MULTIPLE INTELLIGENCE, CAREER CHOICE, AND ACADEMIC

PERFORMANCE OF SELECTED GRADUATING STUDENTS

OF ST. PAUL UNIVERSITY PHILIPPINES

____________________

A Proposal
Presented to the
Faculty of the Graduate School
St. Paul University Philippines

____________________

In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Nursing

____________________

by
JOSEFA C. TRINIDAD
August 2014

A C K N O W L E D G E M E N T

D E D I C A T I O N

TABLE OF CONTENTS
Title

Page

TITLE PAGE
ACKNOWLEDGMENT

ii

iii

TABLE OF CONTENTS

iv

DEDICATION

Chapter 1

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction ..

Review of Related Literature

Theoretical Framework

24

Statement of the Problem

26

Hypotheses

30

Significance of the Study

32

Scope and Delimitation

33

Definition of Terms

35

Chapter 2

RESEARCH METHODOLOGY

Research Design

36

Sample and Sampling Procedure

38

Instruments and Other Sources of Data

40

Data Collection

42

Data Analysis

45

REFERENCES

48

APPENDICES

52

Chapter 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction
The traditional understanding of intelligence assumes
that our ability to learn and do things come out of a
uniform

cognitive

capacity.

Because

of

this,

some

researchers began to experiment with the possibility that

such an intelligence would be fairly easy to measure and
thus be very useful in assessing students in order to place
them at an appropriate academic level.
Psychologist Alfred Binet formulated a test that could
be

used

to

analyze

childs

uncover his or her weaknesses.

intelligence

in

order

to

The Intelligent Quotient, or

IQ test was thus born and went on to become a near national

standard.

The measuring of raw intelligence with tests

continued in all areas of education.

It was widely used to

help determine whether a student is qualified to enter an

institution.
students
Against

To this day, education is dictated by the

scores
this

researchers,

on

battery

long-lived
educators,

of

intelligence

convention,

even

parents

though,
have

tests.
many

expressed

reservation that such tests do nothing to judge a students

potential.

Intelligent Quotient (IQ) is based solely on the

linguistic and logical-mathematical intelligences.

The wide endorsement of multiple intelligence theory
underscores
tests

that

growing

measure

dissatisfaction
limited

altogether ignoring others.

number

with
of

standardized

abilities

while

It must be noted that IQ tests

are not intended to measure intelligence itself but some

closely

related

achievement,

construct:

specific

scholastic

abilities

and

reflective of ones intelligence.

predictors

of

school

success,

aptitude,
others

school

that

are

IQ tests can be good

but

are

not

the

best

predictors of success beyond school.

Multiple Intelligence theory pluralizes the concept of
intelligence.

General intelligence is believed to be a

capacity that can be called upon in all situations.

suggests

that

instead

of

the

application

of

It

general

intelligence or general cognitive abilities one utilizes one

or more of the seven intelligences as needed.

It broadens

our notion of what is meant to be intelligent.

Students

should not be judged by what they cannot do, but what they
can

do.

Education

should

individuals potential.

focus

on

bringing

out

the

If we recognize this, we will have

at least a better chance of dealing appropriately with the

many problems we face in the world.

Clearly, IQ tests do not measure the broad range of

abilities teachers have observed their students to have in
many areas beyond those of a verbal and or mathematical
bent.

Problem-solving skills, creativity, and divergent

thinking, to name a few, seem to be untapped by these tests

in a world wherein such skills are valued particularly, in
the work place and in higher education.
do

not

measure

abilities

all

required

areas
for

of

Intelligence tests

ability.

various

kinds

of

There
school

are
and

more
job

success.
This study aimed to discover an explanation on the
relationship of multiple intelligence, career choice and
academic

performance.

Over

the

years,

researchers

have

stressed on the cognitive factors as predictors of academic

performance.
human

But review of the studies suggest that all

intelligences

should

be

recognized

and

nurtured

because the different abilities are needed later in life,

that the varied and unique capacities of individuals be
properly utilized.

This study rests on the premise that the

relationship of the variables will unravel findings that can

serve as basis in the assessment and future of the students.

Review of Related Literature

From

the

available

information

about

multiple

intelligence, career choice and academic performance, care

had

been

taken

to

select

for

review

those

particularly relevant to the present study.

that

are

The aim of

this part of the chapter is to present important concepts

and

related

studies

gathered

from

bearing on the study conducted.

literatures

that

have

Discussions of these have

been valuable in supporting and strengthening the study in

all its aspects.

Your Literatures and Studies should be arranged as to

THEMES/TOPICS.

Theoretical Framework
When people are asked who is an intelligent person, the
most common responses will often note a persons ability to
solve

problems,

utilize

logic,

and

think

critically.

Traditionally speaking, a persons intelligence is contained

in his or her general intellect, how each and every one of
us comprehend, examine and respond to outside stimuli.

Our

intelligence, therefore, is our singular, collective ability

to act and react in an everchanging world.

Recently, J.P. Guilford postulated that no fewer than

120

separate

factors,

or

mental

abilities,

exist.

He

greatly expanded that intelligence comprises a number of

different components.

Howard

Gardner

has

also

been

dissatisfied with current methods of measuring intelligence.

He

then

proposed

Intelligence.

theory

which

he

called

Multiple

Gardner points out that IQ tests measure

only those abilities that are valued in a Western culture,

and that other cultures have valued different abilities
This study provides initial account on whether there
exist a relationship on multiple intelligence, career choice
and academic performance.

The main concept of the study

can be clearly illustrated in Figure 1.

Multiple
Intelligences

Career
Choice

Academic
Performance

The paradigm illustrates the variables included in

the study.

They were correlated to determine whether there

exist a significant relationship between and among them.

It

is focused on the relationship of multiple intelligence and

career choice, career choice and academic performance and
academic performance and multiple intelligence.

It also

illustrates whether the number of multiple intelligences of

the

respondents

differ

significantly

with

their

career

choice and academic performance.

Statement of the Problem
This study aimed to ascertain whether there exist a
significant

relationship

and

difference

in

the

multiple

intelligence, career choice and academic performance of the

graduating college students of Saint Paul University.
Specifically,

it

sought

to

answer

the

following

questions:
1. What

is

the

profile

of

the

respondents

when

grouped

according to the following variables?

a.
b.
c.
d.

multiple intelligences
number of multiple intelligences
career choice
academic performance

2. What

is

the

intelligences

profile
when

of

the

grouped

respondents
according

College/Department where they belong?

a. Arts and Sciences
b. Engineering Technology and Information
c. Health Related Courses
d. Accountancy and Business
e. Education

multiple
to

the

3. What

is

the

performance

profile
when

of

the

grouped

respondents
according

academic
to

the

College/Department where they belong?

a. Arts and Sciences
b. Engineering Technology and Information
c. Health Related Courses
d. Accountancy and Business
e. Education
4. Is

there

significant

relationship

between

multiple

intelligence and career choice of the respondents?

5. Is there a significant relationship between career choice
and academic performance of the respondents?
6. Is

there

significant

relationship

between

academic

performance and multiple intelligence of the respondents?

7. Is

there

significant

difference

in

the

multiple

intelligences of the respondents when grouped according

to career choice?
8. Is

there

significant

difference

in

the

multiple

intelligences of the respondents when grouped according

to academic performance?

Hypotheses
It is posited in the study that:

1. There

is

no

significant

relationship

between

multiple

intelligence and career choice of the respondents.

2. There

is

no

significant

relationship

between

career

choice and academic performance of the respondents.

3. There

is

no

significant

relationship

between

academic

performance and multiple intelligence of the respondents.

4. There

is

no

significant

difference

in

the

multiple

intelligences of the respondents when grouped according

to career choice.
5. There

is

no

significant

difference

in

the

multiple

intelligences of the respondents when grouped according

to academic performance?

Significance of the Study

The depth of information that were gathered on the
relationship

of

multiple

intelligence

and

its

predicted

influence on career choice and academic performance will

pave the way towards a more effective implementation of
various programs identified and designed by different groups
of people.
Administrators.
valuable

in

the

The results of the study will be

enhancement

of

current

and

existing

curriculum, programs and services for the students.

The

realization of such will lead the way towards the attainment

of academic excellence and professional competence.
Faculty Members.
teachers

in

activities

the

It will serve as a baseline data for

design

that

are

of

geared

more

towards

scholarly
the

classroom

development

of

intellectual factors necessary in the students field of

specialization.
enable

the

Adequate exposure to such activities will

students

to

develop

their

potentials

to

the

of

the

fullest and eventually become globally competitive.

Counselors

and

Psychometricians.

The

task

psychometricians will be made meaningful and significant in

the design of its testing program.

Psychological tests that

emphasize areas of intelligence will be singled-out as a

better instrument in guiding students in their choice of
career and in the prediction of their academic success.

It

will also enable the counselors to design sessions geared

towards

the

Furthermore,

maximization
such

of

the

information

will

students
be

potentials.

springboard

for

career and placement counseling.

Students.

It will serve as a baseline data for a

better understanding of themselves and their capabilities.

Efforts will be directed towards the cultivation of these
potentials and in the intellectual choice of their career.

Researchers.

This study serves as a basis for future

researchers to conduct studies related or similar to this.

Scope and Delimitation

This

investigation

was

conducted

mainly

to

assess

whether multiple intelligence, career choice and academic

performance of the graduating college students of Saint Paul
University, School Year 1999 - 2000 are interrelated.

The

respondents comprised of the students from the different

colleges of the university.

They were randomly selected

through the use of the Slovins Formula.

To

determine

questionnaire

on

their

Multiple

multiple

intelligences,

Intelligence

was

given

to

the
the

respondents.
Grade Point Average (GPA) of the respondents from their
first year to the first semester of their fourth or fifth
year determined the academic performance.
A descriptive research design was used in the study.

Definition of Terms
The

terms

in

the

study

are

defined

to

enable

the

readers to understand its contents better and clearer.

Academic Performance.

It refers to a specified level

of attainment or proficiency in academic work as evaluated

by teachers, standardized tests or by a combination of both

(Chaplin, 1985).

In this study, it refers to the General

Average (GA) of the respondents during the first semester of

the School Year

1999 2000.

BodilyKinesthetic Intelligence.
use

the

complete

body

in

It is the capacity to

expressing

ideas

and

feelings

(e.g., actor, athlete, dancer, mime), including the facility

to

use

the

artistic

hands

painter,

to

create

mechanic,

or

transform

sculptor,

things

surgeon)

(e.g.,

(Carvin,

1999).
Career.
lifetime;

It is the totality of work one does in a

the sequence of occupations and other life roles

which combine to express ones commitment to work in his or

her total pattern of self development (Isaacson &Brown,
1997).
Intelligence.

It

is

the

global

capacity

to

think

rationally, act purposefully and deal effectively with the

environment.
Interpersonal
quickly

grasp

Intelligence.

and

evaluate

It
the

is

the

moods,

capacity

to

intentions,

motivations, and feelings of other people (Carvin, 1999).

Intrapersonal

Intelligence.

It

is

the

capacity

understand oneself and to subsequently act adaptively.

to

Linguistic

Intelligence.

It

is

the

capacity

to

effectively employ words, either orally (e.g., politician,

public speaker, storyteller, talk show host) or in writing
(e.g., journalist, playwright, poet, editor).
Logical

Mathematical

Intelligence.

It

is

the

capacity to effectively employ numbers (e.g., mathematician,

statistician, tax accountant and to reason soundly (e.g.,
computer programmer, logician, scientist).
Musical Intelligence. It is the capacity with musical
forms

to

perceive

(e.g.,

music

lover),

discriminate

and

judge (e.g., music, critic), transform (e.g., composer), and

express (instrument player/performer).
Spatial Intelligence.

It is the capacity to perceive

the visual spatial world accurately (e.g., guide, hunter,

scout)

and

to

perform

transformations

perceptions.

Chapter 2
RESEARCH METHODOLOGY

upon

those

Research Design
The descriptive research design was utilized in the
research.
employed

Specifically,
to

determine

relationship
career

choice

among
and

the

correlational

whether

the

there

students

academic

exist

multiple

performance.

method
a

was

significant

intelligence,
The

study

was

conducted in the College Department of St. Paul University,

Tuguegarao City.

Sample and Sampling Procedure

Three hundred twelve (312) graduating college students
were the respondents for the study.
some

Fourth

and

Fifth

year

college

They were limited to

students

who

were

enrolled during the first semester of S.Y. 1999 2000.

The stratified random sampling was employed to ensure
equal

representation

of

the

participants.

The

Slovins

Formula was the basis for the number of the respondents

included in the study where the allocated margin of error is
.05.
Instruments and Other Sources of Data
Questionnaire on Multiple Intelligence (MI). It was
given to the respondents to determine their intelligences.
It is a questionnaire developed by Carol Gruetzner and is
primarily used to measure the multiple intelligences of the

respondents.

It

is

composed

of

35

expresses characteristics of a person.

statements

which

The respondents were

asked to write T if the statement is true for them for

most part and F if it is not.

If the statement is

sometimes true or sometimes false for them, they were asked

to leave it blank.

It was scored by encircling each item

they marked as True.

Each True answer was added and a

total of four in any of the categories indicates strong

ability.
Career Choice.

It includes the respondents chosen

course since their first year to fourth or fifth year stay

in the University.
Individual

Student

Record.

Students

Grade

Point

Average (GPA) in their first year to fourth or fifth year

served as index of academic performance.

GPA was computed

by taking the sum of the grades of each respondent in all

subjects divided by the number of units taken. An arbitrary
scale was made too for the classification of their grades.
The scales are: 93% and above for excellent, 87% to 92% for
very good, 81% to 86% for good, 75% to 80% for fair and 74%
and below for poor.
system of the school.

The scales were based from the grading

Data Collection
The researcher conducted a survey on the number of
graduating college students from the different colleges of
the university.
Having identified the respondents for the study, the
questionnaire on Multiple Intelligence was given to them
during

their

free

time

at

the

Guidance

Center.

Their

schedule was taken from the secretary of each department.

The questionnaire was scored, tallied and summarized by the
researcher and was statistically treated.
Grades of the students were taken from their academic
records

available

University.

at

the

Registrars

Office

of

the

The researcher computed for their Grade Point

Averages (GPA).

A master list of the students GPAs was

also prepared for statistical treatment.

Data Analysis
The data gathered from the respondents were analyzed
through the use of the following
For

problems

number

statistical treatment.

and

2,

the

frequency

and

frequency percentage were used to provide the profile of the

respondents in terms of multiple intelligence, career choice
and academic performance.

For problems number 3, 4, 5 6 and 7, the chi-square

distribution

(x2)

was

used

to

know

whether

multiple

intelligence is significantly related with career choice,

career

choice

with

academic

performance

performance with multiple intelligence.

and

academic

Chi-square (x2) is

a non-parametric procedure used to test hypothesis about the

independence of frequency counts in various categories.

It

was used to determine whether the frequencies observed in

the

sample

differ

differently

from

the

hypothesized

frequencies.
Mean was used to determine the GPA of the respondents.
The statistical output was presented in tables with
corresponding qualitative interpretations.

REFERENCES
Books

Bootzin, R. R.,
(1986).

Bower, G. H., Zazonc, R. B. & Hall, E.

Psychology today:

an introduction (6 ed.).

New York: Random House.

Carlson,

N.

R.

Massachusetts:

(1988).

Discovering

Psychology.

Allyn & Bacon.

Chaplin, J. P. (1985).

Dictionary of Psychology.

New York:

Bantam Doubleday Dell Publishing Group.

Cuder, A. B., Goethals, G.R., Kavanaugh, R.D. &
R. (1989).

Psychology. (3 ed.).

Solomon, P.

U.S.A.: Scott &

Foresman.
Feldman, R. S.

(1987).

Understanding Psychology.

U.S.A.:

McGraw-Hill.
Goleman, D. (1998).

Working with emotional intelligence.

New York: Bantam Book Publishing.

Isaacson, L. & Brown, D. (1997).

Career information, career

counseling, and career development.

U.S.A.:

Allyn &

Bacon.
Kimbrell,

G.

&

Vineyard,

B.

(1982).

succeeding in the world of work.

Activities

for

California: McKnight

and McKnight Publishing.

Kummerow, J. M. (1991).

New directions in career planning

and the workplace: practical strategies for counselors.

California: Davies-Black.

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Psychology. (2 ed.).

New York:

Worth

Publishers.
Price, R.H., Glickstein, M., Horton, D.L., Sherman, S.J. &
Fazio, R.H. (1987).
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J.

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Psychology. (2

U.S.A.: Scott & Foresman.

A.,

Irwin,

D.B..,

&

Drinnin,

B.A.

(1987).

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Gardner,

H.

(1989).

PSYCHOLOGY TODAY.
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How

the

(1992).

fiction.

PSYCHOLOGY TODAY.

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they begin in the brain?

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Unpublished Thesis/Material

Buena,

M. F. (1997).

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Saint Paul College of Iloilo.

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classroom.

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APPENDICES
Appendix A
Questionnaire on Multiple Intelligence

Where

Does

Your

True

Read each statement.

Intelligence

Lie?

If it expresses a characteristic

of you and sounds true for most part, jot down a T.

does not, make an F.

If it

If the statement is sometimes true,

sometimes false, leave it blank.

1. Id

rather

draw

map

than

give

someone

verbal

directions.
2. If I am angry or happy, I usually know exactly why.
3. I can play (or used to play) a musical instrument.
4. I can associate music with my moods.

This is just a sample..