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Republic of the Philippines

Region VI Western Visayas


DIVISION OF AKLAN
District of Madalag
MADALAG NATIONAL HIGH SCHOOL MAMBA EXTENSION
Mamba, Madalag, Aklan
-oOo-

ACTION RESEARCH PROPOSAL

INCREASING ACADEMIC PERFORMANCE

IN ENGLISH THROUGH ADDRESSING MULTIPLE INTELLIGENCES

OF GRADE IX STUDENTS

Submitted by:

MAY Z. NIDUA

Teacher-I Madalag National High School- Mamba Extension

District of Madalag

Division of Aklan

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INCREASING ACADEMIC PERFORMANCE
IN ENGLISH THROUGH ADDRESSING MULTIPLE INTELLIGENCES OF GRADE IX
STUDENTS
____________________________________________________________________

I. Context and Rationale

Learners as individuals respond to the stimuli around them in a unique way, due to their

mental capabilities which help them to hold unique perception of knowledge and skills.

We will be mistaken if we think that all learners come to educational institutions with equal

intellectual and information processing abilities, due to the fact that all of them rarely share same

biological, cultural and personal backgrounds. The concept of individual differences grew out in

the second half of the 20th century, welcoming values and differences typical of individuals with

an ever-lasting interest (Akbari&Hosseini, 2008).

This drew the attention of educators and led to a renewed view of their educational

practice. Following this shift of attention in teaching/learning circles, the unsettled concept of

what distinguishes one person from another has been the center of discussions. Differences

between individuals can be described in innumerable ways which can accordingly categorize

each person on the basis of his/her particular. Individuals are the main source of improvement of

the society and sustainability of its presence if they grow up appropriately. Education being a

bridge between human and life is impressed and shaped by the developments of era, so

education of individuals becomes important parallel with the progress and changes in the society.

Every individual is unique. Individuals are born and develop their own capabilities and

talents. Through learning and social acculturation, they have acquired their own preferences for

how they like to learn. However, these preferences are not always useful in helping learners

reach their learning goals. In any group of learners there will always be different learning

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characteristics, particularly in the learners manner of processing information. Some would

absorb the lesson better when they work with their hands than when they just listen. Others

would prefer to watch a video about a topic. Learners likewise have preferred ways of

expressing their thoughts, feeling and ideas. Some would prefer to write, others would draw or

even dance and sing. This preference involved Multiple Intelligences.

According to Gardner's (1983) Multiple Intelligences (MI) theory, subsequent to century-

long educational and psychological debates on traditional concepts regarding intelligence, a

substantial change of view seemed inevitable. Enjoying a high level of Intelligence Quotient (IQ)

would facilitate achieving success, according to conventional wisdom. That is, there was only

one dimension of mental ability, along which everyone could be sorted out. With a moment of in-

depth consideration, though, this concept of a pure intelligence measurable by a single IQ score

can be labeled inaccurate.

Gardner (1999) presented the concept of multiple intelligence; his theory of multiple

intelligence is based on skills and abilities of the learner. Gardners theory of multiple

intelligences is based on studies not only of normal children and adults but also by studies of

gifted individuals who have suffered brain damage, of experts and of individuals from diverse

cultures. This led Gardner to break intelligence down into at least nine types such as visual

intelligence, linguistic intelligence, logical intelligence, kinesthetic intelligence, musical

intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence and

existentialist intelligence.

To create a challenging learning environment, teachers should maximize opportunities to

help pupils learn, grow and be challenged. They should also realize that each pupilhave

individual learning profile of his/ her intellectual, affective needs, abilities and multiple

intelligences.

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Academic performance is dependent upon intelligence and study skills of the learner. It is

defined an excellence in all academic disciplines, in class as well as in extracurricular activities,

for successfulness in academics learner must have certain level of intelligence and well-planned

study habits. The goal of education is that the students can improve their academic performance

by developing their study skills. Each student has a chance to fulfil their education that improves

their self -confidence and self efficiency. They deserve a teacher that is fair and understands

the different ability levels of each student of their class. Some students learn the information by

seeing, some learn through listening and others learn through their experiences.

Studying the academic performance of the pupils is one of the factors to enhance the quality

of education because the main objective of education today is to bring changes not only in the

amount of knowledge but for developing abilities and improving skills. Multiple Intelligences are

among the determining factors that could be consistent predictors of success.

This action research is conducted to find out the role of various levels of intelligence in the

development of the academic performance of Grade 9 students of Madalag National High

School- Mamba Extension, Mamba, Madalag, Aklan for S.Y 2017-2018.

II. Action Research Questions

This action research aims to address Multiple Intelligences in Increasing Academic

Performance of Grade IX students.

Specifically it sought answers to the following questions:

1. What is the Academic Performance of the Grade IX Students before and after addressing the

Multiple Intelligences?

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2. Is there an increase in Academic performance of Grade IX students after addressing the

Multiple Intelligences?

III. Proposed Innovation, Intervention and Strategy

Based on the SWOT analysis, the researcher has identified two strategies:

SCHEDULE OF IMPLEMENTATION
Date Cycle
STRATEGY

A. Using multiple
intelligences activities and June-August 2017 First Cycle
differentiated instruction

B. Conduct Culminating Before the First Quarter


Activity Examination Second Cycle

Strategy A will be implemented through using multiple intelligences activities

The Strategy B will follow after learning all the Multiple Intelligences Activities, the

students will group according to their MIs and they are going to present

IV. Action Research Methods

a. Participants and/or other Sources of Data and Information

The participants are the 47 incoming Grade IX students. Since there are only 47 students

they will be chosen as the respondents of the action research.

b. Data Gathering Methods

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This research follows the Pre-test- Intervention- Post-test design. Threats to validity are

minimal since experimentation is used as research design.

A quantitative research will use in this study and a researcher-questionnaire consisting of

traditional method questionnaire and multiple intelligences activities (performance task). The data

are collected before and after the intervention

The researcher had evaluated students intelligences to carry out multiple intelligences

teaching, and use their dominant intelligence in constructing testing materials. The contents of

the instrument will be validated by a panel of experts handling Grade 9 English and the test will

be pre-tested to Grade 9 students in a neighboring school to increase its reliability.

For the collection of data, a pre-test will be administered to participants. During the first

and second quarter the respondents will be given a traditional method questionnaire first to

determine if Multiple Intelligences is effective in increasing the academic performance of the

respondents. The researcher will keeps track of students academic performance every grading

period. This can help in assessing each students intelligence and provide support accordingly.

Upon intervention, a post-test will be administered to participants during the third and fourth

quarter. The participants will be group according to their dominant intelligence and will be given a

questionnaire consist of a traditional method and multiple intelligences activities (performance

task).

c. Ethical Issues

In this study, parental consent of the participants will be sought where confidentiality and

anonymity of the data will be observed. Likewise, the reporting of findings will be done as a result

of the groups.

d. Data Analysis Plan

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The collected data will be analyzed by comparing the scores each participant from pre-

test and post-test to check the relationship. The researcher will utilize descriptive statistics which

include scores, percentage, mean and standard deviation that will evaluate the multiple

intelligence and its relationship to the academic performance of the students.

V. Action Research Work Plan and Timelines

Activities Jan Feb. Mar Apr May Jun Jul


2017 2017 2017 2017 2017 2017 2017
Preparation of the Research
Proposal
Initial face and content
validation of the instruments
Revise the data gathering
instrument/tool
Submission for Revisions/
Approval of Research
Proposal from the Regional
Office
Revision of action research
proposal
Collection of additional
related studies
Request for the approval and
budget
Purchase of supplies and
materials
Reproduction of instruments
and learning materials and
validation of instruments
Orientation of the research to
the respondents
Pre-Testing Activity
Post Testing Activity
Encoding and Data
processing
Data Analysis
Formulation of Results and
conclusion
Final editing
Submission of final research
write-ups

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VI. Cost Estimates

The table below shows the breakdown of the expenses needed during the conduct of the
research with a proposed amount of twenty-nine thousand five hundred ninety three pesos (Php
29, 593.00).

Description Quantity/Unit Cost per unit Total Amount


(Php)
First Tranche
Supplies and Materials
Printer 1 unit 4, 999.00 4, 999.00
Coupon Bond 15 reams 200.00 3, 000
Ink for printer 4 1, 200.00 4, 800.00
cartridges/color
folders 100 pieces 10.00 1, 000.00
fasteners 2 boxes 50.00 100.00
stapler 2 units 150.00 300.00
staple wires 5 boxes 30.00 600.00
pencils 10 boxes 70.00 700.00
puncher 1 unit 250.00 250.00
Reproduction of Questionnaires 44 copies 1.00 44.00
Sub-total 15, 793
Second Tranche
Book-binding 7 copies 650.00 4, 450.00
Other 6, 000.00 6, 000.00
miscellaneous/contingency
expenses
Sub-total 10, 450.00
Total 26, 243.00

VII. Plans for Dissemination and Advocacy

To make the research results more useful, they will be shared to fellow teachers during

the School Learning Action Cell (SLAC) or during the In-Service Training.

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VIII. References

Akbari, R. , & Hosseini, K. (2008). Multiple intelligences and language learning strategies:

Investigating possible relations. SYSTEM, 36(2), 141-155.

Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications

of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.

Scherer, M. (1999) The Understanding Pathway: A Conversation with Howard Gardner,

Educational Leadership 57(3) [www.georgejacobs.net/MIArticles/Gardner

%20ASCD%201999.doc. Accessed June 15, 2008].

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IX. Appendices

Appendix A

SWOT Analysis

Internal Analysis
Strengths Weaknesses

1. Teacher with background 1. Students are not


about multiple intelligences interested to listen

External Analysis 2. Teacher is ICT literate 2. Students are not aware


about multiple intelligences
3. Students are performing
well 3. Short attention span

Opportunities Strategy A

1. Supportive School Head Using differentiated


and Teachers instruction in giving group
activities
2. Supportive Stakeholders

Threats Strategy B Strategy C

1. Too much exposure of Use of multimedia such as Conduct Culminating


students to multimedia projector, laptops, Activity in every subject to
devices computers, TV, etc. know, improve and develop
students Multiple
2. Lack of interest among Intelligences
learners in developing and
enhancing their MIs

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Appendix B
I. PROFILE

Name:____________________________ Grade: _____________________________

II. Multiple Intelligences Test - based on Howard Gardner's MI Model

Below is a self-diagnostic test. Score yourself honesty. The following legend should guide you.
Score the statements: 1 = Mostly Disagree, 2 = Slightly Disagree, 3 = Slightly Agree, 4 = Mostly
Agree.

Score or tick the statements in the white-out boxes only Score


I can play a musical instrument
I often have a song or piece of music in my head
I find it easy to make up stories
I have always been physically well co-ordinated (run, jump,
balance, etc)
Music is very important to me
I am a good liar (if I want to be)
I play a sport or dance
I am a very social person and like being with other people
I find graphs, charts and diagrams easy to understand
I find it easy to remember quotes or phrases or poems or song
lyrics
I can always recognise places that I have been before, even
when I was very young
When I am concentrating I tend to doodle
I find mental arithmetic easy (sums in my head)
At school one of my favourite subjects is / was English
I like to think through a problem carefully, considering all the
consequences
I love adrenaline sports and scary rides
I enjoy individual sports best
I find it easy to remember telephone numbers
I set myself goals and plans for the future
I can tell easily whether someone likes me or dislikes me
To learn something new, I need to just get on and try it
I often see clear images when I close my eyes
I dont use my fingers when I count
At school I love / loved music lessons
I find ball games easy and enjoyable
My friends always come to me for emotional support and advice
I always know how I am feeling
I keep a diary28
My favourite subject at school is / was art
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I really enjoy reading
It upsets me to see someone cry and not be able to help
I prefer team sports
Singing makes me feel happy
I am happy spending time alone

Appendix C

I. PROFILE

Name: _______________________________Grade: ___________________

II. Multiple Intelligences (M.I.) Inventory

Complete each section by placing a 1 next to each statement you feel accurately describes
you. If you do not identify with a statement, leave the space provided blank. Then total the
column in each section.

Section 1
_____ I enjoy categorizing things by common traits
_____Ecological (environmental) issues are important to me
_____ Hiking and camping are enjoyable activities
_____ I enjoy working on a garden
_____ I believe preserving (saving/keeping) our National Parks is important
_____ Putting things in hierarchies (system of levels) makes sense to me
_____ Animals are important in my life
_____ My home has a recycling system in place
_____ I enjoy studying biology, botany and/or zoology
_____ I spend a great deal of time outdoors

Section 2
_____ I easily pick up on patterns
_____ I focus in on noise and sounds
_____ Moving to a beat is easy for me
_____ Ive always been interested in playing an instrument
_____ The cadence (rhythm/speed) of poetry intrigues me
_____ I remember things by putting them in a rhyme
_____ Concentration is difficult while listening to a radio or television
_____ I enjoy many kinds of music
_____ Musicals are more interesting than dramatic plays
_____ Remembering song lyrics is easy for me

Section 3
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_____ I keep my things neat and orderly
_____ Step-by-step directions are a big help
_____ Solving problems comes easily to me
_____ I get easily frustrated with disorganized people
_____ I can complete calculations quickly in my head
_____ Puzzles requiring reasoning are fun
_____ I cant begin an assignment until all my questions are answered
_____ Structure helps me be successful
_____ I find working on a computer spread sheet or database rewarding
_____ Things have to make sense to me or I am dissatisfied

Section 4
_____ It is important to see my role in the big picture of things
_____ I enjoy discussing questions about life
_____ Religion is important to me
_____ I enjoy viewing art masterpieces
_____ Relaxation and meditation exercises are rewarding
_____ I like visiting breath-taking sites in nature
_____ I enjoy reading ancient and modern philosophers
_____ Learning new things is easier when I understand their value
_____ I wonder if there are other forms of intelligent life in the universe
_____ Studying history and ancient culture helps give me perspective

Section 5
_____ I learn best interacting with others
_____ The more the merrier
_____ Study groups are very productive for me
_____ I enjoy chat rooms
_____ Participating in politics is important
_____ Television and radio talk shows are enjoyable
_____ I am a team player
_____ I dislike working alone
_____ Clubs and extracurricular activities are fun
_____ I pay attention to social issues and causes

Section 6
_____ I enjoy making things with my hands
_____ Sitting still for long periods of time is difficult for me _
_____ I enjoy outdoor games and sports _
_____I value non-verbal communication such as sign language
_____ A fit body is important for a fit mind
_____ Arts and crafts are enjoyable pastimes
_____ Expression through dance is beautiful
_____ I like working with tools
_____ I live an active lifestyle
_____ I learn by doing

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Section 7
_____ I enjoy reading all kinds of materials
_____ Taking notes helps me remember and understand
_____ I faithfully (routinely/always) contact friends through letters and/or e-mail
_____ It is easy for me to explain my ideas to others
_____ I keep a journal
_____ Word puzzles like crosswords and jumbles are fun
_____ I write for pleasure
_____ I enjoy playing with words like puns, anagrams and spoonerisms
_____ Foreign languages interest me
_____ Debates and public speaking are activities I like to participate in

Section 8
_____ I am keenly aware of my moral beliefs
_____ I learn best when I have an emotional attachment to the subject
_____ Fairness is important to me
_____ My attitude effects how I learn
_____ Social justice issues concern me
_____ Working alone can be just as productive as working in a group
_____ I need to know why I should do something before I agree to do it
_____ When I believe in something I will give 100% effort to it
_____ I like to be involved in causes that help others
_____ I am willing to protest or sign a petition to right a wrong

Section 9
_____ I can imagine ideas in my mind
_____ Rearranging a room is fun for me
_____ I enjoy creating art using varied media
_____ I remember well using graphic organizers
_____ Performance art can be very gratifying
_____ Spread sheets are great for making charts, graphs and tables
_____ Three-dimensional puzzles bring me much enjoyment
_____ Music videos are very stimulating
_____ I can recall things in mental pictures
_____ I am good at reading maps, atlases and blueprints

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DECLARATION OF ANTI-PLAGIARISM

1. I, May Z. Nidua, understand that plagiarism is the act of taking and using anothers idea and

works and passing them off as ones own. This includes explicitly copying the whole of another

person and/or using some parts of their work without proper acknowledgement and referencing.

2. I hereby attest to the originality of this research proposal and cited property all the references

used. I further commit that all deliverables and the final research study emanating from this

proposal shall be of original content. I shall use appropriate citations in referencing other works

from various sources.

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3. I understand that violation from this declaration and commitment shall be subject to

consequences and shall be dealt with accordingly by the Department of Education.

PROPONENT: MAY Z. NIDUA

SIGNATURE: ____________

DATE: May 2, 2017

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, May Z. Nidua, understand that conflict of interest refers to situations in which financial or

other personal considerations may compromise my judgement in evaluating, conducting or

reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may arise from my

application and submission of my research proposal. I understand that my research proposal may

be returned to me if found out there is conflict of interest during the initial screening.

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3. Further, in case of any form of conflict of interest (possible or actual) which may inadvertently

emerge during the conduct of my research, I will duly report it to the research committee for

immediate action.

4. I understand that I may be held accountable by the Department of Education and for any

conflict of interest which I have intentionally concealed.

PROPONENT: MAY Z. NIDUA

SIGNATURE: ____________

DATE: May 2, 2017

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