Professional Documents
Culture Documents
A Thesis Proposal
Presented to
The Faculty of the College of Education
Liceo de Cagayan University
Members:
Leizl C. Magallanes
Trifon E. Mosal
Jinda T. Bangkal
Rhea B. Beruan
Melissa P. Paloma
September, 2008
APPROVAL SHEET
2
PANEL OF EXAMINERS
___________________________________________________________
ACKNOWLEDGMENT
We wish to thank the following for their valuable contributions toward the
First of all, God, who is the author and finisher of our faith. For without Him,
we would not have people to assist us in pursuing this thesis. We thank Him for His
faithfulness, for His unconditional love, for reminding us always that without Him, we
Dr. Luceno Badoles, our instructor, for his support and for all his contributions
Prof. Azel Valle, our adviser, for the suggestions in the improvement of this
paper and for all the efforts contributed in helping us finish the paper.
Prof. Manuel Chavo, for editing this paper and for being so approachable.
Dr. Martina Brobo, dean College of Education, for her support that serves as
an inspiration.
And thank you, to our parents and guardians, for their love and for all the
DEDICATION
4
This study
is humbly dedicated
To
ABSTRACT
5
University.
This study focused on the following major points: (1) the dominant multiple
students in terms of: auditory, kinesthetic or tactile and visual; and (3) test the
styles was used as main tool in data gathering. The study was conducted at Liceo
de Cagayan University. a permit was secured from the college dean. The researcher
directions on how to answer the questions. The statistical techniques used were the
the frequency, percentage, weighted mean, correlation T-test and F-test or ANOVA.
TABLE OF CONTENTS
PAGE
DEDICATION ------------------------------------------------------------------ iv
ABSTRACT -------------------------------------------------------------------- v
CHAPTER
Introduction ------------------------------------------------- 1
Hypothesis --------------------------------------------------- 5
3 SUMMARY, FINDINGS,CONCLUSIONS
BIBLIOGRAPHY --------------------------------------------------------------- 18
APPENDICES
Questionnaire --------------------------------------------------------- 19
LIST OF TABLES
TABLE PAGE
LIST OF FIGURES
FIGURE PAGE
CHAPTER 1
INTRODUCTION
think and learn in distinct ways. In any group of learners, there will always be
information. Some would absorb the lesson better when they work with their hands
than when they just listen. Some would prefer to write, while others want to draw or
even dance and sing. Others say, learning happens only through direct contact.
They learned only what they had experienced themselves. To some people, learning
something with the thing to be learned. These preferences involve learning styles
Plato defined learning as being able to think and debate logically and
critically, to Aristotle, learning meant being able to apply what individuals know to
real – life activities. To John Dewey, learning was the ability to reflect on experience,
to make sense of what came their way and to grow personally and socially as a
new realities. To Pablo Freire, learning improves one’s understanding of politics and
implies much more than training. It requires thought and reflection. It is permanent
in that it changes the person doing the learning in some fundamental way, large or
small. Learning implies growth; it may lead individuals to new understandings, new
fields and therefore, has many connotations. In general, it refers to the uniqueness
of how each learner receives and processes new information through their senses.
The National Association of Secondary School Principals defines learning style as,
serve as relatively stable indicators of how a learner perceives, interacts with, and
with learning styles. Some include perceptual styles, learning modalities, and
learning preferences.
11
In other words, it is the way people prefer to learn and process information. It
is commonly believed that most people favor some particular method of interacting
with, taking in, and processing stimuli or information. Hilliard describes “learning
style” as the sum of the patterns of how individuals develop habitual ways of
responding to experience. There are three most common learning styles. These are
In visual learning styles, visual learners will be able to recall what they see
and will prefer written instructions. These students are sight readers who enjoy
reading silently. Visual learners process information most effectively when the
information is seen. Depictions can include charts, graphs, flow charts, and all the
symbolic arrows, circles, hierarchies and other devices that instructors use to
Students with the auditory learning style will be able to recall what they hear
and will prefer oral instructions. They learn by listening and speaking. These
students enjoy talking and interviewing. They are phonetic readers who enjoy oral
reading, choral reading, and listening to recorded books. Aural learners process
information most effectively when spoken or heard. These learners respond well to
lectures and discussions and are excellent listeners. They also like to talk and enjoy
music and dramas. When trying to recall information, aural learners can often "hear"
body movement while tactile learning refers only to the sense of touch. These
learners gesture when speaking, are poor listeners, and lose interest in long
12
speeches. Most students that do not perform well in school are kinesthetic/tactile
learners. The crux of this learning style is that the learner is connected to real
(http://projects.coe.uga.edu/epltt/index.php).
test but there were in fact multiple intelligences, or many ways of being “smart”. All
possess the intelligences but in varying degrees of strength and skill. These are the
tails leading to students’ learning that teachers should address in their classrooms
all the time. They are: verbal-linguistic, mathematical logical, visual-spatial, bodily
intelligence like words. They like talking, reading, writing and thinking with words.
People strong in this intelligence like logical, systematic and sequenced ideas. They
enjoy patterns, abstract symbols, math problem solving, and puzzles. They are
intelligence like pictures, colors, shapes, and the space around them. They like to
use their imaginations, to daydream and to visualize the future or a story they are
reading. They are good at finding their way around new places. They can design
13
space and ways to use it. They are artists, decorators, photographers, architects,
They have a good sense of balance and eye-hand co-ordination. (e.g. ball play,
balancing beams). Through interacting with the space around them, they are able to
remember and process information. They are our athletes and coaches,
These musically inclined learners think in sounds, rhythms and patterns. They
immediately respond to music either appreciating or criticizing what they hear. Many
bells, dripping taps). They are musicians, singers, dancers, sound-effect engineers,
and composers.
and understand others. These learners try to see things from other people's point of
view in order to understand how they think and feel. They often have an uncanny
ability to sense feelings, intentions and motivations. They are great organizers,
peace in-group settings and encourage co-operation. They use both verbal (e.g.
speaking) and non-verbal language (e.g. eye contact, body language) to open
be aware of one's inner state of being. These learners try to understand their inner
feelings, dreams, relationships with others, and strengths and weaknesses. They
Naturalist involves outdoors think. Most closely associated with the ability to
identify, categorize, and memorize the many varieties of plant and animal life.
People, who have this, enjoy studying and interacting with animals and plants. They
are our botanist, entomologists, marine biologist, and naturalist (Bonita, 1999).
It may seem somewhat simplistic to ask people how they learn best but it can
be thinking and reflection exercise that helps both the learner and the teacher un-
derstand the individual better. An emerging body of the knowledge makes it clear
that learners will learn best when they are put through activities that allow them to
be comfortable in their own “learning skin”. Bell (1986) suggests that students who
learn in their preferred styles achieve better results, show more interest in the ma-
terial, enjoy how they learned, and want to learn more in the same way.
Experts believe that the integration of learning styles and multiple intelli-
gence theory may minimize their respective limitations and enhance their strengths.
Learning styles' emphasis on the individual learning process and Gardner's content-
context. Without learning styles, multiple intelligence theory proves unable to de-
scribe different processes of thought and feeling. Each theory responds to the
study in order to determine the dominant multiple intelligence and to identify the
preferred learning styles of the selected Education students. This study focuses on
the multiple intelligence and learning styles of the education students and this
intelligence of the students and their preferred learning styles. The researchers are
confident that through the study, they can provide information to the students that
could help them to succeed in all the endeavors in the learning process as well as
to the teachers for them to be able to choose the teaching approaches and
THEORETICAL FRAMEWORK
This study will be anchored on Dunn and Dunn’s learning styles theory,
Dunn (1984) found that learning styles are not affected by just one aspect of
the learning environment. Based on observations and surveys of the ways people
prefer to learn, Rita and Kenneth Dunn theorize that learners vary in the conditions
that they need in order to learn most easily. These conditions include their way of
sociological structure and their biological needs. Dunn and Dunn’s research shows
that individuals vary in the primary ways they pay attention to information. They
through the senses, are inborn. Individuals may receive information more easily in
16
movement).
Gregorc (1985) posited that differences in the way individuals perceive information
address only part of cognitive functioning. He agreed that people perceive either the
“trees” or the “forest”, which he labelled concrete versus abstract perception, but he
said that learners differ as well in the way they organize or conceptualize the
Gardner’s theory is that intelligence can be taught- that people can learn to behave
in more intelligent ways if multiple forms of intelligence are nurtured and valued.
the premise that intelligence is fixed at birth and immutable thereafter. This
viewed had a major impact on how the learning process has been structured (Gayle
not adequately encompass the wide variety of abilities humans display. In his
conception, a child who masters the multiplication table easily is not necessarily
more intelligent overall than a child who struggles to do so. The second child may
be stronger in another kind of intelligence, and therefore may best learn the given
than in the one who memorizes the concept easily. The theory suggests that, rather
Gardner identifies kinds of intelligences based upon eight criteria. His eight
through the sensations they feel in their bodies. These people like to move around,
touch the people they are talking to and act things out; Naturalistic intelligence is
seen in someone who recognizes and classifies plants, animals, and minerals
understand, create, and interpret musical pitches, timbre, rhythm, and tones and the
intelligence also requires good communication and interaction skills, and the ability
multiple_intelligences).
18
In this study, two variables are involved. These are the independent and
dependent variables. The former included the multiple intelligences in terms of:
Schematic Diagram
• Verbal-linguistic • Auditory
• Mathematical-logical
• Kinesthetic or Tactile
• Visual-spatial
• Bodily-kinesthetic
• Visual
• Musical-rhytmic
• Interpersonal
• Intrapersonal
• Naturalist
Figure 1. The schematic diagram of the study showing the relationship between the
independent variables and dependent variables of the study.
20
HYPOTHESIS
and learning styles among the Education students of Liceo de Cagayan University.
This study will render valuable benefits to all individuals in the educative
Students. Upon knowing their multiple intelligences and learning styles, they
can gain ideas on how to improve their attitudes towards learning. They will also
benefit because once the teachers will modify their teaching styles based on their
21
needs as will be revealed by the results of this study, they can learn more and they
Teachers. The results of this study will help the teachers diagnose their
students so as to know their strengths and weaknesses . This will then guide them
in choosing learning activities that would help develop the students’ strengths and
School Administration. The result of the study will provide baseline data to
school administrators for them to improve the academic and co-curricular activities
they will promote that will enhance the students’ interest based on their multiple
intelligences and learning styles. The results of this study will serve as the profile of
evaluate the students they have and for them to come up with a plan on how to
Parents. The results of this study will help the parents know the strengths
and weaknesses of their sons and daughters. In such case, they can help and
support their sons and daughters develop their strengths and guide them to improve
their weaknesses.
Future researchers. The results of this study will serve as a spring board for
The study is limited to ascertain the multiple intelligences and the learning
styles of all the Education students in Liceo de Cagayan University during the
22
academic year 2008-2009. This study will be conducted in the College of Education
in Liceo de Cagayan University for the reasons that there is no profile of the
naturalist. The dependent variables were limited to the learning styles such as
RESEARCH DESIGN
statistical technique that can show whether and how strongly pairs of variables are
or not there is a relationship that exists between two or more quantifiable variables,
and if there is, to what extent or degree the relationship is. In other words, when a
positive (+) or negative (-) and the degree or extent (strength) of relationship.
The descriptive correlation design is appropriate for the study which aimed
RESEARCH SETTING
Blvd., Kauswagan, Cagayan de Oro City. A post liberation institution, the Liceo de
23
Cagayan University was founded in 1955 by the late Atty. Rodulfo Neri Pelaez of
Cagayan de Oro City and his wife the late Sr. Elsa Pelaez of Cebu with the primary
relevant, quality education and facilitating their total human formation anchored in
moral values and Christian precepts. Specifically, the study will be conducted in
the College of Education for the reason that there is no profile of the Education
PACUCOA. The College of Education in the University was opened during the
academic year 1993-1994 with more than a hundred students for the two programs
(BEEd). The first area of concentration offered in both programs was English. The
added, namely: Guidance and Counselling and the Physical Education Health and
Music (PEHM), for the College to meet the demands of the community. Consistent
with its mission to reach out, the College offered another area of specialization, the
In February 2008, the College was granted Level I Accredited Status by the
instruction to produce graduates who can compete in the global market. Moreover, it
also aims at fostering strong professionalism among its faculty and students.
24
The respondents will be the 206 Education students from the total population
(N =206) in the College, hence, universal sampling will be used in the study which
INSTRUMENTATION
Gregory (2005), and the “Learning Styles Self- Inventory” by Jeffrey Barsch, (2007).
the students’ learning style inventory model as patterned from Barsch (2007), such
as auditory learning style, kinesthetic learning style, and visual learning style.
Dean of the College of Education. Upon approval, the researchers will distribute the
confidentiality of their responses and explained the purpose of the study as well as
the importance of the research output. The questionnaires will be retrieved after the
respondents completed its answers. The same will be submitted to the university
statistician of the Research and Planning Office of Liceo de Cagayan University for
data processing.
STATISTICAL TECHNIQUES
25
The data that can be collected from the respondents will be processed
accordingly with the help of the university statistician and the researchers’ adviser.
Problem 1 will utilize ranking and frequency distribution, Problem 2 will used the
weighted mean, and Problem 3 will utilize Pearson Product Moment Correlation (r).
CHAPTER 2
literature reviews are included. These reviews serve as the foundation of insights
Learning-style theory begins with Carl Jung (1927), who noted major differ-
ences in the way people perceived (sensation versus intuition), the way they made
decisions (logical thinking versus imaginative feelings), and how active or reflective
ists generally believe that learning is the result of a personal, individualized act of
Most learning-style theorists have settled on four basic styles namely: The
its clarity and practicality; The Understanding style learner focuses more on ideas
and evaluates learning by standards of logic and the use of evidence; The Self-
Expressive style learner looks for images implied in learning; uses feelings and
emotions to construct new ideas and products; and judges the learning process
according to its originality, aesthetics, and capacity to surprise or delight; and The
Interpersonal style learner, like the Mastery learner, focuses on concrete, palpable
information; prefers to learn socially; and judges learning in terms of its potential
Learning styles are not fixed throughout life, but develop as a person learns
and grows. Most learning-style advocates would agree that all individuals develop
and practice a mixture of styles as they live and learn. Most people's styles flex and
27
adapt to various contexts, though to differing degrees. In fact, most people seek a
sense of wholeness by practicing all four styles to some degree. Educators should
(http://www.ascd.org/authors/ed_lead/el199709_silver.html).
Students use different approaches when faced with learning tasks and
problems the way in which the students approach the learning tasks, and the
behavior when confronted with a problem. It is pointed out that the learning style of
at four general learning patterns which are rigid-inhibited style, indiscipline style,
acceptance-anxious style and creative style. Learners with a rigid inhibited style of
learning require constant supervision as they get confused easily. The indiscipline
leave their learning task unfinished due to lack of tolerance. Learners of creative
style are self-confident, and able to evaluate their own performance with objectivity.
They are prepared to learn from the mistakes and show divergent thinking ability
structures. Peer oriented learner may like to work with others, enjoying the feeling of
28
contributing to a group project, or they may like to get on with the task by
themselves. On the adulthood, adult oriented learner need to check in with their
teacher from time to time. They ask, “Am I doing this right?” or “What do you think of
what I’ve done so far?” The questions may come as much from a need for adult
company and concerns about their performances. Without the social input, they
may lose concentration. Conversely, the learner who likes to work alone needs time
variations in the conditions they need and the modes in which they learn best. It is,
of course, impossible for teachers to adapt classrooms and instruction to meet each
student’s particular set of preferences; if the teacher decided to have music playing
as students engage in their school work, she would be helping some students focus
while destructing others. What good teachers do, however, is provide as much
(Swiniarski, 2006).
Researchers have identified different learning styles and these have been of
great interest to classroom practitioners. Dryden and Vos (1994) have linked
Gardner’s work to the way students learn. They believe that each of the learners
has a preferred learning and a preferred working style, and further identified five
learning preferences.
Some of the learners, they suggest, are mainly visual learners: their learning
is helped when they see pictures or diagram. Others learn more by listening or are
kinaesthetic learners: they learned best by using their sense of touch or by moving
their bodies. Some of them are print oriented: they learn most easily by reading
29
books. Others learn best when interacting with others. They suggest that learners
can and do use a combination of these strategies to learn, but one approach maybe
dominant.
they do not have sufficient opportunity to learn in a way that helps them to access
the curriculum. Schools with which some experts have worked have found that it is
useful to be aware of the range of learning style in their classroom and, more
importantly, for their learners to be aware of these too. Students who identified
themselves as weak in one or more of the areas need to consider how they develop
argument about both intelligence and learning being learnable, experts think this
are best treated as a range of possibilities for enriching learning rather than further
fixed views of students. In a culture that is prone to label and categorize they need
to be aware of this danger with learning styles ( Mayers and Reed, 2004).
instruction and experiences that cultivate metacognition. Students can develop their
latent potentials if teachers will provide activities that will unfold and enhance these
capacities and tendencies and teach them to develop their potentials through effort-
based learning.
orientation depends on the way how people understand the nature of their
intelligence. She has identified two very different ways that people understand and
internalize intelligence. The first is an entity view; the idea that intelligence is
30
something fixed and unchangeable within. For others, intelligence is something that
what Claxton means by learning being learnable. Dweck calls this the theory of
“malleable intelligence.”
According to the psychologist, Howard Gardner (1999), all learners have the
They would caution limiting learners in any way to these and suggest that the
following list of Gardner’s intelligences are expansive rather than reductive. They
are not for either labelling students or limiting learning. Believing that all of the
learners have the capacity to develop these areas, though some may need more
help than others has an impact on the view of ability and consequently on teaching
Gardner’s work has helped educators to see that the content of learning is
not just about the types of cognition traditionally associated with school. Goleman
(1996) supports this view. He demonstrates the nature and important of emotional
intelligence and the need to become emotionally literate. This means realizing that
the man and the emotions are working in a fruitful partnership when learning is
taking place. What Claxton (1999) refers to as drawing on ‘‘the rich mud of
someone’s experience.’’
styles and multiple intelligences can create more viable teaching methods that are
approaches have been seen to nurture flexibility, reinforce the idea that there are
31
many different ways to learn, show a deeper appreciation for the individual and
be applicable in the classroom. She noted that “Many teachers struggle with finding
ways to reach individual learning styles and needs”, and that Gardner’s concepts
might provide some solutions. It is clear that these same ideas about multiple
with teaching the student through verbal instruction as well as the sharing of
anecdotes and cultural information with the class. Those who are strong in this skill
will best understand movement through the verbal explanation. This encourages
those who are strong in this intelligence and helps to develop it in others.
analysis and representation, and in the beginning class, as a way of capturing and
understanding feelings which the music brings forth, and how to express the
physical. Music also ties to other kinds of intelligences, for example logical
are academically inclined in the traditional sense because of the logical sequence
of teaching format, and are usually considered to be good students in any traditional
classroom. These are people who will respond well to a strictly formatted class and
and drawing elements as a teaching tool. A student with this intelligence usually
learns well if films, diagrams and other picture elements are involved in the process.
Classes in which videos of dancers are utilized are often very valuable to students
methods in the classroom. Being allowed to touch the instructor or have the
instructor touch them in order to feel the physical movement is helpful to people with
through having students work in teams and interact, for example through practicing
and allowing interaction between the students; having a partner in class or learning
acknowledgement from the teacher and through the use of positive reinforcement or
praise. People with this learning ability are often very good at a long term
commitment to studying the dance. Natural intelligence can be best utilized through
actually going into the work environment as opposed to the classroom setting. This
allows the student to actually get the experience of performing or watching other
good way to support this intelligence. Also, it is good for the student to go to events
Most people will have at their disposal more than one of the intelligences
Nolen states that it is possible for teachers to structure learning and teaching so
says, “Teachers who teach towards the multiple intelligences realize the benefits,
Based on the above reviews, the researchers learned that learners have
different learning styles and all learn at different paces. Some can put in a minimal
effort and receive a high grade meanwhile others have to work very hard to achieve
an average grade. The good news is that teachers can modify the learning activities
and learners can modify the methods they use to learn. If one maximizes his
opportunities for his personal learning needs to be met, he can enhance and ensure
applying the theories of Multiple Intelligence to each learning styles. One cannot do
it of course without determining his dominant multiple intelligences and knowing his
preferred learning styles. The researchers upon reviewing the above literature have
learned that though the theory of multiple intelligences and the learning styles
theory are both different theories but they are related to each other. Multiple
intelligences and learning styles are the same factors that may affect the students’
researchers believe that it is a necessity to know their dominant learning styles and
CHAPTER 3
This chapter deals with the presentation, analysis, and interpretation of data.
TABLE 1
shown, the overall mean (3.81) verbally described as dominant, it means that verbal
students.
The highest mean (4.14) falls in item 2 (“I like to tell and listen to jokes”)
verbally described as dominant. On the other hand, the lowest mean (3.11) falls in
item 5 (“I like to write stories and poems”) verbally described as moderately
dominant.
35
The data in the highest mean reveals that most of the education students
who like to tell and listen to jokes are verbal-linguistic intelligent. As cited by Brown
and Mayer, 2008 in their journal “Children and Libraries” that verbal-linguistic
people like to work with language and can use it appropriately in writing or
speaking. Most likely, they enjoyed to tell and listen to funny stories.
The data in the lowest mean reveals that some of the education students
who like to write stories and poems are verbal-linguistic intelligent. Brown and
Mayers, 2008 pointed out in their journal that verbal-linguistic people also like to
auditory and speech modalities because Gardner includes "meanings of words and
TABLE 2
The highest mean (4.06) falls in item 1 (“I love mysteries, puzzles, and
games”) verbally described as dominant. On the other hand, the lowest mean (3.36)
falls in item 4 (“I like things organized in patterns and groups”) verbally described as
moderately dominant.
The data in the highest mean reveals that most of the mathematical- logical
intelligent education students love mysteries, puzzles, and games. Studies have
their social context, with the application of problem solving and reasoning at its core
The data in the lowest mean reveals that some of the mathematical- logical
from first through fourth and began to decline. The study conducted by Teele (1994)
demonstrated that students enter school at primary level strong in both linguistic
and logical-mathematical intelligences and leave high school level with those two
areas sharply in decline, even though those are the two intelligences that are
learn and develop the ability to read, write and compute, then instruction must be
presented in ways that address the students' dominant intelligences. This enables
students to process information through their strengths and then translates into the
enabling them to learn through their dominant intelligences while also strengthening
TABLE 3
the overall mean (3.66) verbally described as dominant. The highest mean (4.16)
falls in item 5 (“I enjoy TV, videos, and movies”) verbally described as dominant. On
the other hand, the lowest mean (3.25) falls in item 3 (“I can find my way around
The data in the highest mean reveals that most of the education students who are
visual- spatial intelligent enjoy TV videos, and movies. The data in the lowest mean
on the other hand reveals that most likely visual-spatial intelligent can find their
category, wide individual variation has been observed in the setting of boundary
limitations for that category. Some individuals are relatively narrow in the sense of
rejecting instances that, in their subjective opinion, stray too far from the central or
TABLE 4
The highest mean (4.20) falls in item 5 (“I have hobbies that let me build and
make things”) verbally described as dominant. On the other hand, the lowest mean
(3.20) falls in item 4 (“I like games like charades and “hamming” it up”) verbally
The data in the highest mean reveals that most of the bodily- kinesthetic
intelligent education students have hobbies that let them build and make things.
The data in the lowest mean reveals that some of the education students who move
black children from moderate to low income urban environments performed learning
tasks with a more sensor active cognitive style than their white peers (Morgan,
1990). Similar patterns were found among children of Hispanic descent (Ramirez &
difficult for black children from moderate and low income families to comply with the
demands made upon them by the system (Witherspoon, 1987). Their behavior can
be termed disruptive when the planned environment lacks the elements which could
TABLE 5
shown, the overall mean (3.56) verbally described as dominant. The highest mean
(3.65) falls in item 1 (“I sing along with music when I learn some”) verbally described
as dominant. On the other hand, the lowest mean (3.28) falls in item 4 (“I like to
sing, hum, whistle, or tap on the desk”) verbally described as moderately dominant.
The data in the highest mean reveals that most of the education students
who sing along with music when they learn some are most likely musical-rhythmic
intelligent. On the other hand, the data in the lowest mean reveals that some of
those who like to sing, hum, whistle, or tap on the desk belong to musical-rhythmic
(1990) concluded from a study in four talent fields that highly competitive home
43
fields. This seemed especially true for highly accomplished pianists and research
to play the violin, for example, might be stimulated to maximize such ability, and
TABLE 6
The highest mean (4.30) falls in item 2 (“I sometimes imagine how it would be
to be someone else”) verbally described as highly dominant. On the other hand, the
lowest mean (3.17) falls in item 5 (“When I meet new people, I am interested to
The data in the highest mean reveals that most of the education students
intelligent. On the other hand, the data in the lowest mean reveals that most likely
45
those education students who meet new people and are interested to learn about
Booth, et.al, 2002 in their papers emphasized that interpersonal people like
to be around other people. They can read people and discover what their needs
are. They may be involved in group organizations, and they tend to be good
communicators.
TABLE 7
The highest mean (4.30) falls in item 4 (“I know what I like and what I’m
capable of”) verbally described as highly dominant. On the other hand, the lowest
mean (3.09) falls in item 1 (“I keep a diary or journal and write down my thoughts”)
The data in the highest mean reveals those who know what they like and
what they are capable of. The data in the lowest mean reveals that some education
students who keep a diary or journal and write down their thoughts are good in
intrapersonal aspects.
understand their own strengths and weaknesses. They know themselves well and
can be found in the work of Bieri (1961) who identified the bimodal cognitive style
47
labeled Cognitive Complexity vs. Cognitive Simplicity. These constructs are defined
as the cognitive process utilized by individuals in defining their personal and social
others expanded the Cognitive Complexity psychological style to include the nature
of individual choices and their associated values (Signell, 1966; Kogan, 1971).
TABLE 8
outdoors and
enjoying the
world.
3. I like to listen 3.75 1.05 Dominant
to the birds
singing and the
crickets chirping.
4. I like to put 3.64 1.09 Dominant
things in
categories and
classify them.
5. I know a lot 4.08 0.94 Dominant
about animals
and plants.
Overall 3.92 0.62 Dominant
overall mean (3.92) verbally described as dominant. The highest mean (4.16) falls
in item 1 (“I like collections and saving things”) verbally described as dominant. On
the other hand, the lowest mean (3.64) falls in item 4(“I like to put things in
The data in the highest mean reveals that most of the education students
who like collections and saving things are naturalist. On the other hand, the lowest
mean reveals that those who like put things in categories and classify them are also
naturalist. Booth and Hockey, 2002, noted in their papers that naturalist people are
highly observant about their environment and can classify and organize what they
see. They may be able to differentiate between different types of flowers, birds, or
In problem 1, the data in the above tables show that the eight multiple
intelligences are dominant among the education students which means that the
education students are multiple intelligent. Based on the results, most of the
education students excel in intrapersonal and naturalist which have the highest with
49
the overall mean of 3.92. This implies that most of the education students have a
good access to one's own feelings and have the ability to discriminate among them
and draw upon them to guide behavior; knowledge of one's own strengths,
weaknesses, desires, and intelligences. Most of the education students are persons
with detailed accurate self-knowledge. The results implies that as naturalists, most
of the education students learn best when the subject involves collecting and
to nature.
note that, without exception, each intelligence received a higher importance than
effectiveness rating for each content area. This may not be as dire a situation as it
appears at first blush-In his recent formulations, Gardner (1999, p. 334) makes an
even when the educational intent is not to develop the intelligence. The results are
somewhat similar also to the studies with the Teele Inventory for Multiple
Intelligence (Teele, 1996; Rhina, 2001) which have revealed some interesting data
that could affect the way instruction is provided at different grade levels. Students at
the primary level demonstrated a much stronger preference for linguistic and
were spatial, bodily-kinesthetic, interpersonal and musical. Middle and high school
50
intelligences.
Teele (1994) noted that linguistic intelligence was the strongest from
mathematical intelligence was strongest from first through fourth and began to
decline. Spatial and bodily intelligence remained the two most dominant
strong in all grades. She also reported that first grade students were lower in
musical and intrapersonal intelligences until they went to high school. The study
conducted by Teele (1994) demonstrated that students enter school at primary level
school level with those two areas sharply in decline, even though those are the two
for all students to learn and develop the ability to read, write and compute, then
learn through their dominant intelligences while also strengthening their weaker
intelligences. Teele also argued that when teachers are able to present information
through all seven intelligences, all students can engage in the learning process and
TABLE 9
TABLE 10
about it in the
newspaper.
6. I follow oral 3.30 0.95 Moderately
directions better dominant
than written ones.
Overall 3.77 0.55 Dominant
Table 10 shows the learning styles in terms of auditory. As shown, the overall
The highest mean (4.14) falls in item 3 (“I do better at academic subjects by
dominant. On the other hand, the lowest mean (3.30) falls in item 6 (“I follow oral
The data in the highest mean reveals that most of the education students
reading books are auditory learners. On the other hand the data in the lowest mean
reveals that some of those who follow oral directions better than written ones are
As noted by Pyryt, and Sandals, et al, 1998 in their Journal of Research that
Auditory learners are those who learn best through hearing things. Auditory learners
even like to read to self out loud, are not afraid to speak in class, like oral reports,
TABLE 11
The highest mean (3.50) falls in item 2 (“I enjoy working with tools”) verbally
described as dominant. On the other hand, the lowest mean (2.65) falls in item 6 (I
moderately dominant.
55
The data in the highest mean reveals that most of the education students
who enjoy working with tools are kinesthetic learners. The data in the lowest mean
reveals that some of those who feel very comfortable touching others (handshaking)
Beck, 2001 in his paper cited that about 10% of the general population is
kinesthetic learners. They prefer to learn by getting their body into action and
moving around. They are “hands-on” types who prefer doing to talking. Dunn, Rita
in her journal pointed out that the younger the children, the more likely they learn
experiencing; Dunn and Dunn 1992, 1993; Dunn and Perrin 1994).
56
TABLE 12
Table 12 shows the learning styles in terms of verbal. As shown, the overall
The highest mean (3.68) falls in item 4 (“I learn to spell better by repeating
the letters of the word out loud than by writing the word in paper”) verbally
described as dominant. On the other hand, the lowest mean (2.93) falls in item 3 (I
moderately dominant.
The data in the highest mean reveals that most of the education students
who learn to spell better by repeating the letters of the word out loud than the word
in paper are verbal learners. On the other hand, the data in the lowest mean reveals
that including those who can understand and follow directions by reading maps can
As pointed out by Good, T. L., & Brophy, J. E. (1990), verbal learners are
involved both in the written and spoken word. They find it easy to express
themselves both in writing and verbally. They love reading and writing. They like
limericks and the like. They know the meaning of many words, and regularly make
an effort to find the meaning of new words and use these words, as well as phrases
TABLE 13
Table 13 shows the learning styles in terms of visual. As shown, the overall
The highest mean (3.80) falls in item 4 (“I follow written directions better than
oral directions.”) verbally described as dominant. On the other hand, the lowest
59
mean (3.19) falls in item 1 (“I try to remember something by picturing it in my head”)
The data in the highest mean reveals that most of the education students
who are visual learners follow written directions better than oral directions. The data
in the lowest mean reveals that those who try to remember something by picturing it
spatial learners are individuals who think in pictures rather than in words. They
better visually than auditorally. They learn all-at-once, and when the light bulb goes
on, the learning is permanent. They do not learn from repetition and drill. They are
whole-part learners who need to see the big picture first before they learn the
details. They are non-sequential, which means that they do not learn in the step-by-
step manner in which most teachers teach. They arrive at correct solutions without
taking steps, so “show your work” may be impossible for them. They may have
difficulty with easy tasks, but show amazing ability with difficult, complex tasks.
They are systems thinkers who can orchestrate large amounts of information from
different domains, but they often miss the details. They tend to be organizationally
impaired and unconscious about time. They are often gifted creatively,
The above data in problem 2 reveals that most of the education students
prefer auditory learning style since based on the overall results the dominant
learning style is auditory and the three learning styles are determined to be
60
moderately dominant among the education students. This implies that as auditory
learners, most of the education students like to read to self out loud, speak in, are
not afraid to speak in class, like oral reports, follow spoken directions well and they
described as dominant.
The highest mean (4.20) falls in item 5 (“I have hobbies that let me build and
make things”) verbally described as dominant. On the other hand, the lowest mean
(3.20) falls in item 4 (“I like games like charades and “hamming” it up”) verbally
The data in the highest mean reveals that most of the bodily- kinesthetic
intelligent education students have hobbies that let them build and make things.
The data in the lowest mean reveals that some of the education students who move
black children from moderate to low income urban environments performed learning
tasks with a more sensor active cognitive style than their white peers (Morgan,
1990). Similar patterns were found among children of Hispanic descent (Ramirez &
difficult for black children from moderate and low income families to comply with the
demands made upon them by the system (Witherspoon, 1987). Their behavior can
be termed disruptive when the planned environment lacks the elements which could
TABLE 14
SUMMARY OF TABLES
LEARNING STYLES
CHAPTER 4
SUMMARY
University.
The study was conducted at Liceo de Cagayan University campus with one
hundred eighty (180) Education students as respondents and subject of the study.
the researchers. Some instructions were explained before the respondents were
allowed to answer.
analyzed and interpreted using the frequency counts, weighted mean, standard
one of the dominant intelligences among the education students. The highest mean
(4.14) falls in item 2 (“I like to tell and listen to jokes”) verbally described as
dominant. On the other hand, the lowest mean (3.11) falls in item 5 (“I like to write
as dominant. The highest mean (4.06) falls in item 1 (“I love mysteries, puzzles, and
games”) verbally described as dominant. On the other hand, the lowest mean (3.36)
falls in item 4 (“I like things organized in patterns and groups”) verbally described as
moderately dominant.
dominant. The highest mean (4.16) falls in item 5 (“I enjoy TV, videos, and movies”)
verbally described as dominant. On the other hand, the lowest mean (3.25) falls in
item 3 (“I can find my way around cities and personalities“) verbally described as
dominant.
dominant. The highest mean (4.20) falls in item 5 (“I have hobbies that let me build
and make things”) verbally described as dominant. On the other hand, the lowest
mean (3.20) falls in item 4 (“I like games like charades and “hamming” it up”)
dominant. The highest mean (3.65) falls in item 1 (“I sing along with music when I
learn some”) verbally described as dominant. On the other hand, the lowest mean
(3.28) falls in item 4 (“I like to sing, hum, whistle, or tap on the desk”) verbally
dominant. The highest mean (4.30) falls in item 2 (“I sometimes imagine how it
hand, the lowest mean (3.17) falls in item 5 (“When I meet new people, I am
dominant. The highest mean (4.30) falls in item 4 (“I know what I like and what I’m
capable of”) verbally described as highly dominant. On the other hand, the lowest
mean (3.09) falls in item 1 (“I keep a diary or journal and write down my thoughts”)
dominant. The highest mean (4.16) falls in item 1 (“I like collections and saving
things”) verbally described as dominant. On the other hand, the lowest mean (3.64)
falls in item 4(“I like to put things in categories and classify them”) verbally
described as dominant.
The highest mean (4.14) falls in item 3 (“I do better at academic subjects by
dominant. On the other hand, the lowest mean (3.30) falls in item 6 (“I follow oral
moderately dominant. The highest mean (3.50) falls in item 2 (“I enjoy working with
tools”) verbally described as dominant. On the other hand, the lowest mean (2.65)
dominant. The highest mean (3.68) falls in item 4 (“I learn to spell better by
66
repeating the letters of the word out loud than by writing the word in paper”) verbally
described as dominant. On the other hand, the lowest mean (2.93) falls in item 3 (I
moderately dominant.
dominant. The highest mean (3.80) falls in item 4 (“I follow written directions better
than oral directions.”) verbally described as dominant. On the other hand, the lowest
mean (3.19) falls in item 1 (“I try to remember something by picturing it in my head”)
CONCLUSIONS
education students which means that most of the education students are multiple
intelligent. Though all are dominant but most of the education students excel in
intrapersonal and naturalist intelligence which means that most of them have good
access to one's own feelings and have the ability to discriminate among them and
draw upon them to guide behavior; knowledge of one's own strengths, weaknesses,
67
desires, and intelligences. In short, most of the education students are persons with
detailed accurate self-knowledge. Most of the education students learn best when
prominent in nature; they also don't enjoy learning unfamiliar or seemingly useless
The study was intended to investigate the relationship between the dominant
multiple intelligences and the preferred learning styles of the education students of
Those variables which have moderate relationships revealed that most likely
those education students who are naturalist, are visual learners in a sense that
naturalist are good in classifying and even observing the nature of course through
visuals. Then most likely those who excel in bodily-kinesthetic intelligence prefer
education students are auditory learner since one who has a sufficient knowledge
about himself most likely is the one who listen most of the time and learn using his
hearing sense.
Those variables which have low relationships concluded that though it is low
but still most of the multiple intelligences of the students have a significant
relationship toward their learning styles. The variables just revealed that not all
learning styles can be best suited to develop some of the learners’ multiple
and naturalist intelligent learners rarely preferred verbal learning style. Then, the
findings revealed that visual learning style is commonly used but then this is not
best suited to develop most of the multiple intelligences of the learners except the
naturalist.
RECOMMENDATIONS
On the basis of the results of this study, the researchers suggest the
following:
how to deal with things, how to accomplish things, finding ways to work
variety of ways, not necessarily eight ways, but in a number of ways that
prove pedagogically appropriate for the topic at hand and that would en-
69
the learners as well as develop their less dominant intelligence and less
3. The Education student must develop all their multiple intelligences and try
to practice the different learning style for as future teacher, these are all
important in catering the needs of the learners who also have different
BIBLIOGRAPHY
A. BOOK
Mac Gil Christ, Barbara; Jane Reed; Kate Mayers. (2004), 2nd edition. The
Intelligent School. London. SAGE Publication.
B. UNPUBLISHED MATERIALS
C. JOURNAL
D. DICTIONARY
Signet “The New American Desk Encyclopedia” 3rd edition. (1993). USA.
Penguin Group.
WEBLIOGRAPHY
Giles, E., Pitre, S., Womack, S. (2003). Multiple intelligences and learning styles
emerging perspectives on learning, teaching, and technology. Retrieved:
September 10, 2008 from http://projects.coe.uga.edu/epltt/.
Silver, H.F., and R.W. Strong. (1997). Teaching for multiple intelligences.
Retrieved: September 5,2008 from http://www. Ascd.org/authors/ed l
ead/el199709 silver.html
APPENDIX A
QUESTIONNAIRE
Name:____________________________________ Date:_________________
1. I love to read.
21. I often move your hands and your body while you talk.
22. I like to listen to the birds singing and the crickets chirping.
37. I have hobbies that let you build and make things.
Part II. Learning Style Inventory (Patterned from Barsch Learning Style by
Jeffry Barsch, Ed. D. , 2007)
Verbal Interpretation
5 – Almost Always
4 – Usually
3 – Sometimes
2 – Seldom
1 – Almost Never
Indicators 5 4 3 2 1
1. I remember more about a subject through
listening than reading.
2. I follow written directions better than oral
directions.
3. I like to write things down or take notes for
visual review.
4. I bear down extremely hard with pen or
pencil in writing.
5. I enjoy working with tools.
6. I enjoy reading graphs, grids, chart and
diagrams.
7. I prefer to have an oral explanation of
diagrams and graphs.
8. I can tell if sounds match when presented
with pairs of sounds
9. I remember best by writing things down
several times
10. I can understand and follow directions by
reading maps.
11. I do better at academic subjects by
listening to lectures and tapes instead of
reading books.
12. I like to play with coins and keys in my
pockets.
13. I learn to spell better by repeating the
letters of the word out loud than by writing the
word in paper.
14. I can better understand and used article
by reading about in the newspaper than by
listening to the radio.
75
CURRICULUM VITAE
Personal Data
Educational Background
Personal Data
Educational Background
Personal Data
Educational Background
Personal Data
79
Educational Background
Personal Data
Educational Background