifying
Different Parts of Sewing Machine”. Agree Effective

I think that multiple intelligences-based learning is a 3.32 Strongly Highly

good idea to learn the “Parts of Sewing Machine”.
Agree Effective

I enjoy class participation in “Identifying Different 3.29 Strongly Highly

Parts of Sewing Machine” through “multiple
intelligences-based learning”. Agree Effective

I am given an equal opportunity to contribute in 3.53 Strongly Highly

“Identifying Different Parts of Sewing Machine”
class through “multiple intelligences-based Agree Effective
learning”.

I learn more about “Identifying Different Parts of 3.13 Agree Effective

Sewing Machine” through “multiple intelligences-
based learning”.

I am more comfortable and can work through in 3.29 Strongly Highly

“Identifying Different Parts of Sewing Machine”
through multiple intelligences-based learning Agree Effective
activities.

Overall Weighted Mean 3.32 Strongly Highly

Agree Effective

Legend: 3.26-4.00 = Highly Acceptable (HA), Strongly Agree (SA); 2.51-3.25=Acceptable (A), Agree(A) ;
1.76-2.50 = Unacceptable (U), Disagree(D); 1.00-1.75 =Highly Unacceptable (HU), Strongly Disagree (SD)

Table 8 shows the findings of the research survey about the academic
 28

performance of the studies. The intervention was assessed for mastery of experience

and scored a weighted average of 3.32, proved that the students mastered the lesson

because of the intervention.

According to the study of Gowen (2023), to teach students how to work with

and teach others, teachers must incorporate active forms of learning with opportunities

to collaborate, so students can learn and practice these skills.

 29

VI. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATION

This chapter covers the summary, findings, conclusions, and recommendation

of this study.

Summary

Figure 1. Level of Effectiveness of Multiple Intelligences-based Learning

Summary
3.35

3.3

3.25

3.2

3.15

3.1
Usability Relevance Mastery of Experience

Series 1 Series 2 Series 3

Figure 1 depicts the effectiveness of multiple intelligences-based learning in improving

that academic performance of the Grade 8 students. The findings show that the most

excellent weighted mean from the tally is “Mastery of Experience”, which is 3.32 WM,

indicating that it is “Highly Effective” in a descriptive assessment, followed by

“Relevance”, which is 3.28 WM also indicating “Highly Effective” in a descriptive

assessment. And lastly, the “Mastery of Experience” with an overall weighted mean of

3.18 indicating that it is “Effective” in a descriptive assessment. The results are

pleasing since they reveal that all the criteria have a descriptive grade of “Effective”

and “Highly Effective” with the average weighted mean of 3.26.

 30

Carver, E. L., Price, K. L., & Wilken, D. M. (n.d.) underscore the

implementation and evaluation of a program for improving student transfer of

knowledge to real life experiences. A review of solution strategies suggested that

students improve their knowledge transfer using multiple intelligences, cooperative

learning experiences, and journaling. These strategies were implemented over 15

weeks. Post intervention data indicated an increase in student transfer of knowledge

from classroom to daily life activities.

Findings

From the interpretation of data on the intervention conducted, the following

were concluded:

1. The performance of the Grade 8 students in the subject of TLE before utilizing

multiple intelligences-based learning was low, based on the summary of grades

gathered.

2. The performance of the Grade 8 students in the subject of TLE after utilizing

multiple intelligences-based learning showed improvement based on the results

of the students' pretests and posttests.

3. The intervention involved Grade 8 students from the section Empathy. They

took a pretest and posttest to determine the difference before and after the

intervention, where the pretest had a Weighted Mean of 7.51, and the posttest

had a Weighted Mean of 7.51. The results show that there is a significant

difference before and after the intervention.

4. The intervention was evaluated using a survey questionnaire derived from the

study by Fontanilla, Ortiz, and Zuniga Jr. (2019). The intervention was highly
 31

effective, with an average weighted mean (AWM) of 3.26. The intervention was

effective based on the following findings: usability, WM = 3.18; relevance,

WM = 3.28; and mastery of experience, WM = 3.32.

Conclusion:

In conclusion, the researcher found that there was low academic performance

among the students initially. Multiple intelligences-based learning was implemented as

an intervention. Before applying the intervention, the researchers administered a pretest

to the students about different parts of a sewing machine. After the intervention, they

administered a posttest and found that the students' academic performance had

improved. The results show that the null hypothesis was rejected, as there is a

significant difference in the test score results of Grade Eight (8) students in their pretest

and posttest scores and survey questionnaire. This implies an improvement in the

academic performance of Grade Eight (8) students in TLE Cookery Subjects using

Multiple Intelligences-Based Learning.

Recommendations

Based on the results, the following recommendations were finalized.

1. To School Administration, the gathered research findings could serve as a

foundation for comprehending about Multiple Intelligences-Based Learning.

2. To TLE Teachers, to enhance academic performance in Grade 8 TLE-HE, adopt

a multiple intelligences-based approach. Utilize diverse teaching strategies

tailored to linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical,

interpersonal, intrapersonal, and naturalistic intelligences. Assess the

effectiveness of these methods for optimizing learning outcomes.

 32

3. To Students, the research helps the students to participate in diverse learning

activities that cater to different intelligences. Collaborate with peers, embrace

the strengths, and reflect on progress to excel academically.

VII. REFERENCES
 33

Ahmad & Dzulkarnain. (2020). International Journal of Recent Technology and

Engineering (IJRTE).
https://www.ijrte.org/wp-content/uploads/papers/v8i6/E6058018520.pdf

Bandiola, K.G.(2022). Benlac Research - WHAT ARE MULTIPLE

INTELLIGENCES, EXAMPLES AND HOW DO THEY AFFECT
LEARNING? Over - Studocu.
https://www.studocu.com/ph/document/occidental-mindoro-state-college/
bachelor-of-secondary-education/benlac-research/38321215

Carver, E. L., Price, K. L., & Wilken, D. M. (n.d.). Increasing Student Ability To
Transfer Knowledge through the Use of Multiple Intelligences.
https://eric.ed.gov/?id=ED447908

Cavite, J. A. & Gonzaga, M. V. (2018) Pupils’ Learning Styles and Academic

Performance in Modular Learning. International Journal of Multidisciplinary
Educational Research and Innovation. 1(3), 72-88.
https://doi.org/10.5281/zenodo.8325677.

Cornerstone University. (2022, February 28). What are multiple intelligences and how
do they affect learning? | Cornerstone University.
https://www.cornerstone.edu/blog-post/what-are-multiple-intelligences-and-
how-do-they-affect-learning/

Jahroh and Baidi. (2022). Multiple Intelligences-Based School Learning at MI

Muhammadiyah PK Kartasura. ERIC - Education Resources Information
Center. https://files.eric.ed.gov/fulltext/ED622489.pdf

Lei, D., Cheng, J., Chen, C., Huang, K., & Chou, C. J. (2021). Discussion of teaching
with multiple intelligences to corporate employees’ learning achievement and
learning motivation. Frontiers in Psychology, 12.
https://doi.org/10.3389/fpsyg.2021.770473 (n.d.). PhilArchive: The
Philosophy E-Print Archive.
https://philarchive.org/archive/CAVPLS

Mavrelos & Daradoumis. (n.d.). Exploring Multiple Intelligences Theory Prospects as

a Vehicle for Discovering the Relationship of Neuroeducation with
Imaginative/Waldorf Pedagogy: A Systematic Literature Review. Just a
moment...
https://www.researchgate.net/publication/346998964_Exploring_Multiple
 34

Stang-Rabrig, J., Schwerter, J., Witmer, M., & McElvany, N. (2022). Beneficial and
negative factors for the development of students’ well-being in educational
context. Current Psychology, 42(35), 31294–31308.
https://doi.org/10.1007/s12144-022-04067-x

Top Hat. (2022, November 24). Howard Gardner’s Theory on Multiple Intelligences
Definition and Meaning | Top hat. https://tophat.com/glossary/m/multiple-
intelligences/

Winarti, Rahmini, Almubarak. (2019). The effectiveness of multiple intelligences based

collaborative problem solving to improve critical thinking | Winarti | Jurnal
Kependidikan Penelitian Inovasi Pembelajaran. UNY Journal — The Official
UNY Scientific Journal.
https://journal.uny.ac.id/index.php/jk/article/view/24714/0

Wreede, P. (2022). Utilizing the Multiple Intelligences Theory in Classrooms (Thesis,

Concordia University, St. Paul). Retrieved from
https://digitalcommons.csp.edu/teachereducation_masters/64

Yavich, R., & Rotnitsky, I. (2020). Multiple intelligences and success in school studies.
International Journal of Higher Education, 9(6), 107.
https://doi.org/10.5430/ijhe.v9n6p107
 35

APPENDICES
 36

Appendix A

Letter to the Principal

 37

Appendix B
WORK PLAN
OCT NOV FEBR MAR APR MA
OBER EMB UARY CH IL Y
ER
Phase 1.
Preparation of
Study/ Identifying
the existing
teaching strategy
using
collaborative
activities
Phase 2.
Multiple
Intelligences-
Based Learning
In The
Academic
Performance
Among Tle-He
Grade-8
Students

Phase 3.
Analyzation of
gathered data.
 38

Appendix C
PARENT CONSENT

LIHAM PAHINTULOT NG MAGULANG/TAGAPATNUBAY

Ako si magulang/ tagapatnubay ni

,nakatira sa ay malayang nagbibigay ng pahintulot
sa aking anak na maging isa sa mga tagasagot sa Academic requirements ng
manananaliksik sa Teaching Internship na isinasagawa nina Mary Ann Jaca at Angelo
P. Alcantara na may titulong, " MULTIPLE INTELLIGENCES-BASED
LEARNING IN THE ACADEMIC PERFORMANCE AMONG TLE-HE
GRADE-8 STUDENTS". Nauunawaan ko at lubos akong nagtitiwala sa
propesyunalismo ng Southern Luzon State University - Lucena Campus sa
pagsasagawa ng pananaliksik na ito sa ligtas at mabuting pamamaraan.

Batid ko ang kahalagahan ng gawaing ito at nauunawaan ko na ang aking anak ay may
karapatang humindi o hindi makilahok sa pananaliksik nang walang kaparusahan o
paghuhusga. Nauunawaan ko rin na lahat ng datos na makukuha sa pananaliksik ay
mananatiling pribado at gagamitin lamang sa buong durasyon ng pananaliksik (R.A.
10173).

Malaya kong sinusuportahan ang pananaliksik na ito at malugod kong pinapayagan ang
aking anak na maging bahagi nito.

Pangalan at Lagda ng Magulang/ Tagapatnubay

Prof. Willy A. Manaog

Maricel Javier
Supervisor, Teaching Internship
Cooperating Teacher
39
40
41
 42

Appendix D
TABLE OF SPECIFICATION

Prepared by: Approved by:

Ms. Mary Ann M. Jaca Mrs. Maricel M. Javier

Mr. Angelo P. Alcantara Cooperating Teacher
 43

Appendix E
RESEARCH INSTRUMENT

Pretest with Answer Key

Name: __________________ Date:________________

Section:___________________ Score: ________________
Pretest
1. The curve part of the head containing mechanism for operating the needle.
a. Arm b. Head c. Bed d. Upper part

2. The complete sewing machine without a cabinet or stand.

a. Bed b. Arm c. Head d. Upper part
3. The flat portion of the machine and beneath is the feed dog where it is mounted, and the
shuttle and lower thread are placed.
a. Arm b. Head c. Bed d. Upper part
4. Emily notices that her stitches are not forming properly. Which part of the arm should she
check first to resolve this issue?
a) Needle bar b) Thread guide c) Presser foot d) Balance wheel

5. While sewing, Emily realizes that the thread keeps misaligned. Which part of the arm should
she inspect to address this problem?
a) Needle bar b) Presser foot c) Thread guide d) Balance wheel

6. Emily wants to adjust the tension of the thread while sewing a delicate fabric. Which part of
the arm should she adjust for this purpose?
a) Needle bar b) Thread guide c) Presser foot d) Balance wheel

7. Emily hears a strange noise coming from her sewing machine while sewing. Which part of
the arm should she examine to identify the source of the noise?
a. Needle bar b) Thread guide c) Presser foot d) Balance wheel

8. Emily is winding a new bobbin for her sewing project. Which part of the arm should she use
to hold the thread spool securely in place?
a) Needle bar b) Spool pin c) Thread guide d) Presser foot
9. Is a slender tool attached in the needle clamp used for sewing.
a. Needle b. Thread Take up Lever c. Stop Motion Screw d. Belt
10. Releases the thread and interlocks with the bobbin thread.
a. Needle b. Stop Motion Screw c. Belt d. Thread Take up Lever
11. Hinders moving when loosened and starts.
a. Needle b. Belt c. Thread Take up Lever d. Stop Motion Screw
 44

12. Connects the balance wheel to the drive wheel.

a. Needle b. Thread Take up Lever c. Stop Motion Screw d. Belt

13. Which part of the sewing machine checks the length of the stitches?
a) Stitch regulator b) Presser bar lifter c) Feed Dog d) Throat plate

14. What part of the sewing machine is responsible for moving the presser foot?
a) Stitch regulator b) Presser bar lifter c) Throat plate d) Feed Dog

15. Which component of the sewing machine moves the fabric while sewing?
a) Stitch regulator b) Feed Dog c) Throat plate d) Presser
bar lifter
16. The windows of the feed dog, and it is where the bobbin threads come out.
a. Stitch regulator b. Presser bar lifter c. Feed Dog d. Throat plate

17. Identify the movable plate that covers the shuttle and bobbin case.
a. Slide plate b. Shuttle c. Bobbin d. Bobbin Case

18. Which part holds the bobbin case while sewing?

a. Slide plate b. Bobbin c. Bobbin Case d. Shuttle

19. What is a metal spool used for winding thread?

a. Stitch regulator b. Slide plate c. Bobbin Case d. Bobbin

20. Which part specifically holds the bobbin?

a. Slide plate b. Bobbin Case c. Shuttle d. Bobbin
45
46
 47

POSTTEST

Name: __________________ Date:________________

Section:___________________ Score: ________________
Posttest

1. The curve part of the head containing mechanism for operating the needle.
a. Arm b. Head c. Bed d. Upper part
2. While sewing, Emily realizes that the thread keeps misaligned. Which part of the arm should
she inspect to address this problem?
a) Needle bar b) Presser foot c) Thread guide d) Balance wheel
3. The complete sewing machine without a cabinet or stand.
b. Bed b. Arm c. Head d. Upper part
4. Emily notices that her stitches are not forming properly. Which part of the arm should she
check first to resolve this issue?
a) Needle bar b) Thread guide c) Presser foot d) Balance wheel
5. Emily wants to adjust the tension of the thread while sewing a delicate fabric. Which part of
the arm should she adjust for this purpose?
a) Needle bar b) Thread guide c) Presser foot d) Balance wheel
6. The flat portion of the machine and beneath is the feed dog where it is mounted, and the
shuttle and lower thread are placed.
b. Arm b. Head c. Bed d. Upper part
7. Emily hears a strange noise coming from her sewing machine while sewing. Which part of
the arm should she examine to identify the source of the noise?
a. Needle bar b) Thread guide c) Presser foot d) Balance wheel
8. Emily is winding a new bobbin for her sewing project. Which part of the arm should she use
to hold the thread spool securely in place?
b) Needle bar b) Spool pin c) Thread guide d) Presser foot
9. Is a slender tool attached in the needle clamp used for sewing.
aNeedle b. Thread Take up Lever c. Stop Motion Screw d.
Belt
10. Hinders moving when loosened and starts.
b. Needle d. Belt c. Thread Take up Lever d. Stop Motion Screw

11. Connects the balance wheel to the drive wheel.

b. Needle b. Thread Take up Lever c. Stop Motion Screw d. Belt

14. Which part of the sewing machine checks the length of the stitches?
a) Stitch regulator b) Presser bar lifter c) Feed Dog d)
Throat plate
13. Which component of the sewing machine moves the fabric while sewing?
b) Stitch regulator b) Feed Dog c) Throat plate d)
Presser bar lifter
 48

14. What is a metal spool used for winding thread?

a. Stitch regulator b. Slide plate c. Bobbin Case d. Bobbin
15. The windows of the feed dog, and it is where the bobbin threads come out.
b. Stitch regulator b. Presser bar lifter c. Feed Dog d. Throat
plate
16. What part of the sewing machine is responsible for moving the presser foot?
c. a) Stitch regulator b) Presser bar lifter c) Throat plate d)
Feed Dog

18. Identify the movable plate that covers the shuttle and bobbin case.
a. Slide plate b. Shuttle c. Bobbin d. Bobbin Case
18. Releases the thread and interlocks with the bobbin thread.
b. Needle b. Stop Motion Screw c. Belt d. Thread Take up
Lever
19. Which part holds the bobbin case while sewing?
a. Slide plate b. Bobbin c. Bobbin Case d. Shuttle
20. Which part specifically holds the bobbin?
a. Slide plate b. Bobbin Case c. Shuttle d. Bobbin
49
50
 51

RESEARCH INSTRUMENT
“MULTIPLE INTELLIGENCES-BASED LEARNING IN THE ACADEMIC
PERFORMANCE AMONG TLE-HE GRADE-8 STUDENTS”
Dear Respondents,
The purpose of this study is to enhance students’ academic performance in
Grade-8 TLE-HE and to determine the effectiveness of a multiple intelligences-based
learning in terms of usefulness, relevance, and mastery of experience. Please read
carefully and answer the information needed as promptly as possible. Kindly put a
check (/) that represents your response.
(Mga Minamahal na Respondente,
Ang layunin nang pag-aaral na ito ay mapabuti ang akademikong performans
ng mga mag-aaral sa Grade 8 TLE-HE at matukoy ang epektibidad ng multiple
intelligences based learning sa pagiging kapaki-pakinabang, kahalagahan, at
pagkamaster ng karanasan. Basahing mabuti at sagutan ang mga impormasyon na
kinakailangan. Lagyan ng tsek (/) na magsisilbing iyong sagot.)
HE – Strongly Agree (4) (Lubos na Sumasang-ayun)
E - Agree (3) (Sumasang-ayun)
I – Disagree (2) ( Hindi Sumasang-ayun)
HI – Strongly Disagree (1) (Lubos na Hindi Sumasang-ayun)

Respectfully yours,
(Lubos na gumagalang)
The
Researchers
 52

Name (Optional): __________________ Date : ____________

Pangalan (Opsyonal) Petsa

A. According to Usefulness (Ayon sa Kapakinabangan)

STATEMENTS 4 3 2 1
1. I think that multiple intelligences-based learning
can support and motivate me in “Identifying Different
Parts of Sewing Machine”.
(Sa tingin ko, ang multiple intelligences-based
learning ay sumusuporta at nagpapalakas sa akin sa
pag-alam sa iba’t ibang pabagi ng sewing machine.)

2. I can reinforce my skills in “Identifying Different

Parts of Sewing Machine” through multiple
intelligences-based learning.
(Mapapalakas ko ang aking mga kasanayan sa pag-
alam sa iba’t ibang pabagi ng sewing machine sa
pamamagitan ng multiple intelligences-based
learning”.)

3. I can cope with my classmates in “Identifying

Different Parts of Sewing Machine” through “multiple
intelligences-based learning”.
(Makakasabay ako sa aking mga kaklase sa pag-
alam sa iba’t ibang pabagi ng sewing machine sa
pamamagitan ng multiple intelligences-based
learning.)

4. I can perform “Identifying Different Parts of

Sewing Machine” through multiple intelligences-
based learning multiple intelligences-based learning.
(Maisasagawa ko ang sa pag-alam sa iba’t ibang
pabagi ng sewing machine sa pamamagitan ng
multiple intelligences-based learning.)

5. I can monitor my skills in “Identifying Different

Parts of Sewing Machine” through “multiple
intelligences-based learning”.
(Mababantayan ko ang aking mga kasanayan sa pag-
alam sa iba’t ibang pabagi ng sewing machine sa
pamamagitan ng multiple intelligences-based
learning.)
 53

B. According to Relevance (Ayon sa Kaugnayan)

STATEMENTS 4 3 2 1
1. I can enhance my skills in “Identifying Different
Parts of Sewing Machine” through “multiple
intelligences-based learning”.
(Mapapabuti ko ang aking mga kasanayan sa pag-
alam sa iba’t ibang pabagi ng sewing machine sa
pamamagitan ng multiple intelligences-based
learning.)

2. I think that multiple intelligences-based learning can

address my weaknesses and strengths in “Identifying
Different Parts of Sewing Machine”.
(Sa tingin ko, ang “multiple intelligences-based
learning” ay matutukoy ang aking mga kahinaan at
kalakasan sa pag-alam sa iba’t ibang pabagi ng
sewing machine.

3. I think that “multiple intelligences-based learning”

can attain my relevancy as student in learning
“Identifying Different Parts of Sewing Machine.”
(Sa tingin ko, ang “multiple intelligences-based
learning” ay makakamit ang kahalagahan ko bilang
mag-aaral na may kinalamas sa pag-alam sa iba’t
ibang pabagi ng sewing machine.)

4. I think that “multiple intelligences-based learning” is

relevant in improving my skills in “Identifying
Different Parts of Sewing Machine”.
(Sa tingin ko, ang “multiple intelligences-based
learning” ay mahalaga sa pag-papabuti ng aking mga
kasanayan sa pag-alam sa iba’t ibang pabagi ng
“sewing machine”.)

5. I think that “multiple intelligences-based learning” is

relevant to my needs of obtaining high performance in
“Identifying Different Parts of Sewing Machine”.
(Sa tingin ko, ang “multiple intelligences-based
learning” ay may kaugnayan sa aking
pangangailangan upang makamtan ko ang mataas na
pagganap sa pag-alam sa iba’t ibang pabagi ng
“sewing machine”.)
 54

C. Mastery of Experience (Pagkamaster ng Karanasan)

STATEMENTS 4 3 2 1
1. I learn from working in “Identifying Different Parts of
Sewing Machine” through “multiple intelligences-based
learning”.
(Natututo ako mula sa paggawa ng pag-alam sa iba’t
ibang pabagi ng “sewing machine”sa pamamagitan ng
“multiple intelligences-based learning”.)
2. I think that “multiple intelligences-based learning” is a
good strategy to have mastery of “Identifying Different
Parts of Sewing Machine”.
(Sa tingin ko, ang “multiple intelligences-based learning”
ay mabuting paraan upang magkaroon ng kasanayan sa
pag-alam sa iba’t ibang pabagi ng “sewing machine”.
3. I think that multiple intelligences-based learning is a
good idea to learn the “Parts of Sewing Machine”.
(Sa tingin ko, ang “multiple intelligences-based learning"
ay magandang ideya para matutunan ang pag-alam sa
iba’t ibang pabagi ng “sewing machine”.)
4. I enjoy class participation in “Identifying Different Parts
of Sewing Machine” through “multiple intelligences-based
learning”.
(Nasisiyahan ako sa pakikilahok sa klase na
maykinalaman sa pag-alam sa iba’t ibang pabagi ng
“sewing machine” sa pamamagitan ng “multiple
intelligences-based learning”.)
5. I am given an equal opportunity to contribute in
“Identifying Different Parts of Sewing Machine” class
through “multiple intelligences-based learning”.
(Nabibigyan ako ng pantay na pagkakataon na maka-
ambag sa klase na may kinalaman sa pag-alam sa iba’t
ibang pabagi ng “sewing machine”sa pamamagitan ng
“multiple intelligences-based learning” .)
6. I learn more about “Identifying Different Parts of
Sewing Machine” through “multiple intelligences-based
learning”.
(Mas natututo ako tungkol sa pag-alam sa iba’t ibang
pabagi ng “sewing machine” sa pamamagitan ng
“multiple intelligences-based learning”.)

7. I am more comfortable and can work through in

“Identifying Different Parts of Sewing Machine” through
multiple intelligences-based learning activities.
(Mas komportable at mas makakapagtrabaho ako sa pag-
alam sa iba’t ibang pabagi ng “sewing machine” sa
pamamagitan ng “multiple intelligences-based
learning".)
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Recommendation (Rekomendasyon):

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Signature (Pirma)
 56

Appendix F

DAILY School LCNHS Grade Level 8

LESSON Ms. Mary Ann M. Jaca Dressmaking
PLAN Teacher Learning Area
Mr. Angelo P. Alcantara & Tailoring
Teaching Dates April 17, 2024 4th Quarter
Quarter
and Time

LESSON PLAN (Traditional)

 57

I. OBJECTIVES At the end of the lesson, the students should be able to:
DAILY School LCNHS Grade Level 8
A. Content LESSON
Standards Classifying the types of sewing machines
Ms. Mary Ann M.and their uses
Jaca Dressmaking
PLAN Teacher Learning Area
B. Performance Mr. Angelo P. Alcantara & Tailoring
Standards Teaching Dates April 17, 2024 4th Quarter
Quarter
and Time
4.1 Identify sewing tools and equipment and their uses.

ANGELO P. ALCANTARAThe learners shall be able to:

MARY ANN M. JACA
C. Learning MRS. MARICEL JAVIER
Pre-Service Teacher 
Competencies Identify essential parts ofSubject-Teacher/Cooperating
a sewing machine. Teacher
 Performed an activity to familiarize with the different parts of sewing machine.
 Encourage a mindset of precision and attention to detail when identifying and
handling different parts of the sewing machine.

D. Most Essential
Learning
competencies
(if available, write
the indicated MELC)
E. Enabling
Competencies
(if available,
N/A
write the attached
enabling
competencies)
II. CONTENT
(list the specific
lesson(s) or topic (s) Parts of the Sewing Machine
with assigned code if
available)
III. LEARNING RESOURCES
1. Teacher’s Guide
K-12 Dressmaking/Tailoring Teacher’s Guide pg. 13-14.
pages
2. Learner’s
Materials pages
3. Textbooks
4. Additional
Learning Resources LESSON PLAN (Intervention)
B. List of Learning
Resources for
Development and
Engagement
Activities
IV. Teacher’s Instructions and Responses Learners’ Responses
ANGELO P. ALCANTARA
PROCEDURES
MARY ANN M. JACA MRS. MARICEL JAVIER
. Routinary Activities
Pre-Service Teacher Subject-Teacher/Cooperating Teacher
I. OBJECTIVES At the end
a. Prayer of the lesson, the students should be able to:

A. Content Standards Classifying the morning,

Teacher: Good types of sewing machines
class. Let's anddiscussion
start our their uses Students: Good morning,
B. Performance with an opening prayer. Kindly stand up everyone. Ma’am. have a nice day.
Standards
( Students will start the
4.1 Identify sewing tools and equipment and their uses.
morning prayer)
The learners shall be able to:
O God, who by the light of the
C. Learning
Holy Spirit, did instruct the
Competencies  Identify essential parts of a sewing machine.
hearts of the faithful,
 Performed an activity to familiarize with the different parts of sewing machine.
grant us in the same Spirit to be
 Encourage a mindset of precision and attention to truly
detailwise
whenand
identifying and in
ever to rejoice
58