1

Chapter I
Introduction
Background of the study
The theory of Multiple Intelligence was made by professor Howard
Gardner from Harvard University from its book Frames of Mind: The Theory of
Multiple Intelligence telling that we are all genius but in different thinking and
unique ways. Howard Gardner made this theory to know the strengths and
weaknesses of students and to enhance those strengths, abilities, intelligences
and talents into new and better ways. If multiple forms can be valued and
nurtured, students tend to learn more than what they think. Fundamental premise
of intelligence is making a student or an individual person solve and understand
the whole range of problems. This theory helps us to attain our goals in many
different ways and also helps us to understand any various aspects in life
through its factors. Its significant is its acknowledgement that children
demonstrate in many different ways.
According to Professor Howard Gardner from Harvard University who
invented the Multiple intelligence theory from the book Frames of Mind: The
Theory of Multiple Intelligence, Multiple Intelligences is a psychological theory
about the mind. Its a critique of the notion that theres a single intelligence which
were born with, which cant be changed, and which psychologists can measure.
Its based on a lot of scientific research in fields ranging from psychology to
2

anthropology to biology. The claim is that there are at least eight different human
intelligences. Most intelligences tests look at language or logic or both- those are
just two of the intelligences. The other six are musical. Spatial, or logic or both-
those are just two of the intelligences. The other six are musical, spatial,
bodily/kinesthetic, interpersonal. Intrapersonal, and naturalist. However, Howard
Gardner made two claims wherein the first claim is that all human beings have all
of these intelligences. The second claim according to him is that one genetics
and ones environment determine the profile of intelligence. Not even individuals
have the same psychology because their experiences are different.
One of the schools using Multiple Intelligence Theory in America was the
Project SUMIT (2000) uses the metaphor of Compass Points -routes that
educators using the theory have taken and which appear to benefit students.
Mindy Kornhaber and her colleagues have examined the performance of a
number of schools and concluded that there have been significant gains in
respect of SATs scores, parental participation, and discipline (with the schools
themselves attributing this to MI theory).
San Jose Elementary School a K-5 magnet school in Jacksonville, Florida,
uses what staffers refer to as the "eight kinds of smart" in all its practices. In fact,
says magnet lead teacher Judy Bullard, "multiple intelligences is our theme, and
parents choose our school because of that." Teachers' lesson plans highlight all
eight intelligences and incorporate them into daily instruction as often as
3

possible, and kids often get to choose how they'll pursue and present
information. For a history project, students strong in logical-mathematical ability
might create time-sequence charts. Visual-spatial learners can paint a mural
about a historical period; bodily-kinesthetic kids might reenact great scenes from
history, while the musical learners can make an instrument and then compose a
piece for it. The school surveys to find out how individual kids learn best, and
teachers work to improve the stronger intelligences and help students gain
strength in other areas. These are just a few of the many ways that MI is used to
help meet childrens individual needs and allow them to reach their full learning
potential.
In Mindanao, Dela- Salle College of Saint Benilde uses Howard Gardners
Theory of Multiple Intelligence, where each person is said to possess varying
levels of the different intelligences which determine his or her cognitive profile.
The theory is implemented through learner-centered instruction where classes
are taught according to the student's understanding of the subject and
recognizes the uniqueness of each learner. Learner-centered also refers to a
learning environment that pays attention to the knowledge, skills, attitudes, and
beliefs that learners bring to the educational setting.


4

Statements of the problem
1. Gender profile of the respondents.
2. What is the most common Dominant Multiple Intelligence in BMLS- 1D?
3. What is the least Dominant Multiple Intelligence in BMLS- 1D?

Relevance of the study
This study is important to the following people:
Students- multiple intelligence theory helps provide opportunities for
authentic learning based on their needs, interest, and talents. Also
students can be more active and build up more of their confidence.
Teachers- multiple intelligence theory helps know the strengths and
weaknesses of their students.
Parents- parent and community involvement in school may increase and
to help their children enhance their skill and talents.

5


Chapter II
Review of Related Literature

In the theory of multiple intelligences Gardner argues that there are a wide range
of different abilities operating in human mind. These abilities do not necessarily
correlate strongly with each other. However, Gardner did note that only rarely do these
abilities operate completely independently. Gardner emphasized that intelligence is
build on society and cultural concepts. According to Gardner, western culture favours
lingusitic and mathematical-logical abilities over social abilities (Waterhouse, 2006).
Howard Gardners multiple intelligences- some issues and problems. There are various
criticisms of, and problems around, Howard Gardners conceptualization of multiple
intelligences. Indeed, Gardner himself has listed some of the main issues and his
responses (1993: xxxiii; 1999: 79-114).
In Frames of Mind Howard Gardner treated the personal intelligences as a
piece. Because of their close association in most cultures, they are often linked
together. However, he still argues that it makes sense to think of two forms of personal
intelligence. Gardner claimed that the seven intelligences rarely operate independently.
They are used at the same time and tend to complement each other as people develop
skills or solve problems. In essence Howard Gardner argued that he was making two
essential claims about multiple intelligences. That: The theory is an account of human
6

cognition in its fullness. The intelligences provided a new definition of human nature,
cognitively speaking (Gardner 1999: 44). Human beings are organisms who possess a
basic set of intelligences. People have a unique blend of intelligences. Howard Gardner
argues that the big challenge facing the deployment of human resources is how to best
take advantage of the uniqueness conferred on us as a species exhibiting several
intelligences (ibid.: 45). Mindy L. Kornhaber (2001: 276), a researcher involved with
Project Zero, has identified a number of reasons why teachers and policymakers in
North America have responded positively to Howard Gardners presentation of multiple
intelligences. Among these are that: the theory validates educators everyday
experience: students think and learn in many different ways. It also provides educators
with a conceptual framework for organizing and reflecting on curriculum assessment
and pedagogical practices. In turn, this reflection has led many educators to develop
new approaches that might better meet the needs of the range of learners in their
classrooms.
In his article, Can Technology Exploit Our Many Ways of Knowing, Gardner
(2000) states, educators [should] take advantage of this multiplicity of intelligences.
Teachers should fashion teaching and learning so that all students have the chance to
learn and to demonstrate what they have learnednot just those students who happen
to be gifted with words and numbers (p. 32). Gardner (2004) also emphasizes that
educators should not use his theory to label students or test students to see where they
have strengths and weaknesses. Rather he suggests that the MI theory can provide
powerful support as a tool in the classroom rather than a goal.
7

Many educators have researched Multiple Intelligence theory as a tool for
students learning activities. zdemir, Gneysu, and Tekkaya (2006) in their study
entitled Enhancing Learning through Multiple Intelligences state: Students need to
experience learning that allows them to engage all of their intelligences, to explore their
own intelligences and how they can impact their learning, and they need to be offered
choice in how they learn and are assessed. Students are then more likely to experience
curriculum that is meaningful, personalised, and relevant (p. 74).
Margie Lash (2004), author of Multiple Intelligences and the Search for Creative
Teaching, also supports the idea that students need to have a variety of learning
opportunities available to them to help strengthen the many different intelligences.
Moran, Kornhaber, and Gardner (2006) remind the reader not to believe that
teachers must plan lessons for all intelligences. The goal of using the MI theory is not to
increase the teachers workload, but rather the goal is to make teachers aware if most
of their instruction is favoring a few intelligences and if so, to provide for varied
instruction throughout a unit of study.
In addition to the significance of providing varied instructions, many educators
claim that identifying students areas of strengths and weaknesses is also important.
Walter McKenzie (2002) proposes that it might be helpful to give students a multiple
intelligence survey to appreciate the distribution of intelligences (p. 11). In his
book, Multiple Intelligences and Instructional Technology, McKenzie (2002) provides a
reproducible MI Survey as well as an electronic version created with Microsoft Excel.
McKenzie stresses the point, in agreement with Gardner, that learners intelligences
8

frequently, if not usually overlap. In other words, none of us has only one intelligence. In
an effort to help educators who are used to focusing on a single intelligence or a few
intelligences, this author goes even further to separate the intelligences into three
domains: analytic, interactive, and introspective. McKenzie (2002) then suggests that
teachers use the wheel to select one intelligence from each domain in planning a
lesson. By using the wheel in this way, the teacher offers a balance among the three
and the potential for a well-rounded lesson with regard to the intelligences (p. 20).
Other authors have also noted the validity of assessing learners intelligences. In
their study, zdemir et al. (2006) discuss how the Teele Inventory for Multiple
Intelligence (a pictorial tool to measure MI) revealed data that could affect instruction at
different grade levels. Margie Lash (2004) suggests that it might benefit teachers to
assess their own multiple intelligence areas as well as their students. She includes an
inventory of six questions that teacher and/or students can answer to help the teacher
see where her students strengths and weaknesses lie. Lash believes the informed
teacher will be better able to plan instruction to benefit her students.
Although some disagreement exists about the importance of assessing students
multiple intelligences, more educators and learning experts agree that providing
instruction based on Gardners multiple intelligence theory increases student learning.
According to findings in a study done by zdemir et al. (2006), Multiple intelligence
instruction led to the better acquisition and retention of knowledge for the students in the
experimental group (p 77). In another study conducted by Ozdener, and Ozcoban
(2004), it was found that when students with a variety of MI strengths worked together in
groups, the groups experienced a positive success rate. The researchers reasoned that
9

students in groups were able to share their interests and experiences and this sharing
benefited the group as a whole. If the teacher forms groups comprised of students with
various strengths, students can support one another; where one student is weak
another might be strong. Moran, Kornhaber, and Gardner (2006) discuss the benefits of
multiple intelligences in group work focusing on how students can support one another
and strengthen the learning process.
Many critiques of MI theory pay scant attention to the criteria and focus instead
on the level of analysis used to classify human intellectual faculties. Some scholars
argue that the eight intelligences are not specific enough. Indeed, findings from
neuroscience lend support to the call for increased specificity in the classification of
intellectual capacities. As Gardner pointed out in the original publications (Gardner,
1983, 1993), it is likely that musical intelligence comprises several sub-intelligences
relating to various dimensions of music, such as rhythm, harmony, melody, and timbre.
An analogous comment can be stated for each of the other intelligences. In fact, one
test of MI theory would be whether the sub-intelligences within each intelligence
correlate more highly with each other than they correlate with sub-intelligences within
other intelligences. Were the classification of intelligences expanded to include such
specific faculties, however, the number would quickly become unwieldy and virtually
untranslatable to educators. At the other extreme are those scholars who claim that MI
theory expands the definition of intelligence to such a degree that it is no longer a useful
construct. Gardner has argued elsewhere that a concept of intelligence that is yoked to
linguistic and logical-mathematical capacities is too narrow and fails to capture the wide
range of human intellectual functioning (Gardner, 1995; 12 Gardner & Moran, 2006).
10

A study of middle school students in Kuwait also demonstrated the effectiveness
of planning lessons based on the MI theory. The researchers of this study wanted to
see how students multiple intelligences could predict success in reading achievement.
The researchers discovered that the students in the experimental group who received
the multiple intelligence treatment performed better in reading than the control group
(Al-Balhan, 2006). Much of the literature on the MI theory agrees that the theory is a
valid and important one for educators. Additionally, authors agree that while teachers
acknowledge MIs importance, restructure of classroom instruction is slow to emerge
and MI is not currently widely implemented in classrooms. Finally, all of the researchers
in studies reviewed by this author recommend more studies on MI in education.








11

Methodology
Research Locale
The University of the Immaculate Conception was founded in 1905 by the
Religious of the Virgin Mary (RVM). It started as a parochial school, St. Peters
Parochial School with only the primary and intermediate courses offered. This study will
be conducted in the University of the Immaculate Conception Annex Campus, Bonifacio
St., Davao City.

Respondents of the study
The respondents in this study were from the Bachelor of Medical Laboratory
Science- 1D in University of the Immaculate Conception. All in all, there were 40
respondents in the survey.


Research Instrument
The research instrument used by researchers were survey-questionnaire.



12

Sampling Technique
The researchers made use of the Slovin Formula (n= N/1+Ne^2) for the sample
size of the survey-questionnaire where n= sample size, N= number of population, e=
margin error.
n= N
---------------
1+ Ne^2

n= 45
---------------
1+ 45 (0.05)^2


n= 45
-----------------
1+ 45 (0.0025)

n= 45
--------------
1+ 0.1125

n= 45
-----------
1.1125

n= 40.45 / 40






13


Research Procedure
Researchers survey undertook the preparation of the materials such as the
reproduction of the survey questionnaires on the following steps. (1) First, we made a
survey-questionnaire about our topic and to be signed by Mrs. Ma Christa Montebon.
(2) Second, made a permission letter in order for the researchers to start conducting
our survey-questionnaire and to be signed by the MedTech Dean, Ms. Avee Joy
Dayaganon, RMT, MSMT. (3) After the dean has signed the permission letter, the
researchers can now proceed conducting the survey-questionnaire. (4) Last thing to do,
researchers retrieved the answered questionnaires and tallied the data results.









14

Data Presentation and Analysis


Figure I. Gender Profile of the Respondents
On the given graph above, it shows that out of 40 respondents from the Bachelor
of Medical Laboratory Science, section 1D, 52% are male respondents and 48% are
female respondents. Therefore, male respondents are more than the female
respondents.



52%
48%
Gender Profile of Respondents
Male
Female
15



Table 2. Percentage of Least and Most Dominant Multiple Intelligence
Table 2 shows the percentage of least and most dominant multiple intelligence.
Wherein, 13.24% of the respondents belong to intrapersonal intelligence, 10.56% of the
respondents belong to the interpersonal Intelligence, 11.8 % of the respondents belong
to the bodily kinesthetic intelligence, 11.15% of the respondents belong to the
Mathematical intelligence, 16.17% of the respondents belong to Naturalist Intelligence,
10.05% of the respondents belong to verbal Intelligence, 13.62% of the respondents
belong to spatial intelligence and in the music of intelligence has a percentage of
13.38%. Over all percentage was 100%. This means, that most of the respondents
intelligence is Naturalist.
13.38%
13.62%
10.05%
16.17%
11.15%
11.83%
10.56%
13.24%
Music
Spatial
Verbal
Naturalist
Mathematical
Bodily Kinesthetic
Interpersonal
Intrapersonal
Percentage of Least and Most Dominant
Multiple Intelligence
Percentage of Different Dominant Multiple Intelligence
16


Table 3. Percentage of Least and Most Dominant Multiple Intelligence
Table 3 shows the percentage of least and most dominant multiple intelligence.
Wherein, 13.24% of the respondents belong to intrapersonal intelligence, 10.56% of the
respondents belong to the interpersonal Intelligence, 11.8 % of the respondents belong
to the bodily kinesthetic intelligence, 11.15% of the respondents belong to the
Mathematical intelligence, 16.17% of the respondents belong to Naturalist Intelligence,
10.05% of the respondents belong to verbal Intelligence, 13.62% of the respondents
belong to spatial intelligence and in the music of intelligence has a percentage of
13.38%. Over all percentage was 100%. This means, that that least of the respondents
intelligence is Verbal.

13.38%
13.62%
10.05%
16.17%
11.15%
11.83%
10.56%
13.24%
Music
Spatial
Verbal
Naturalist
Mathematical
Bodily Kinesthetic
Interpersonal
Intrapersonal
Percentage of Least and Most Dominant
Multiple Intelligence
Percentage of Different Dominant Multiple Intelligence
17

Chapter III
Conclusion
Base on the data being presented and analyze the researchers give the following
conclusion:
There are greater number of female respondents than male.
Highest percentage of the respondents belong to the naturalist intelligence.
Lowest percentage of the respondents belong to the verbal intelligence.

Recommendation
For the study being made and the result have been obtain, the researchers
sincerely recommended, the following:
For the teachers, it will help them know the strengths and weaknesses of their
students and easy for them to enhance those skills and talents through activities
and opportunities conducted by the school.

For the students, it will help them grow their interests, skills, and talents and be to
be more creative. Also for them to build up their confidence through actively
participating in any activities conducted them by the school.

For the parents, help them build the bond between their children through
supporting their children in their interests.
18

References

Educational Implications of the Theory of Multiple Intelligences Educational
Researcher November 1989 18:4-10 May 4, 2014
Al-Balhan, E. M. (2006, Spring). Multiple intelligence styles in relation to improved
academic performance in Kuwaiti middle school reading. DOMES, 15(1), 18-34.
Encarta (2006). Multiple Intelligences. Retrieved November 10, 2006, from
http://encarta.msn.com/
Moran, S., Kornhaber, M., & Gardner, H. (2006, September). Orchestrating Multiple
Intelligences. Educational Leadership, 64(1), 22-27.
zdemir, P., Gneysu, S., & Tekkaya, C. (2006, Spring). Enhancing learning through
multiple intelligences. Journal of Biological Education, 40(2), 74-78.
Genius: Howard Gardners Multiple Intelligence Theory . Retrieved May 05, 2014
http://www.cse.emory.edu/sciencenet/mismeasure/genius/research02.html
MI International School (2008). http://www.mi-childsplace.com.ph/main.php?h=1




19



Instrument
tool used



20

THE DOMINANT MULTIPLE INTELLIGENCE OF BACHELOR OF MEDICAL LABORATORY
SCIENCE 1D IN UNIVERSITY OF IMMACULATE CONCEPTION

Gender (check the box)
Male
Female

Direction: Put a check on each boxes to each sentence that describes you.
Area 1
I like to listen to songs on the radio or a
CD.
I like to watch music vidoes on TV.
I like to go to music concerts and hear
live music.
I can easily remember tunes, raps, or
melodies.
I take music lessons, singing lessons, or
play a musical instrument.
I can learn new songs esasily.
I like to sing.

Area 2
I like art classes
I like to draw, paint, and make things
with clay.
I enjoy putting puzzles together.
I like to build things using blocks, Legos,
and models.
It is fun to play video games.
I can create a picture in my mind to help
me think things through.
I notice the different styles of things,
such as clothes, cars, and hairstyles.




Area 3
I like to read books, magazines, and
comic books.
I have a good vocabulary and like to
learn new words.
I enjoy writing e-mails to my friends.
I like to write.
It is fun to play word games such as
Scrabble and Mad Libs, do crossword
puzzles and acrostics.
I think it would be fun to keep a journal
of my thoughts and ideas.
I like to tlak to my friends on the
telephone.
Area 4
I like to play with animals and take care
of them.
I like going to zoos, parks, or aquariums.
I like being outside.
I like to hike, walk, or run outdoors.
I like to observe natures changes, such
as thunderstroms, rain, snow, and
sunshine.
I help to recycle and take care of our
environment.
I pay close attention to things in my
environment such as trees, rocks,
flowers, birds, bugs, and squirrels.


21

Area 5
I .like to do science experiments and go
to science museums.
I find arithmetic and math problems
interesting.
It is fun to solve mysteries.
Numbers are really interesting to me.
I like games like chess or computer
games where you have to think a lot.
I like TV shows like ZOOM, National
Geographic, and Nova that talk about
science and math.
I can do math problems in my head and
make good estimates.

Area 6
I like to dance.
I like to play sports such as baseball,
soccer, hockey, or football.
I like to build models or do beading,
sewing, macrame, or carpentry.
I enjoy acting in plays or skits or
playing charades.
I like to move when I am thinking about
things.
I like activities such as martial arts,
tennis, running, jogging, biking,
skateboarding, or gymnastics.
I can sometimes feel the right
answer.








Area 7
I like to be with my friends often.
I like to help those who need help.
I like to read books or see movies about
people and their lives.
I can usually tell how other people are
feeling.
It is fun for me to organize activities at
home and at school.
I would rather spend time with others
than spend time alone.
I like to tallk in class discussions.

Area 8
I like doing things by myself.
I would rather work by myself than with
other students.
I like to spend time thinking or writing
about things that matter to me.
I like to play computer games.
I usually know what my feelings are.
I like to write my thoughts and feelings
in a diary or journal.
I know what things I am good at,a nd
what things I am not so good at.

22



Tabulation
of
Responses



23

Area (intelligence) Percentage
1 (music) 13.28
2 (spatial) 13.62
3 (verbal) 10.05
4 (nature) 16.17
5 (mathematical) 11.15
6 (bodily kinesthetic) 11.83
7 (interpersonal) 10.56
8 (intrapersonal) 13.24
total 100

24



Business
Correspondences



25

University of the Immaculate Conception
Fr. Selga Street, Davao City
April 29, 2014
Maam Avee Joy Dayaganon, RMT, MSMT
Dean of Medical Technology
University of the Immaculate Conception
Davao City

Dear Maam Dayaganon,
Praised be Jesus and Mary!
Our research group intends to conduct a survey about THE DOMINANT MULTIPLE
INTELLIGENCE OF BACHELOR MEDICAL LABORATORY SCIENCE OF BMLS 1D
IN UIC with the same class in our respondents. In this connection, we would like to
request for your permission to allow us to conduct the said study.
Thank you.
Respectfully yours,

Heddy M. Sabejon
Herminabella Krisza A. Sousa
Joseph Christian E. Longno
Harry John L Zapanta



Noted by:


Maam Ma. Christa Montebon

26



Curriculum
vitae






27

Heddy M. Sabejon
Father: Hermie V. Sabejon, Sr.
Mother: Fredelita M. Sabejon
Province: Kabacan, North Cotabato, Philippines
City: Malvar St., Davao City
Elementary school: Kabacan Pilot Central School
Highschool: Notre Dame of Kabacan, Inc.








28

Herminabella Krisza Sousa
Father: Mr. Herminigildo R. Sousa Sr.
Mother: . Mrs. Annabella A. Sousa
Province: Cotabato City, Phillippines
City: Fr. Selga St., Davao City
Elementary school: Kimpo, Elementary School
Highschool: Notre Dame of Cotabato Inc.









29

Joseph Christian
Longno
Father: Joseph G. Longno, Jr.
Mother: Ma. Teresa e. Longno
Province: Cotabato City
City: Malvar St., Davao City
Elementary school: Notre Dame RVM College of Cotabato
Highschool: Notre Dame - RVM College of Cotabato




30

Harry John Zapanta
Father: Harry Zapanta
Mother: Bing Zapanta
Province: Butuan City
City: Malvar St., Davao City
Elementary school: Enfant Cheri Study Centre
Highschool: Enfant Cheri Study Centre