THESIS ABSTRACT Title : The Impact of Multiple Intelligences on the Performance of Pre-Service Teachers and Encountered Difficulties in World

Literature: A Basis for the Development of a Module : RICHARD M. BAEZ : Batangas State University JPLPC Campus : unsunghero25@yahoo.com : 09122719986

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This study determined the impact of Multiple Intelligences on the academic performance of the pre-service teachers at Batangas State University Malvar Campus and their encountered difficulties in studying World Literature with an end goal of developing a module. Specifically, it dealt with the following; the respondents multiple-intelligences, their performance level in World Literature, the extent of relationship between the respondents multiple intelligences and their academic performance in the mentioned course, the extent of difficulties encountered by the respondents in the different areas of learning competencies in World Literature, and the multimodal module which can be developed in the course. By employing the correlation-survey type of descriptive research and using the Multiple Intelligences Developmental Assessment Scales and a questionnaire, the researcher found that the pre-service teachers had moderate verbal, interpersonal, and musical intelligences while they exhibited strong logical, intrapersonal, visual, kinesthetic, naturalistic, and existential intelligences which aid them to perform satisfactorily in the course World Literature. The results of the study also revealed that there were very small positive correlations existed in most of the pre-service teachers multiple intelligences profile when paired to their academic performance in World Literature. However, a small correlation was found when their logical intelligence profile was paired with their academic performance in mentioned course. In

addition, the respondents deemed that the learning competencies on the psychomotor domain in studying World Literature difficult meanwhile they considered those in cognitive and the affective domains as slightly difficult. The above-mentioned findings, suggested that the multimodal module that would be developed in the course should capitalize on using students strengths in coping up with their encountered difficulties while taking the course. It should also hone or enhance other intelligences that the students might use in dealing with real-life challenges and should provide them with a clear understanding of its pedagogical implications.