Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This study aims to clarify the relation existing between multiple

intelligence and mathematical performance of grade 10 students. This

chapter presents the methods, procedure and technique used in the study.

The chapter contains methods, population, instruments/techniques, data

gathering procedure, and statistical treatment that explained how the

researchers obtain the data about this particular study.

RESEARCH DESIGN

This study utilizes the descriptive method of research. This method is

designed to determine if two or more variables are associated with each

other. As descriptive method is defined, it has a purposive process of

analyzing and tabulating data about prevailing condition, practices, beliefs,

process, trends and cause and effect relationship, and making adequate and

acute interpretation about such data. Also, it deals mostly with present

status, analyzed, summarized and interpreted along certain line of thought

for the pursuit of specific purpose of the study.

 POPULATION OF THE STUDY

The study selected 20 (twenty) grade 10 students in section

Rizal of The National Teachers College. All of these participants

were selected through simple random sampling. This sampling method is

conducted where each member of a population has an equal opportunity to

become part o f t h e s a m p l e . A s a l l m e m b e r s o f t h e p o p u l a t i o n

h a v e a n e q u a l c h a n c e o f becoming a research participant, this is said

to be the most efficient sampling procedure. In order to conduct this

sampling strategy, the researcher defined the population first, listed

down all the members of the population, and then selected members

to make the sample. For this purpose, a self-administered survey

questionnaire in was given to the respondents to answer.

They were chosen to be respondents of the study for the research to

know if there’s a relation between the multiple intelligences and academic

performance in Mathematics. However, due to time constraints, the

researcher opted for a smaller sample size

 INSTRUMENT

To have concrete and useful answer in the study which is entitled

“Multiple Intelligence: Their relation to Mathematical Performance of Grade

10 Students” the researcher used instruments that is appropriate in

supplying answer to the stated problems of the study itself.

This study used nine sets of checklists downloaded from the internet to

determine the Multiple Intelligence of the respondents.

To measure the mathematical performance, the researcher used the

ratings obtained by the respondents’ third quarter grade.

Checklist

The checklist regarding to the multiple intelligences checklist was taken

from Canadian Surgeon and academic, Walter Campbell Mackenzie. He

aligned it in Howard Gardner’s Theory of Multiple Intelligence to determine

which Multiple Intelligence is the answerer belongs to.

Documentary Analysis

To help in data gathering, the researcher carefully tabulated, computed

analyzed the information given by respondents themselves about their grade

on the third quarter.

 TREATMENT OF THE STUDY

The researcher made use of the following statistical tools to answer the

questions raised in this study.

Based on DepEd Order No.73 series of 2012 scale, the mathematical

performance of Grade 10 students was interpreted.

Figure 1

Level of Proficiency Equivalent numerical value

Advanced 90% and above

Proficient 85 to 89%

Approaching Proficiency 80 to 84%

Developing 75% to 79%

Beginning 74% and below

Percentage. The researchers analyzed the gathered data using percentage

as a technique to describe the multiple intelligence and mathematical

performance of the students. For the researcher to find the percentage, a

certain formula used below:

Percentage= f/N x 100

Where f= frequency of the individuals’ answer

N=total population of the respondents

 Chapter 4

DATA PRESENTATION, INTERPRETATION AND ANALYSIS

This chapter administers the presentation, analysis and

interpretation of data gathered by the researchers in response to the

research topic about the relation of multiple intelligence to mathematical

performance of grade 10 students.

Table 1

Multiple Intelligence of Grade 10 students

Multiple Intelligence Frequency Percentage

Naturalist 3 15%

Musical 0 0

Logical-Mathematical 3 15%

Existential 0 0

Interpersonal 4 20%

Bodily-Kinesthetic 0 0

Verbal-Linguistic 6 30%

Intrapersonal 2 10%

Visual-Spatial 2 10%

Total 20 100.00

Shown in Figure 2 was the table of various strongest multiple

intelligence of Grade 10 students of The National Teachers College

exclusively for section Rizal. It was revealed that Verbal-linguistic

Intelligence was composed 6 students or 30 percent. These type of

intelligence taught by encouraging them to say, see and interpret words.

Furthermore, this group of students has highly developed auditory skills and

often thinks in words.

The group of students belonging to Interpersonal intelligence was

composed of 4 students or 20 percent. These individual have the ability to

understand and discern the feeling of others.

The naturalist intelligence consisted of with 3 students or 15 percent.

They can be taught by interaction using relationship among nature.

The logical-mathematical intelligence group of students consisted of 3

students or 15 percent. These types of students can be taught through logic

games and puzzles.

Intrapersonal intelligence composed of 2 students or 10% of the

respondents. Through independent study, this type of learners can be

taught.

Lastly, the group of students belonging to visual-spatial was

composed of 2 students or 10 percent. They can be taught through drawing,

imaginary and very much aware of the environment.

It is therefore proven that the students’ ability to learn and

understand is with the use of auditory skils.

 Table 2

Mathematical Performance of Grade 10 students

Academic Frequency Percentage

Performance

Advanced 6 30%

(90-aboved)

Proficient 10 50%

(85-89)

Approaching 4 20%

Proficiency

(80-84)

Developing 0 0

(75-79)

Beginning 0 0

(74-below)

Total 20 100.00

Proficient, if the students were able to get grade ranging from

85 to 89. Most of the students who were asked about their grade belong to

this group, it’s 50% of the population. The students at this level have

developed the fundamental knowledge, skill, and core understanding.

 However, Students were considered Advanced when they

attained the grade of 90 and above. As per the result, 6 out of 20 or 30% of

the total respondents are advanced. The students at this level exceeded the

core requirements in terms of knowledge, skills, and understanding.

Students who get grade between 80 to 84 were said to be

Approaching Proficiency, 4 out 20 of the respondents meets the grade

mentioned. Students at this level have developed fundamental knowledge,

skill, core understanding with little guidance from the teacher and some

assistance from peers

None of the students fits in Developing and Beginning group. The

students at this level possess the minimum knowledge, skill, and core

understanding, and needs help throughout the performance of authentic

task.

Table 3

Relationship of Multiple Intelligence and Mathematical Performance

of Grade 10 Students

x2 Values

Computed df Level of P-Value Decision Interpretation

Significance

3.95 12 0.05 0.984322 Accept Ho Not

significant
 There is no relationship between multiple intelligence and

mathematical performance of the respondents because the dominant

intelligence is verbal-linguistic and there are only few students who belong

to the category of logical-mathematical intelligences.

It was observed in Figure 1 that students in proficient level possess

different multiple intelligences. Verbal-linguistic is the dominant intelligence

in this level. Identically, at the advanced level of proficiency, the same

intelligences were observed.

Beginning (74-below)
Visual
Intrapersonal
Developing (75-79)
Verbal
Kinesthetic
Approaching Proficiency (80-84)
Interpersonal
Existensial
Proficient (85-89) Logical
Musical
Advanced (90-above) Naturalist

0 1 2 3 4 5

Figure 1
Academic Multiple 0 E 0-E (O-E)2 (0-E)2/E
Performance Intelligence
Naturalist 1 0.9 0.1 0.01 0.01
Musical
Advanced Logical 1 0.9 0.1 0.01 0.01
(90-aboved) Existential
Interpersonal 1 1.2 -0.2 0.04 0.03
Kinesthetic
Verbal 2 1.8 0.2 0.04 0.02
Intrapersonal 1 0.6 0.4 0.16 0.27
Visual
Naturalist 1 1.5 -0.5 0.25 0.17
Musical
Proficient Logical 1 1.5 -0.5 0.25 0.17
(85-89) Existential
Interpersonal 2 1 1 1 1
Kinesthetic
Verbal 4 3 1 1 0.33
Intrapersonal 1 1 0 0 0
Visual 1 1 0 0 0
Naturalist 1 0.6 0.4 0.16 0.27
Musical
Approaching Logical 1 0.6 0.4 0.16 0.27
Proficiency Existential
(80-84) Interpersonal 1 0.8 0.2 0.4 0.5
Kinesthetic
Verbal
Intrapersonal
Visual 1 0.4 0.6 O.36 0.9
3.95