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Regardless the number of theories studied in regard to intelligences as a subject of education that
seems to have no exhaustion point (McFarlane, 2011). One of these is the Multiple Intelligences
complex web of abilities that are evident in one's products and preferences for learning. He
developed this theory based on his study of many people from many different walks of life in
everyday circumstances and professions where he performed interviews with and brain research
on hundreds of people. His theory has been adapted by many educators as an explanation for the
many ways their students learning and achievement. The students learn and succeed in different
ways and have an individual profile of strengths and weaknesses that can be exploited to deliver
effective instruction.
In the definition given by the Wikipedia, the theory of MI differentiates intelligence into
specific ‘modalities’, rather than seeing intelligence as dominated by a single general ability.
Multiple Intelligence is based on the belief that human being possessed a complex set of abilities
Gardners’ MI Theory challenged traditional beliefs in the field of education and cognitive science.
In the traditional definition, intelligence is all about the uniform cognitive capacity people are born
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with which can be measured by short-answer tests. According to Gardner, intelligence is the ability
to solve problems, or to create products, that are valued within one or more cultural settings.
According in his theory, identifying each student’s intelligences has strong ramification in
the classroom. Wherein, if teachers know their students’ intelligences then they accommodate
them more successfully according to their orientation to learning. Gardner defined the first seven
intelligences in “Frames of Mind” in 1983. These are Linguistic, Logical Mathematical, Musical,
Linguistic intelligence refers to the ability to understand both spoken and written language,
as well as their ability to speak and write themselves. Verbal-linguistic intelligence which is also
called “word smart” are intelligence which involves understanding the order and meaning of words
in both speech and writing and how to properly use the language. People with linguistic
intelligence love and are talented with words. They enjoy writing, reading, and learning languages
just like limericks, rhymes and the like. They have the ability to teach and explain things to others.
Logical Mathematical Intelligence refers to the ability to detecting patterns, think logically,
deductive reasoning and perform mathematical operation. People with this intelligence are good
at scientific investigations and identifying relationships between different things. They are also
Musical Intelligence involves the ability to express and fills ideas and feelings musically.
Rhythmic people are “Music Smart”. They have talents in playing musical instruments and
composing music and dance. They recognize patterns of music and understand the relationship
between sound and feeling. They may pursue careers as performing musicians, composers,etc.
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Bodily Kinesthetic Intelligence refers to the ability to use one’s body to solve problems
and the ability to organize oneself in space, such as in dance. They are also called “body smart”
and skilled at using their body to convey feelings and ideas. They have good hand-eye
coordination. Their fine and gross motor skills are more advanced than the average person’s. These
individuals excel in athletics/dance or may gravitate towards careers that require more physical
Spatial Intelligence is the ability to visualize and use space. They have the ability to
comprehend three-dimensional images and shapes which is the primary function of the right side
of the brain and is used when solving puzzles, figuring out maps, etc. According to Gardner, Spatial
Intelligence is a human computational capacity that provides the ability or mental skills to solve
spatial problems or navigation, visualization of objects from different angles and space, faces or
scenes recognition.
Interpersonal intelligence is the ability to discern the feelings, desires and motivation of
other people. The people who possessed this intelligence are regarded as “People Smart”. They
have excellent people skills and quite social. This is the ability to understand and to have an
effective model of one. This type of intelligence is exhibited by therapists, leaders, politicians, etc.
They can interpret moods from facial expressions, demonstrate feelings through body language,
can take care of human contact, communication, co-operation and team work.
Intrapersonal intelligence refers to the understanding of one's self. These people are “self-
smart”. They are remarkably aware of their own feelings, beliefs and desire. These “self-smart”
people are always engaged in decision making about one’s aim and decide options for
development. They rely on self- reflection and self-discovery. They can perceive other people’s
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feeling, interpret their behavior and communicate and understand the relationship between people
These are Naturalist and Existentialist. Naturalist Intelligence has to do with observing,
understanding and organizing patterns in the natural environment. A naturalist is someone who
shows expertise in the recognition and classification of plants and animals. While Existentialist
Intelligence involves an individual’s ability to use collective values and intuition to understand
others and the world around them. The people who excel in this intelligence typically able to see
These nine multiple intelligences may possessed by a person. Some people are aware of
their multiple intelligences while some are not. So the researchers conducted a study regarding this
matter focusing on senior high school learners at Cabatuan National High School for them to be
aware of their intelligences and make use of them. The objectives are to identify multiple
intelligences they possess and associate these in their academic performance level. Whereas,
Cabatuan National High School offers Science, Technology, Engineering and Mathematics
(STEM), Accountancy, Business, and Management (ABM), General Academic Strand (GAS), and
Technical-Vocational-Livelihood (TVL).
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Statement of the Problem
The study entitled, “Multiple Intelligences of Senior High School learners at Cabatuan
National High School” aimed to identify the multiple intelligences possessed by grade 12 learners
and its association in their academic performance level. The study sought to answer the following
questions:
a. Gender
b. Age, and
c. Strand?
2. Which of the multiple intelligences are mostly possessed by senior high school learners
3. What are the other factors why they chose their strand?
5. How many students have multiple intelligences that is associated in the strand chosen
6. Is there a relationship between the learners’ multiple intelligences and their academic
Hypotheses
Ho: There is no relationship between the multiple intelligences that students possess and their
academic performance level when classified according to strand and grade level.
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HA: There is relationship between the multiple intelligences that students possess and their
academic performance level when classified according to strand and grade level.
Specifically, the study aimed to identify the dominant multiple intelligences of SHS
learners at CNHS and to identify if there is a significant relationship between the multiple
The study entitled, “Multiple Intelligences of Senior High School learners at Cabatuan
National High School” focused on identifying which of the multiple intelligence are mostly
possessed by senior high school learners and its association in their academic performance level..
It was conducted at Cabatuan National High School on the first semester from July 2017 to October
2017. This study will be limited to senior high school learners’ age 15-20 years old.
1. Students
This study may help them to be aware of their intelligences that they possess and may
2. Teachers
This study may inspire them to know their students’ multiple intelligences for them to
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3. Department of Education (DepEd)
Helps DepEd to strategize their ways in teaching for the students to make use of their
intelligences.
4. Future Researchers
Definition of Terms
Bodily-kinesthetic Intelligence. People who love movement, have good motor skills and are
Existentialist Intelligence. People’s ability to use collective values and intuition to understand
others and the world around them and; they are able to see the big picture.
Howard Gardner. A professor of education at Harvard University who developed the theory of
Interpersonal Intelligence. People who are good with people and thrive in social interactions and;
they have the ability to understand and interpret verbal and nonverbal behavior of others.
Intrapersonal Intelligence. People who are adept at looking inward and; they have the ability to
Multiple Intelligences. This is a theory of Howard Gardner about people and their different types
of intelligences.
strengths.
Musical Intelligence. People who are musically gifted and have a “good ear” for rhythm and
composition.
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Naturalist Intelligence. People who have sensitivity to and appreciate for nature.
Spatial-Visual Intelligence. People who are good at remembering images and are aware of
surroundings.
Verbal/Linguistic Intelligence. People who are naturally good with writing or speaking and
memorization.
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REVIEW OF RELATED LITERATURE
Howard Gardner argued that the concept of intelligence in its traditional definition in
psychometrics (IQ test) does not sufficiently describe the wide variety of cognitive abilities
humans display. For example, theory states that a child who learns and multiply easily is not
necessarily more intelligent than a child who has stronger skills in another intelligence area.
Multiple intelligence theory is like a window opening to human mind and explains the specific
functions pertaining to different parts of the human brain. Moreover, MI theory tries to explain
how the human mind reacts to world contents, how it internalizes, and how it reaches to a valid
proposes that each person has capacity in all eight intelligences. Some people can possess all of
the intelligence or lack all but most of the people fall somewhere in between these two poles
wherein they possess some intelligences and underdeveloped in the rest. Gardner suggests that
everyone has the capacity to develop all eight intelligences to a reasonably high level of
There are various test which were developed to determine the intelligences of an individual.
In the study of Rosca (2013), she used McKenziés (1999) MI survey which explores students’
dominant profile. In the study of Saricaoglu and Arikan (2009), they used Multiple Intelligence
Inventory for adults. “Multiple Intelligence Scale” designed by McGlellan and Conti was the
medium of the data collection procedure of the study of Urgup and Aslan (2015). This indicator is
highly recommended to address student needs & abilities. In the study of Y.S. Anitha, et.al, (2013),
they used Multiple Intelligence profiling questionnaire which developed by Tirri and Nokelainen
to identify the students MI which consist of 40 statements. In the study of Al-kalbani and Al-
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luahaibi (2016), they used Rogers Indicator of Multiple Intelligence (RIMI) which is a self-
inventory created by Dr. Keith Rogers based on Howard Gardner’s theory. The indicator used
Likert Scale ranging from rarely to almost always which consist of 56 items that measured 8 types
of intelligences.
MI theory is the most effective platform for global 21st century educational & instructional
methodologies and those educators who embrace this perspective will find themselves meeting
and surpassing stakeholders’ demands for accountability in the classroom and education
(McFarlane, 2011). Same with the study of Yoalmanci and Gozum (2013), where the theory of MI
is effective in learning wherein, students can be academically more successful through education
based on MI Theory in which they can be more effective, use the materials by themselves, speak
and discuss freely, learn by seeing and acting, and use their undiscovered intelligences fields.
MI of an individual. According to the study conducted by Omela (2016), among the MI defined
by Howard Gardner, the most dominant intelligence among the students from Cristo Rey Regional
High School is the Naturalist intelligence. The same result was found in the study of Xie and Lin
(2009) in their study entitled, “Research on MI Teaching and Assessment”. Moreover, it was found
that the dominant intelligence is naturalist intelligence because in Cristo Rey Regional High
School, it was always been imposed inside the campus to learn to love the nature. In contrast,
naturalist intelligence is the least dominant to Taiwanese students and to Oman students (Shu Wu
In the study of Heming (2008), in the two groups she studied teacher two’s classroom was
found to have the highest number of indicators in logical mathematical intelligence. Here, the
teacher teaches math primarily to her students. Similar result was found in the study of Saricaoglu
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and Arikan (2009) where their respondents are students who attended English courses at Erciyes
According to Shu Wu and Alrabah (2009), Taiwanese students most dominant intelligences
their students strengths as visual learners who have high interpersonal skills and at the same time
extroverted to Kuwaiti students followed by visual where teachers in Kuwaiti recognize their
students strength as interpersonal learners who are extroverted and who have visual intelligences.
Same with the study of Heming (2008) and Bautista (2015) where the most dominant intelligence
is interpersonal. The faculty have developed their social relationship for so many years of teaching.
In the study of Bautista (2015), the students have interpersonal intelligence. Here, the
students are still working on to establish interrelationship with other individuals. Similar result
was found in the study of Urgup and Aslan (2015) entitled, “Investigation of the School of Physical
According to Al-kalbani and Al-Waibi (2016), the most dominant intelligence of Oman
students is linguistic. In contrast, the study of Xie and Lin (2009), the least intelligence is linguistic
where most of the students’ background belonged to vocational education. Furthermore, the
In the study of Shu Wu and Alrabah (2009), the least intelligence of Kuwaiti students is
musical. Same with the study of Saricaglu and Arikan (2009) about their study entitled, “A Study
of Multiple Intelligences, Foreign Language Success and Some Selected Variables” wherein the
respondents are students of Erciyes University’s School of Foreign Languages. Meanwhile, the
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least intelligence in the study of Dulo and Urek (2016) is the bodily kinesthetic domain among
gifted.
Research studies about MI theory being applied to various aspects were made. There have
been researchers where two groups have been compared; the experimental group where MI based
in teaching and the control group where there is traditional teaching. In the study of Abdi et,al.
(2013), students who were instructed through teaching strategy based on MI achieved higher score
than the ones which were instructed through the traditional instructions. Similar study made by
Xie and Lin (2009), results showed that students from experimental group wherein there are MI
teaching performed significantly better than the groups who practice traditional teaching.
Language Proficiency. In the study of Seyyed (2008), there is no significant relationship between
these variables among Iranian students. Furthermore, none of the intelligence types was diagnosed
as the predictor for language proficiency in the Iranian context. In the study of Mohammadi, et,al.
(2012) entitled “The Relationship between Students’ Strengths in MI and Their Achievement in
Learning English Language”, the study suggests that in the learning environment where multiple
intelligence may not be actively used, there is a tendency to have weak and negative correlation
In the study of Mourad (2009), MI-based program was effective in improving the reading
comprehension and word recognition skills of 5th year primary learning disabled students.
Meanwhile, the study of Sadeghi and Farzizadeh (2012) concluded that components of MI had a
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In US, students performed poorly on mathematics that is why the National Council of
projects (CMP) be used with other theory based instructional strategic like MI Theory. In the study
of Gibson (2008), by using drill and skill exercise (MI) together with CMP, results showed that
5/7 dominant intelligence groups improved more. Thus, it is potentially effective way to teach
Mathematics. Another study was conducted by Lituglu and Asdin (2005) where results showed
that successful readers in English as a Foreign language (EFC) seemed to use more global
strategies.
human skills and abilities. MI theory opens the door to a wide range of teaching strategies that can
be easily implemented in the Classroom (Armstrong, 2009). The Theory of MI has many benefits
and Potential for the implementation of the curriculum (Leidy, et. al, 2017).
Education is now a global process and in order to reflect children’s different learning styles
to understand and accept the power and Potential of MI to change ways in which we think, learn,
and teach (Mc Garland, 2011). The study showed that there is importance in using Gardner's
Multiple Intelligence Theory in the Classroom. Students will better understand the material if it is
presented in multiple ways (Heming, 2008, p. 29). According to Gibson (2008), education may
use the MI theory to create classrooms that meet the needs of all students by allowing them to
utilize their dominant intelligence(s). This might help students relate better to what is being thought
and in turn, gain a deeper understanding and mastery of mathematical concepts. According to
Mourad (2009) by using Gardner's Multiple Intelligence in the classroom, students will be able to
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According to Heming (2008, p.29), teachers in the field often teach to their strengths, but
also try to incorporate the strength of the majority of their students. Teachers should have
knowledge about the education based on MI theory in order for them to identify the i. Profiles of
the students having difficulty in comprehending the subject and the appropriate activities for those
profiles (Yalmanci, Gozumy, 2013). The students’ intelligences influenced the way the teachers
present the materials (Heming, 2008). According to Mourad (2009) using various teaching styles
and strategies will help meet the needs of the students inside the classroom. Students will not lose
their basic strengths by trying something new; they will simply develop other aspects of their
All children have different dominant in the eighth intelligences, so any particular strategy
is likely to be successful with one group of students and less successful with other groups
(Armstrong, 2009). According to Heming (2008 p.29), students today are much different than
students who were in school even ten years ago. They are more technologically savvy and they
have had more opportunities in life; therefore, we cannot treat or teach them as if they are the same
person. An increase in student’s awareness of their strong and weak points will be experienced
(Rosca, 2013). According to Folio and Urek (2014) determination of students’ intelligence might
be beneficial for teachers in order to capture gifted and talented interest and also might be
beneficial for the motivation approaches to the course. Every student should be exposed to courses,
projects or programs that focus on developing each of their intelligences, not just the standard
verbal and logical abilities that for decades have been exalted above every form of human potential
(Armstrong,2009).
Teachers need to avoid developing only one intelligence type of the students and should
address all intelligence type. Teachers should try to develop their students intrapersonal
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intelligence so that this particular intelligence type will help improving the students overall
individually by their teacher in order to enhance their educational activities while for the weak
domains, these should also be considered for their improvement by the teacher and families (Dolu,
Urek, 2014).
According to Urguk and Asland (2015), the curriculum and learning methods applied to
the students should be re-evaluated by taking the differences in the dominant intelligence areas
between the departments into consideration. Everyone should identify their inner capacities, they
Theoretical Framework
Gardner. He defined intelligence as one's ability to seek out and decipher problems and create
valuable products in one's culture. Gardner's theory emerged from recent cognitive research and
documents the extent to which individual possesses different kind of minds and therefore learn,
remember, perform and understand in different ways. The multiple intelligence theory proposed
by Howard Gardner in 1983 which introduce seven initial intelligences namely logical
added two intelligences in “Intelligence Reframed” which is naturalistic and existential, but
existential intelligence might manifest when an individual begins to question about how things
exist, and created (Roberts, 2010). Therefore, this intelligence still being subjected to further
investigation.
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Gardner's multiple intelligences theory contribute the following ideas: individuals varies
in their multiple intelligence; intelligences varies in degrees, quantity and quality wherein it can
be nurtured and; every individual possesses several intelligences but differ in intensity quality and
quantity. According to Armstrong (2009), MI theory is all about the cognitive functioning. It
proposes that every individual has capacities in all eight intelligences. Some people can possess
all or lacks all but most of the people fall somewhere in between. Moreover, Charles Spearman
proposed the theory of the two factors which is the general ability and special ability. His main
idea was people who is gifted will always be gifted and dull people are generally dull the same
way.
Research Paradigm
I. Profile of the
Respondents
a. Gender Academic
b. Age Performance level of
c. Strand SHS Learners
II. Factor
Multiple Intelligences
Figure 1 shows above the independent variables which include the profile of the
respondents such as the gender, age, and chosen strand; and the factor which is multiple
intelligences that the SHS learners possessed that will be identified in this study. While the
dependent variable is the academic performance level of learners which is their general average in
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the first quarter of first semester school year 2017-2018. These variables will be used in
Hypothesis
Ho: There is no relationship between the multiple intelligences that students possess and
their academic performance level when classified according to strand and grade level.
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METHODOLOGY
Research Design
This study used quantitative research method as its design. Correlational research was
utilized to determine if there is a relationship between multiple intelligences that students possess
The targeted population was limited to Senior High School learners in Cabatuan National
High School, enrolled in the school year 2017-2018. With the aim of identifying the MI’s that
students possess and identifying if there is a relationship between their MI and their academic
performance level. Out of 501 learners, 222 is the number of respondents. Stratified random
sampling and simple random sampling were used in determining the respondents
Research Instrument
The research tool was used in gathering information are questionnaires to determine the
responses of the respondents. The first part of the questionnaire is all about the demographic profile
of the respondents. The Multiple Intelligence Test by Chislett MSc and A Chapman (2005-06),
based on Gardner's Multiple Intelligences Model is the second part of the questionnaire which
comprised of 70 items. Ten (10) for each of the seven intelligences. Each item is a description of
one of the multiple intelligences that is manifested in their behaviors, feelings and attitudes. For
each item, the subjects were instructed to choose from a 4-level scale namely: Mostly Disagree,
Slightly Disagree, Slightly Agree, Mostly Agree. As there are 10 items with a maximum of 4 marks
for each item, the total score for each set of intelligence is 40. The intelligence with the highest
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total represents the student’s strongest intelligence. For the last section of the questionnaire, it was
The data for this research was collected using survey questionnaires. Researchers explained
the purpose of the study. The questionnaires were validated by the researchers. These were
distributed to the chosen Senior High School learners of CNHS. The respondents answered the
questionnaire during their free time and then will collected by researchers. The researchers
collected the grades of the chosen respondents to determine their academic performance level.
Analysis of Data
The responses of the learners in the Multiple Intelligence test were categorized and
organized. The same process was used in the other questions of the questionnaires. SPSS v. 16,
which is an app of statistical tools, was used as a medium in the computation of Pearson r between
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PRESENTATION, ANALYSIS AND INTERPRETATION
Table 1.1: Demographic profile of senior high school learners according to gender
Frequency
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Female 30 22 9 18 30 13 10 11 143
Male 12 8 4 12 25 3 11 4 79
Total 72 43 71 36 222
Table 1.1 shows the demographic profile of senior high school learners according to
gender. Whereas, majority (64.41%) of the respondents are female while the rest (35.59%) are
male.
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Table 1.2: Demographic profile of senior high school learners according to age
Frequency
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
15-16 39 3 13 0 43 3 15 1 117
17-18 3 26 0 25 11 13 6 13 97
19-20 0 1 0 5 1 0 0 1 8
Total 72 43 71 36 222
Table 1.2 indicates the demographic profile of senior high school learners according to age.
Majority (52.70%) of the respondents are 15-16 years old. Most of the respondents in this age
group belong to Grade 11. Respondents aged 17-18 years old consist 43.69% of the total sample,
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Table 1.3: Demographic profile of senior high school learners according to strand
Strand
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Frequency 42 30 13 30 55 16 21 15
222
Total 72 43 71 36
Table 1.3 presents the demographic profile of senior high school learners according to
strand. Cabatuan National High School only offers Academic Track in Senior High School such
as ABM, STEM, GAS, and TVL. Among the respondents, 32.43% consists of ABM students;
followed by 31.98% GAS students; then, 19.37% of STEM students; and lastly, 16.22% of TVL
students.
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Table 2: Number of learners who answered multiple intelligence test previously.
Strand
Overall Total
ABM STEM GAS TVL
Total of STEM
Total of ABM
Total of GAS
Total of TVL
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
23 21 44 9 27 36 35 10 45 9 6 15
Yes
140
Frequency
14 9 23 4 3 7 20 6 26 12 9 21 77
No
Total 217
Delving deeper into Table 2 above which is about the number of learners who answered
multiple intelligence test previously, majority (64.52%) of the respondents attests to answering
Multiple Intelligence Test before while the rest (35.48%) have not answered yet.
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Table 3: Number of learners who are aware of their multiple intelligences
Strand
Overall Total
ABM STEM GAS TVL
Total of STEM
Total of ABM
Total of GAS
Total of TVL
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
31 19 50 9 25 34 43 12 55 12 11 23
Yes
162
Frequency
11 11 22 4 5 9 12 4 16 9 4 13 60
No
Total 222
As reflected in Table 3 about the number of learners who are aware of their multiple
intelligences, majority (72.97%) are aware of their multiple intelligences wherein the highest
number of learners who are aware is in the strand of STEM (79.07%), followed by GAS (77.46%),
then ABM (69.44%) and lastly, TVL (63.89%). While the rest (27.03%) are not aware of the
multiple intelligences that they possessed wherein TVL strand (36.11%) has the highest percentage
of learners who are not aware of their multiple intelligences followed by the ABM strand (30.56%),
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Table 4: Type of multiple intelligences that the learners are aware they possess
Strand
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Linguistic 4 3 1 1 10 1 3 2 25
Logical-Mathematical 10 6 3 6 6 4 1 0 36
Musical 13 13 2 4 22 3 8 8 73
Bodily-Kinesthetic 6 7 0 6 9 3 3 2 36
Spatial-Visual 2 3 2 1 3 2 1 1 15
Interpersonal 6 8 3 6 7 1 3 4 38
Intrapersonal 9 12 2 6 10 2 1 5 47
As reflected in table 4 which is all about the type of multiple intelligences that the learners
are aware that they possessed before answering the Multiple Intelligences Test in this research
study, majority (27.04%) say that their multiple intelligence is Musical Intelligence; followed by
intelligence with 14.07%. Next are bodily-kinesthetic intelligence and logical-mathematical with
13.33%; then, Linguistic Intelligence with 9.26%; and lastly, spatial-visual intelligence with
5.56%.
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Table 5: Number of learners who list their multiple intelligences which match the result of the
Strand
Total
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Matches 13 18 9 19 18 11 8 6 102
Frequency
Not
18 1 0 6 25 1 4 5 60
matches
Total 50 34 55 23 162
Table 5 shows above the number of learners who list their multiple intelligences which
match the result of the multiple intelligences test. Majority (62.96%) of the respondents match
what their list to the result of the multiple intelligence test while the rest (37.04%) do not match.
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Table 6: Number of learners who chose their strand based on their multiple intelligences
Strand
Total
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Yes 21 17 8 19 35 13 14 6 133
Frequency
No 21 13 5 11 20 3 7 9 89
Total 72 43 71 36 222
Table 6 indicates the number of learners who chose their strand based on their multiple
intelligences. Most (59.91%) of the respondents chose their strand based on Multiple Intelligence.
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Table 7: Number of learners who said that it is important to know their multiple intelligences in
Strand
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Yes 40 27 11 25 50 15 17 10 195
Frequency
No 2 3 2 5 5 1 4 4 26
Total 72 43 71 35 221
Table 7 shows the number of learners who said that it is important to know their multiple
intelligences in choosing their strand. Majority (88.24%) of the respondents say that knowing their
multiple intelligence is important in choosing their strand while the rest (11.76%) said it is not
important.
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Table 8: Other factors why the learners chose their strand
Strand
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Course-related 3 3 2 0 0 4 1 0 13
Dream 25 7 3 6 2 0 0 0 43
Interest 3 9 1 6 0 7 15 14 55
Passion 2 0 0 1 3 0 0 0 6
Wants 0 4 0 4 2 0 0 0 10
Personal Decision 2 2 0 0 5 0 0 0 9
Decision of Family 9 2 3 4 2 1 0 0 21
Influence of Friends 9 6 1 0 5 0 0 0 21
Enhancement of Skills 2 0 1 0 0 0 3 0 6
In-demand job
3 0 0 3 0 0 0 0 6
Undecided 0 0 2 4 0 4 0 0 10
As observed in table 8 about the other factors why the Senior High School learners choose
to be in their designated strand, interest is the topmost factor they consider with 25.11% because
the strand attracts their attention and they wanted to learn more about their tracks. The second
factor is their dream with 19.63% of respondents because they want to achieve their biggest goals
and dreams in life. Then, factors such as influence of friends and parent’s decision with 9.59%
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where students just ‘go with the flow’ and followed the decision of their parents on what they want
their children to pursue. They also consider their own skills that they possessed with 8.68%. Next
is 5.94% of respondents in the factor course-related where they want to continue their studying in
the strand that is the most capable in providing knowledge in their chosen course. Other
respondents (4.57%) consider their wants. With the same percentage is the respondents that are
still undecided. Respondents (4.11%) chose their strand based on their personal decision. Lastly,
with the same percentage which is 2.74% falls to factors such as passion, enhancement of skills,
and in-demand job because their chosen tracks have a high salary and they wanted to develop their
Table 9: Scores of ABM senior high school learners in each multiple intelligence
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Delving deeper into the table 9 which shows the scores of ABM Senior High School
learners in each Multiple Intelligences, the dominant type of intelligence that the ABM students
Intelligence; and Bodily-Kinesthetic as being the least possessed type of Multiple Intelligence.
Table 10: Scores of STEM senior high school leaners in each multiple intelligence.
The table 10 indicates the scores of STEM Senior High School Learners in each Multiple
Intelligences. The most dominant type of intelligence that the STEM Senior High School Learners
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Intelligence; Interpersonal Intelligence; Spatial-Visual Intelligence; and Linguistic Intelligence
Table 11: Scores of GAS senior high school leaners in each multiple intelligence
Grade 11
Grade 12
As reflected in table 11 about the scores of GAS Senior High School learners in each
Multiple Intelligence, the most dominant type of intelligence that the GAS Senior High School
Intelligence; and Spatial-Visual Intelligence being the least possessed type of Multiple
Intelligence.
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Table 12: Scores of TVL senior high school leaners in each multiple intelligence.
Grade 11 Grade 12
Pascal Athena
The Table 12 shows the scores of TVL senior high school learners in each of the multiple
intelligences. The most dominant intelligence that they possess is the musical intelligence;
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Table 13: Mean scores of each multiple intelligence
Mean Scores
Type of Multiple Intelligences x̅
ABM STEM GAS TVL
Delving deeper into the table 13 which shows the overall mean scores of each multiple
intelligence of senior high school learners. The most dominant intelligence that they possessed is
kinesthetic Intelligence.
34
Table 14: Most dominant multiple intelligences of senior high school learners
Frequency
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Linguistic 3 2 1 2 7 0 2 1 17
Logical-Mathematical 6 4 2 4 4 4 1 1 25
Musical 17 12 4 5 27 5 8 4 78
Bodily-Kinesthetic 4 4 0 4 3 3 4 0 22
Spatial-Visual 3 0 3 3 6 2 0 0 17
Interpersonal 5 5 2 3 5 2 1 5 23
Intrapersonal 11 7 2 12 16 6 4 10 58
Total 240
The table 14 shows the most dominant multiple intelligence of Senior High School
learners. Majority (31.42%) of the respondents dominantly possess the Musical Intelligence;
followed by 26.01% of them who acquire the Intrapersonal Intelligence. However, 10.73% among
the respondents acquire Interpersonal Intelligence then 9.96% of the respondents acquire the
Logical Mathematical Intelligence. Moreover, 8.43% of the respondents possessed the Bodily
Kinesthetic Intelligence and lastly, least (6.90%) of them acquire the Linguistic Intelligence.
35
Table 15: Least dominant multiple intelligences of senior high school learners
Frequency
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Grade 11
Grade 12
Linguistic 9 5 1 7 12 2 5 6 47
Logical-Mathematical 3 5 2 6 10 3 4 1 34
Musical 6 3 2 3 3 1 2 1 21
Bodily-Kinesthetic 12 4 3 6 11 5 2 3 46
Spatial-Visual 11 12 4 6 15 4 5 7 63
Interpersonal 5 4 3 6 8 3 0 3 32
Intrapersonal 2 2 0 1 4 0 2 0 11
Total 254
The table 15 indicates the least dominant multiple intelligence of Senior High School
learners. Most of the respondents (24.80%) least multiple intelligence is Spatial Visual; followed
by Linguistic Intelligence with 18.50%. However, 18.11% of the respondents least multiple
addition, 12.60% of the respondents least multiple intelligence is Interpersonal; followed by 8.27%
which is the Musical Intelligence. Lastly, 4.33% among the respondents’ least multiple intelligence
is Intrapersonal Intelligence.
36
Table 16: Correlation of multiple intelligences and academic performance of grade 11 students
Table 16 presents the computed Pearson r value and p value for the correlation of the multiple
intelligences and academic performance of grade 11 students. Correlation coefficients range from
-1.0 (a perfect negative correlation) to positive 1.0 (a perfect positive correlation). The closer
correlation coefficients get to -1.0 or 1.0, the stronger the correlation. The closer a correlation
coefficient gets to zero, the weaker the correlation is between the two variables. Data are
37
interpreted using 0.05 level of significance.
In the grade 11 ABM strand, the computed Pearson r of 0.177 and a p value of 0.263 shows
that there is no significant correlation between linguistic intelligence and academic performance
level. The computed Pearson r of 0.432 and a p value of 0.004 indicates that there is no significant
computed Pearson r of -0.087 and p value of 0.585 shows that there is no significant correlation
between musical intelligence and academic performance level. The computed Pearson r of 0.019
and p value of 0.904 shows that there is no significant correlation between bodily-kinesthetic
intelligence and academic performance level. The computed Pearson r of -0.234 and p value of
0.136 shows that there is no significant correlation between spatial-visual intelligence and
academic performance level. The computed Pearson r of 0.218 and p value of 0.165 shows that
level. The computed Pearson r of 0.156 and p value of 0.324 shows that there is no significant
In the grade 11 STEM strand, the computed Pearson r of 0.446 and a p value of 0.126
indicates that there is no significant correlation between linguistic intelligence and academic
performance level. The computed Pearson r of 0.171 and a p value of 0.577 shows that there is no
The computed Pearson r of 0.300 and p value of 0.320 shows that there is no significant correlation
between musical intelligence and academic performance level. The computed Pearson r of 0.698
and p value of 0.008 shows that there is no significant correlation between bodily-kinesthetic
intelligence and academic performance level. The computed Pearson r of 0.379 and p value of
0.202 shows that there is no significant correlation between spatial-visual intelligence and
38
academic performance level. The computed Pearson r of -0.021 and p value of 0.945 shows that
level. The computed Pearson r of 0.556 and p value of 0.044 shows that there is significant
In the grade 11 GAS strand, the computed Pearson r of 0.372 and a p value of 0.005
indicates that there is no significant correlation between linguistic intelligence and academic
performance level. The computed Pearson r of 0.277 and a p value of 0.040 shows that there is
The computed Pearson r of 0.220 and p value of 0.107 shows that there is no significant correlation
between musical intelligence and academic performance level. The computed Pearson r of 0.141
and p value of 0.306 shows that there is no significant correlation between bodily-kinesthetic
intelligence and academic performance level. The computed Pearson r of 0.214 and p value of
0.117 shows that there is no significant correlation between spatial-visual intelligence and
academic performance level. The computed Pearson r of 0.336 and p value of 0.012 shows that
there is significant correlation between interpersonal intelligence and academic performance level.
The computed Pearson r of 0.556 and p value of 0.044 shows that there is significant correlation
In the grade 11 TVL strand, the computed Pearson r of 0.347 and a p value of 0.123
indicates that there is no significant correlation between linguistic intelligence and academic
performance level. The computed Pearson r of 0.085 and a p value of 0.715 shows that there is no
The computed Pearson r of 0.279 and p value of 0.221 shows that there is no significant correlation
between musical intelligence and academic performance level. The computed Pearson r of 0.235
39
and p value of 0.205 shows that there is no significant correlation between bodily-kinesthetic
intelligence and academic performance level. The computed Pearson r of 0.069 and p value of
0.768 shows that there is no significant correlation between spatial-visual intelligence and
academic performance level. The computed Pearson r of 0.355 and p value of 0.115 shows that
level. The computed Pearson r of 0.384 and p value of 0.086 shows that there is no significant
40
Table 17: Correlation of multiple intelligences and academic performance of grade 12 students
Table 17 shows the computed Pearson r value and p value for the correlation of the multiple
intelligences and academic performance of grade 12 students. Correlation coefficients range from
-1.0 (a perfect negative correlation) to positive 1.0 (a perfect positive correlation). The closer
correlation coefficients get to -1.0 or 1.0, the stronger the correlation. The closer a correlation
coefficient gets to zero, the weaker the correlation is between the two variables. Data are
41
interpreted using 0.05 level of significance.
In the grade 12 ABM strand, the computed Pearson r of 0.375 and a p value of 0.042 shows
that there is significant correlation between linguistic intelligence and academic performance level.
The computed Pearson r of 0.167 and a p value of 0.377 indicates that there is no significant
computed Pearson r of 0.159 and p value of 0.402 shows that there is no significant correlation
between musical intelligence and academic performance level. The computed Pearson r of 0.174
and p value of 0.357 shows that there is no significant correlation between bodily-kinesthetic
intelligence and academic performance level. The computed Pearson r of 0.506 and p value of
0.004 shows that there is no significant correlation between spatial-visual intelligence and
academic performance level. The computed Pearson r of 0.406 and p value of 0.026 shows that
there is significant correlation between interpersonal intelligence and academic performance level.
The computed Pearson r of -0.014 and p value of 0.943 shows that there is no significant
In the grade 12 STEM strand, the computed Pearson r of 0.376 and a p value of 0.040
shows that there is significant correlation between linguistic intelligence and academic
performance level. The computed Pearson r of 0.437 and a p value of 0.016 indicates that there is
The computed Pearson r of 0.238 and p value of 0.206 shows that there is no significant correlation
between musical intelligence and academic performance level. The computed Pearson r of 0.465
and p value of 0.010 shows that there is no significant correlation between bodily-kinesthetic
intelligence and academic performance level. The computed Pearson r of 0.334 and p value of
0.071 shows that there is no significant correlation between spatial-visual intelligence and
42
academic performance level. The computed Pearson r of 0.286 and p value of 0.125 shows that
level. The computed Pearson r of 0.171 and p value of 0.366 shows that there is no significant
In the grade 12 GAS strand, the computed Pearson r of 0.245 and a p value of 0.360 shows
that there is no significant correlation between linguistic intelligence and academic performance
level. The computed Pearson r of 0.220 and a p value of 0.413 indicates that there is no significant
computed Pearson r of -0.287 and p value of 0.281 shows that there is no significant correlation
between musical intelligence and academic performance level. The computed Pearson r of -0.019
and p value of 0.944 shows that there is no significant correlation between bodily-kinesthetic
intelligence and academic performance level. The computed Pearson r of 0.379 and p value of
0.147 shows that there is no significant correlation between spatial-visual intelligence and
academic performance level. The computed Pearson r of 0.008 and p value of 0.975 shows that
level. The computed Pearson r of -0.175 and p value of 0.517 shows that there is no significant
In the grade 12 TVL strand, the computed Pearson r of -0.105 and a p value of 0.710 shows
that there is no significant correlation between linguistic intelligence and academic performance
level. The computed Pearson r of 0.302 and a p value of 0.274 indicates that there is no significant
computed Pearson r of 0.289 and p value of 0.296 shows that there is no significant correlation
between musical intelligence and academic performance level. The computed Pearson r of -0.047
43
and p value of 0.867 shows that there is no significant correlation between bodily-kinesthetic
intelligence and academic performance level. The computed Pearson r of 0.245 and p value of
0.378 shows that there is no significant correlation between spatial-visual intelligence and
academic performance level. The computed Pearson r of 0.366 and p value of 0.180 shows that
level. The computed Pearson r of 0.403 and p value of 0.136 shows that there is no significant
44
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the findings, conclusions and recommendations of
the study.
The study aimed to know the dominant multiple intelligences that the senior high school
students possessed. It also aimed to identify whether there is a significant relationship between
their multiple intelligences and academic performance level per strand and grade level. The
researchers also aimed to identify the respondents’ demographic profile such as their age, gender,
and strand. Furthermore, it aimed to know the number of students who are aware of their multiple
intelligences, the number of students whose multiple intelligences is associated in the strand they
have chosen, and the other factors why they chose their strand.
This study benefited the following: students which helped them to be aware of their
intelligences that they possess and may serve as guidance in choosing their strand wisely; the
teachers wherein the study inspired them to know their students’ multiple intelligences for them
to teach more effectively; Department of Education (DepEd) where the study helped them to
strategize their ways in teaching for the students to make use of their intelligences; and future
Two hundred twenty-two (222) senior high school students at Cabatuan National High
School were chosen as the respondents of the study aged 15-20 years old. Quantitative research
method was used as the study’s design. The researchers used Pearson r to determine if there is a
relationship between multiple intelligences that students possess and their academic performance
level. The researchers used questionnaires in gathering the data which is composed of Multiple
45
Intelligence Test by Chislett MSc and A. Chapman (2005-06), based on Gardner's Multiple
Based from the results, the following conclusions were arrived at: in terms of their
demographic profile, out of 222 respondents, there are more female respondents which has a
frequency of 143 or 64.41% while male gender has 79 or 35.59%. Most of the respondents ages
15-16 years old with 52.70%. While 43.69% consists of respondents from ages 17-18 years old
and 3.60% from ages 19-20 years old. Most of the respondents are from the ABM strand with
32.43%. Meanwhile, 31.98% are GAS students; 19.37% are STEM students and the remaining
In the awareness of the respondents in their multiple intelligences, 162 out of 222 (72.97%)
are aware of the multiple intelligences that they possess wherein mostly are STEM students. In the
comparison between the multiple intelligences that they listed and the result of the Multiple
Intelligence Test of the respondents who are aware of their multiple intelligences, majority
According to the responses of the respondents aware of multiple intelligences that they
possess, the most dominant multiple intelligence is musical intelligence with 27.04% and the least
Among the respondents, 59.91% of them chose their strand which is associated with their
multiple intelligences wherein most (88.24%) of the respondents give importance in knowing their
multiple intelligences in choosing their strand. As for the other factors the respondents chose their
strand, interest is the most influential factor garnering 25.11% wherein their chosen strand attracts
their attention and they wanted to learn more about their tracks.
46
Other factors include dream, influence of friends, parent’s decision, their own skills,
course-related, wants, personal decision, passion, enhancement of skills, and in-demand job.
The dominant type of intelligence that the ABM, GAS, and TVL students possess is the
musical intelligence while STEM students’ dominant intelligence is intrapersonal intelligence. The
STEM students is linguistic intelligence. Meanwhile, the least intelligence of both GAS students
Among the overall multiple intelligences of the senior high school learners in Cabatuan
National High School, the most dominant intelligence that they possess is intrapersonal
intelligence. Next in succeeding ranks are musical intelligence, interpersonal intelligence, logical-
kinesthetic intelligence which is the least intelligence that they possess. Similar to this result is the
study of Dulo and Urek (2016) where the least intelligence is the bodily-kinesthetic.
In terms of the most dominant multiple intelligence that the respondents possess, majority
of them dominantly possess the musical intelligence with 31.42%; intrapersonal intelligence with
bodily kinesthetic intelligence with 8.43; and the least intelligence is linguistic intelligence with
6.90%. The same with the study of Xie and Lin (2009) wherein the least intelligence is linguistic
intelligence.
In terms of the least multiple intelligence that the respondents possess, most of the
respondents least multiple intelligence is Spatial Visual with 24.80%; Linguistic Intelligence
ranked 2 with 18.50%; Bodily-Kinesthetic ranked 3 with 18.11%; Logical Mathematical ranked 4
47
with 13.79%; Interpersonal Intelligence ranked 5 with 12.60%; Musical Intelligence ranked 6 with
In the correlations of Grade 11 ABM strand, there are no significant correlations between
each multiple intelligence and the academic performance level. In STEM Strand, there are no
significant correlations between the multiple intelligences and academic performance level except
the intrapersonal intelligence which has significant correlation with their academic performance
level with computed Pearson r of 0.566 and p value of 0.044. In GAS strand, there are significant
Pearson r of 0.277 and p value of 0.040; and intrapersonal intelligence and academic performance
level with Pearson r of 0.336 and p value of 0.012; while the rest intelligences do not have
significant correlations with their academic performance level. In TVL strand, there are also no
significant correlations between each multiple intelligences and academic performance level of the
learners.
In grade 12 ABM strand, there are significant correlations between linguistic intelligence
and academic performance level with computed Pearson r of 0.375 and p value of 0.041; and,
interpersonal intelligence and academic performance level with computed Pearson r of 0.406 and
p value of 0.026. Meanwhile, there are no significant correlations between on the remaining
intelligences and academic performance level. In STEM strand, there are significant correlations
between the linguistic intelligence and academic performance level with computed Pearson r of
0.376 and p value of 0.040; and, bodily-kinesthetic intelligence and academic performance level
with computed Pearson r of 0.437 and p value of 0.016. While the rest multiple intelligences have
no significant correlations in their academic performance level. In GAS strand, there are no
48
significant correlations between each MI and academic performance level. Same result in the grade
12 TVL strand.
Recommendations
Policy Recommendation
The research study should indicate policy that can help the respondent in
using their multiple intelligences. The future research study within this area is
increased academic, social, emotional success for students. The research study should
study more about the strategies of teachers in finding ways to encourage students to
use their natural multiple intelligences that will make lessons more productive,
students more successful and the classroom a more positive environment for
everyone.
2. Future researchers should include observation studies inside the room of students
49
5. Future researchers should conduct study on the effect of the students who are
aware of their multiple intelligences compared to the students who are not aware
50
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Saricaoglu, Aysel. Arikan, Arga. "The Study of Multiple Intelligences Foreign Language Success
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Rosca, Andrea. "The Benefit Using a Teaching Program Based on Multiple Intelligences Theory
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Abdi, Ali. Laei, Soosan. Ahmadjan, Hamze. "The Effect of Strategy Based on Multiple
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Hajhashemi, Karim. Shakarami, Alireza. Anderson, Neil. Yazdi-Amirkhiz Seyed Yasin. Zau,
Woyi. "Relationship Between Language Learnings Strategies, Language Proficiency and
Multiple Intelligences. (2013). Academic Research International, Vol.4 no.6
Bautista, Florencia Dr. "Multiple Intelligences of Faculty and Selected Student in the College of
Science: Input to Faculty and Student Development Programs" (2015). International
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Dulo, Hanze. Urek, Handan. "Study Related to Investigation of Multiple intelligence Profile of
Gifted and Talented Children across Turkey" (2014). Journal for the education of the
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Uygulama, Egitimde Kuram Ve. "Multiple intelligence Theory: The Construct and its
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Cuta, Marilyn Amor. Omela, Gemma Getes. "Multiple Intelligences Profile of Cristo Rey Regional
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Hanafin, Joan. (2014) "Multiple Intelligences theory, action research and teacher professional
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McFarlane,Donovan A. Ph.D., D.B.A Ed.D (2011). "Multiple Intelligences: The most effective
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53
APPENDIX A (Questionnaire)
54
I. Demographic Data
Direction: Please check (/) in the appropriate box.
Name: _________________________________________ Grade: _______ Section: _________
Gender: Female Male Age: 15-16 years old
17-18 years old
19-20 years old
Others specify____________
Track: _____________________________________________________
Strand: ____________________________________________________
II. Multiple Intelligence Test – based on Howard Gardner’s MI Model
Direction: Please check (/) your choice. The following are the scores which corresponds your
choice:
1= Mostly Disagree
2= Slightly Disagree
3=Slightly Agree
4= Mostly Agree
55
12. I don’t like ambiguity, I like things to be clear
13. I enjoy logic puzzles such as “Sudoku”
14. People behaving irrationally annoy me
15. I like to be systematic and thorough
16. I find mental arithmetic easy
17. I like to think through a problem carefully,
considering all the consequences
18. I find it easy to remember telephone/cellphone
numbers
19. I don’t use fingers when I count
20. My favorite subject at school is/was Mathematics
21. I can play a musical instrument
22. I often have a song or piece of music in my head
23. Music is very important to me
24. I find that the music that appeals to me is often
based on how I feel emotionally
25. I enjoy a wide variety of musical styles
26. I can identify most sounds without seeing what
causes them
27. I like having music on in the background
28. At school, I love/loved music lessons
29. I have always dreamed of being a musician/singer
30. Singing makes me feel happy
31. I find it easiest to solve problems when I am doing
something physical
32. I have always been physically well-coordinated
33. I play a sport or dance
34. I can throw things well-darts, skimming pebbles,
Frisbees, etc.
35. I love adrenaline sports and scary rides
36. I enjoy and I’m good at making things- I’m good
with my hands
37. I am a very tackle person
38. I never use instructions for flat-pack furniture
39. To learn something new, I need to just get on and
try it
40. I find ball games easy and enjoyable
41. I find graphs and charts easy to understand
42. I can always recognize places that I have been
before, even when I was young
43. When I am concentrating, I tend to doodle
44. My house is full of pictures and photographs
56
45. I can easily imagine how an object would look
from another perspective
46. I often see clear images when I close my eyes
47. My favorite subject at school is/was Art
48. I can read a map easily
49. I never get lost when I am on my own in a new
place
50. If I am learning how to do something, I like to see
drawings and diagrams of how it works
51. I am a very social person and like being with other
people
52. I could manipulate people if I choose to
53. I care about how those around me feel
54. I can tell easily whether someone likes me or
dislikes me
55. I find it easily to talk to new people
56. I am very aware of other people’s body language
57. It upsets me to see someone cry and not be able to
help
58. I am good at solving disputes between others
59. I prefer team sports
60. My friends always come to me for emotional
supports and advice
61. I like to learn more about myself
62. I like to meditate
63. I am very interested in psychometric (personality
testing) and IQ tests
64. I can protect my feelings and behaviors in certain
situations fairly accurately
65. I enjoy individual sports best
66. I set myself goals and plans for the future
67. I always know how I am feeling
68. I am realistic about my strengths and weaknesses
69. I keep a diary
70. I am happy spending time alone
57
Add the scores:
Intelligence Type Total Score
1-10 refers to Linguistic Intelligence
11-20 refers to Logical-Mathematical Intelligence
21-30 refers to Musical Intelligence
31-40 refers to Bodily-Kinesthetic Intelligence
41-50 refers to Spatial-Visual Intelligence
51-60 refers to Interpersonal Intelligence
61-70 refers to Intrapersonal Intelligence
Lowest
III. Questionnaire
Direction: Put check (/) in your chosen box and answer truthfully each questions.
1. Did you answer multiple intelligence test before?
Yes No
2. Before answering the multiple intelligence test above, are you aware of the multiple
intelligence(s) that you possessed?
Yes No
If yes, which among the multiple intelligences do you belong?
Linguistic Intelligence
Logical-Mathematical Intelligence
Musical Intelligence Intelligence
Bodily-Kinesthetic Intelligence
Spatial-Visual Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
3. Is your chosen track is based on your multiple intelligence that you possessed?
Yes No
4. Is knowing your multiple intelligence important to you in choosing your course?
Yes No
5. What are the other factors why you chose your track?
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
58
APPENDIX B (Letter)
59
Republic of the Philippines
DEPARTMENT OF EDUCATION
Cabatuan National High School
Dear Ma’am/Sir,
As part of our subject requirement in Practical Research II, we are conducting a quantitative
research method entitled, “Multiple Intelligences of Senior High School Learners at Cabatuan
National High School”.
In this regard, we would like to request the general average for the first quarter of the
chosen respondents in your class. We would like to assure you that the data you will share to us
will be used strictly for research purposes only.
Attached with this letter is the list of students per section whose average we need. Thank
you for your time and consideration in this matter.
60
APPENDIX C (Curriculum Vitae)
61
Personal Background
Name: Michael B. Bernardino
Gender: Male
Age: 17
Address: Luzon Cabatuan, Isabela, Region II
Birthday: September 21, 2000
Birthplace: Paludpod, Talavera, Nueva Ecija
Cellphone Number: 09972757443
Email: Mikekiyoshi@gmail.com
Civil Status: Single
Father’s Name: Danilo Bernardino
Occupation: Farmer
Mother’s Name: Raquel Bernardino
Occupation: Housekeeper
Religion: Roman Catholic
Ambition: To be a Businessman someday.
Life quote: Think positive and magic will happen
Educational Background
Elementary: Luzon Elementary School
Brgy. Luzon, Cabatuan, Isabela
Year Graduated: 2012
Secondary (Junior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Year Graduated: 2016
Secondary (Senior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela, Region II
Expected year of graduation: 2018
62
Personal Background
Name: Christian Dave S. Caliboso
Gender: Male
Age: 17
Address: Sampaloc, Cabtuan, Isabela
Birthday: November 9, 2000
Birthplace: Barsat East, Baggao, Cagayan
Cellphone Number: 09354049198
Email: DaveCaliboso09@gmail.com
Civil Status: Single
Father’s Name: Ronald Caliboso, Sr.
Occupation: Driver
Mother’s Name: Rosana Caliboso
Occupation: OFW
Religion: Roman Catholic
Ambition: To become a Marine
Life quote: Trust in God’s plan for you.
Educational Background
Elementary: Barsat Eat Elementary School
Year Graduated: 2012
Secondary (Junior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Year Graduated: 2016
Secondary (Senior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Expected year of graduation: 2018
63
Personal Background
Name: Princess Ann V. Aquino
Gender: Female
Age: 17
Address: Culing Centro, Cabatuan, Isabela
Birthday: August 19, 2000
Birthplace: Los Baños, Laguna
Cellphone Number: 09350031891
Email: aquinoprincess45@yahoo.com
Civil Status: Single
Father’s Name: Francisco C. Aquino
Occupation: Brgy Kagawad
Mother’s Name: Esther V. Aquino
Occupation: Sewer
Religion: Roman Catholic
Ambition: To become Accountant
Life quote: If you believe, you can achieve.
Educational Background
Elementary: Culing Elementary School
Culing Centro, Cabatuan, Isabela
Year Graduated: 2012
Secondary (Junior): Cabatuan National High School
Del Pilar Cabatuan, Isabela
Year Graduated: 2016
Secondary (Senior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Expected year of graduation: 2018
64
Personal Background
Name: Crisha M. Baloy
Gender: Female
Age: 17
Address: Namnama, Cabatuan, Isabela
Birthday: January 21, 2000
Birthplace: San Mateo, Isabela
Cellphone Number: 09057940850
Email: crishabaloy7@gmail.com
Civil Status: Single
Father’s Name: Donald R. Baloy
Occupation: Mechanic
Mother’s Name: Dolores M. Baloy
Occupation: Regional Manager, ROPALI Corporation
Religion: Iglesia Ni Cristo
Ambition: To be a policewoman someday
Life quote: If you believe, you can achieve
Educational Background
Elementary: Namnama Elementary School
Brgy. Namnama, Cabatuan, Isabela
Year Graduated: 2012
Secondary (Junior): Cabatuan National High School
Del Pilar Cabatuan, Isabela
Year Graduated: 2016
Secondary (Senior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Expected year of graduation: 2018
65
Personal Background
Name: Ma. Ritchie Rose S. Bareng
Gender: Female
Age: 17
Address: Sampaloc, Cabatuan, Isabela
Birthday: December 4, 1999
Birthplace: Ugad, Tumauini, Isabela
Cellphone Number: 09353337889
Email: Arceeshania61@gmail.com
Civil Status: Single
Father’s Name: Eric U. Bareng
Occupation: Laborer
Mother’s Name: Rosa S. Bareng
Occupation: OFW
Religion: Roman Catholic
Ambition: To be a CPA Lawyer someday
Life quote: If there’s a will, there’s a way
Educational Background
Elementary: Cabatuan East Central School
Sampaloc, Cabatuan, Isabela
Year Graduated: 2012
Secondary (Junior): Cabatuan National High school
Del Pilar, Cabatuan, Isabela
Year Graduated: 2016
Secondary (Senior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Expected year of graduation: 2018
66
Personal Background
Name: Victoria Claire C. Baylon
Gender: Female
Age: 17
Address: Sampaloc, Cabatuan, Isabela
Birthday: April 1, 2000
Birthplace: Provincial Hospital, Ilagan, Isabela
Cellphone Number: 09169378226
Email: erickaclairebaylon@yahoo.com
Civil Status: Single
Father’s Name: SPO3 Rodel M. Baylon
Occupation: Police Officer
Mother’s Name: Ranibel C. Baylon
Occupation: Housekeeping
Religion: Roman Catholic
Ambition: Chef
Life quote: Smile! God has great things planned for you
Educational Background
Elementary: Cabatuan East Central School
Sampaloc, Cabatuan, Isabela
Year Graduated: 2012
Secondary (Junior): Cabatuan National High School
Del Pilar Cabatuan, Isabela
Year Graduated: 2016
Secondary (Senior): Cabatuan National High school
Del Pilar, Cabatuan, Isabela
Expected year of graduation: 2018
67
Personal Background
Name: Charlene C. Dagodog
Gender: Female
Age: 18
Address: Abad St. Paraiso, Cabatuan, Isabela
Birthday: July 9, 1999
Birthplace: Cupang, Muntinlupa City
Cellphone Number: 09975722938
Email: chrlncntl@gmail.com
Civil Status: Single
Father’s Name: Michael Dagodog
Occupation: Driver
Mother’s Name: Charity Dagodog
Occupation: Waitress
Religion: Roman Catholic
Ambition: To be a successful owner of a restaurant someday
Life quote: Success is just a matter of attitude.
Educational Background
Elementary: Sucat Elementary School
Year Graduated: 2012
Secondary (Junior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Year Graduated: 2016
Secondary (Senior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Expected year of graduation: 2018
68
Personal Background
Name: Princess Anne C. Gervacio
Gender: Female
Age: 17
Address: Saranay Cabatuan Isabela
Birthday: April 17, 2000
Birthplace: Saranay Cabatuan, Isabela
Cellphone Number: 09277435985
Email: princessanne.corpuz17@gmail.com
Civil Status: Single
Father’s Name: Antonio M. Gervacio
Occupation: Farmer
Mother’s Name: Judith C. Gervacio
Occupation: Housewife
Religion: Roman Catholic
Ambition: Flight Attendant
Life quote: Aim High, Fly High
Educational Background
Elementary: Ortiz-Saranay Elementary School
Saranay, Cabatuan, Isabela
Year Graduated: 2012
Secondary (Junior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Year Graduated: 2016
Secondary (Senior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela, Region II
Expected year of graduation: 2018
69
Personal Background
Name: Kimberlie R. Marquez
Gender: Female
Age: 17
Address: #128 San Juan, Aurora, Isabela, Region II
Birthday: December 1, 1999
Birthplace: Aurora, Isabela, Region II
Cellphone Number: 09057942379
Email: along_cute01@yahoo.com
Civil Status: Single
Father’s Name: Michael A. Marquez
Occupation: OFW
Mother’s Name: Rosalie R Marquez
Occupation: OFW
Religion: Roman Catholic
Course: Bachelor of Science in Accountancy
Ambition: To be a successful individual someday.
Life quote: There’s no impossible, just believe in yourself that you can do it. Fighting!
Educational Background
Elementary: Aurora Central School
Sta. Rosa, Aurora, Isabela, Region II
Year Graduated: 2012
Secondary (Junior): Doña Aurora National High School
Sta. Rita, Aurora, Isabela, Region II
Year Graduated: 2016
Secondary (Senior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela, Region II
Expected year of graduation: 2018
70
Personal Background
Name: Mary Anne C. Pancho
Gender: Female
Age: 17
Address: Del Pilar Cabatuan, Isabela, Region II
Birthday: December 23, 1999
Birthplace: Del Pilar Cabatuan, Isabela
Cellphone Number: 09363862947
Email: maryannepancho@yahoo.com
Civil Status: Single
Father’s Name: Zosimo M. Pancho
Occupation: C.I Collector
Mother’s Name: Lilibeth C. Pancho
Occupation: Barangay Health Worker
Religion: Roman Catholic
Ambition: To be a businesswoman someday.
Life quote: Think positive because everything will be alright.
Educational Background
Elementary: Cabatuan West Central School
Del Pilar Cabatuan, Isabela
Year Graduated: 2012
Secondary (Junior): Cabatuan National High School
Del Pilar Cabatuan, Isabela
Year Graduated: 2016
Secondary (Senior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Expected year of graduation: 2018
71
Personal Background
Name: Melody A. Rambom
Gender: Female
Age: 17
Address: prk.7 Nueva Era, Cabatuan, Isabela
Birthday: March 25, 2000
Birthplace: Nueva Era Cabatuan, Isabela
Cellphone Number: 09266047052
Email: melodyrambon@yahoo.com
Civil Status: Single
Father’s Name: Felix Rambon
Occupation: Duck Raiser
Mother’s Name: Benita Rambon
Occupation: Housewife
Religion: Roman Catholic
Ambition: To be a successful business woman someday
Life quote: You should never regret anything in life. If it’s good, it’s wonderful. If it’s bad, it’s
experience.
Educational Background
Elementary: Nueva Era Elementary School
Brgy. Nueva Era, Cabatuan, Isabela
Year Graduated: 2012
Secondary (Junior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Year Graduated: 2016
Secondary (Senior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Expected year of graduation: 2018
72
Personal Background
Name: Fiona Audrey B. Santos
Gender: Female
Age: 17
Address: San Andres, Cabatuan, Isabela
Birthday: June 24, 2000
Birthplace: San Andres, Cabatuan, Isabela
Cellphone Number: 09959670120
Email: fionaaudreysantos@yahoo.com
Civil Status: Single
Father’s Name: Farley B. Santos
Occupation: Driver
Mother’s Name: Floresma B. Santos
Occupation: Police Woman
Religion: Roman Catholic
Ambition: Flight Attendant
Life quote: Fake it ‘til you make it
Educational Background
Elementary: Cabatuan West Central School
Del Pilar Cabatuan Isabela
Year Graduated: 2012
Secondary (Junior): Cabatuan National High School
Del Pilar, Cabatuan, Isabela
Year Graduated: 2016
Secondary (Senior): Cabatuan National High School
Del Pilar Cabatuan Isabela
Expected year of graduation: 2018
73
Appendix D
(Computation)
74
Sample Size
Slovin’s Formula
n = N / (1+Ne2)
n=222
Pearson r
Correlations between Grade 11 ABM strand multiple intelligences and their academic
performance level
Average Intrapersonal
ABM11 ABM11
AverageABM11 Pearson
1 .156
Correlation
Sig. (2-tailed) .324
N 42 42
IntrapersonalABM11 Pearson
.156 1
Correlation
Sig. (2-tailed) .324
N 42 42
75
Average Interpersonal
ABM11 ABM11
AverageABM11 Pearson Correlation
1 .218
AverageABM11 SpaVisABM11
AverageABM11 Pearson Correlation
1 -.234
76
AverageABM11 BodKinABM11
AverageABM11 Pearson Correlation
1 .019
AverageABM11 MusicalABM11
AverageABM11 Pearson Correlation
1 -.087
77
AverageABM11 LogMathABM11
AverageABM11 Pearson Correlation 1 .432
Average Linguistics
ABM11 ABM11
AverageABM11 Pearson Correlation 1 .177
78
Correlations between Grade 11 STEM multiple intelligences and academic performance
level
Average Intrapersonal
STEM11 STEM11
AverageSTEM11 Pearson Correlation
1 .566*
Average Interpersonal
STEM11 STEM11
AverageSTEM11 Pearson Correlation
1 -.021
79
AverageSTEM SpaVis
11 STEM11
AverageSTEM11 Pearson Correlation
1 .379
Average BodKin
STEM11 STEM11
AverageSTEM11 Pearson Correlation
1 .698
80
Average Musical
STEM11 STEM11
AverageSTEM11 Pearson Correlation
1 .300
Average LogMath
STEM11 STEM11
AverageSTEM11 Pearson Correlation
1 .171
N 13 13
LogMathSTEM11 Pearson Correlation
.171 1
81
Average Linguistics
STEM11 STEM11
AverageSTEM11 Pearson Correlation 1 .446
Correlations between Grade 11 GAS strand multiple intelligences and their academic
performance level
Average Intrapersonal
GAS11 GAS11
AverageGAS11 Pearson Correlation
1 .439
82
Average Interpersonal
GAS11 GAS11
AverageGAS11 Pearson Correlation
1 .336*
Average SpaVis
GAS11 GAS11
AverageGAS11 Pearson Correlation
1 .214
83
AverageGAS11 BodKinGAS11
AverageGAS11 Pearson Correlation
1 .141
AverageGAS11 MusicalGAS11
AverageGAS11 Pearson Correlation 1 .220
84
AverageGAS1 LogMathGAS
1 11
AverageGAS11 Pearson Correlation
1 .277*
Average Linguistics
GAS11 GAS11
AverageGAS11 Pearson Correlation
1 .372
85
Correlations between Grade 11 TVL strand multiple intelligences and their academic
performance level
Average Intrapersonal
TVL11 TVL11
AverageTVL11 Pearson Correlation
1 .384
Average Interpersonal
TVL11 TVL11
AverageTVL11 Pearson Correlation
1 .355
86
AverageTVL11 SpaVisTVL11
AverageTVL11 Pearson Correlation 1 .069
AverageTVL11 BodKinTVL11
AverageTVL11 Pearson Correlation 1 .235
AverageTVL11 MusicalTVL11
AverageTVL11 Pearson Correlation
1 .279
87
AverageTVL11 LogMathTVL11
AverageTVL11 Pearson Correlation 1 .085
AverageTVL11 LinguisticsTVL11
AverageTVL11 Pearson Correlation 1 .347
88
Correlations between Grade 12 ABM strand multiple intelligences and their academic
performance level
AVE Interpersonal
ABM ABM12
AVEABM Pearson Correlation 1 .406*
Sig. (2-tailed) .026
N 30 30
InterpersonalABM12 Pearson Correlation .406* 1
Sig. (2-tailed) .026
N 30 30
AVEABM IntraABM12
AVEABM Pearson Correlation
1 -.014
Sig. (2-tailed)
.943
N
30 30
Sig. (2-tailed)
.943
N
30 30
89
AVEABM SpaVisABM12
AVEABM Pearson Correlation 1 .506
Sig. (2-tailed) .004
N 30 30
SpaVisABM12 Pearson Correlation .506 1
Sig. (2-tailed) .004
N 30 30
AVEABM BodKinABM12
AVEABM Pearson Correlation
1 .174
N 30 30
BodKinABM12 Pearson Correlation
.174 1
AVE Musical
ABM ABM12
AVEABM Pearson Correlation 1 .159
Sig. (2-tailed) .402
N 30 30
MusicalABM Pearson Correlation .159 1
12 Sig. (2-tailed) .402
N 30 30
90
LinguisticsAB
AVEABM M12
AVEABM Pearson Correlation
1 .375*
AVE LogMath
ABM ABM12
AVEABM Pearson Correlation
1 .167
91
Correlations between the Grade 12 STEM strand multiple intelligences and academic
performance level
AVE Ling
STEM STEM12
AVESTEM Pearson Correlation 1 .376*
Sig. (2-tailed) .040
N 30 30
LingSTEM12 Pearson Correlation .376* 1
Sig. (2-tailed) .040
N 30 30
AVESTEM IntraSTEM12
AVESTEM Pearson Correlation 1 .171
92
AVESTEM InterSTEM12
AVESTEM Pearson Correlation 1 .286
Sig. (2-tailed) .125
N 30 30
InterSTEM12 Pearson Correlation .286 1
Sig. (2-tailed) .125
N 30 30
AVESTEM SpaSTEM12
AVESTEM Pearson
1 .334
Correlation
Sig. (2-tailed) .071
N 30 30
SpaSTEM12 Pearson
.334 1
Correlation
Sig. (2-tailed) .071
N 30 30
93
AVESTE BodSTEM1
M 2
AVESTEM Pearson
1 .465
Correlation
Sig. (2-tailed) .010
N 30 30
BodSTEM1 Pearson
.465 1
2 Correlation
Sig. (2-tailed) .010
N 30 30
AVESTEM MusSTEM12
AVESTEM Pearson Correlation 1 .238
94
AVESTEM LogSTEM12
AVESTEM Pearson Correlation
1 .437*
AVEGAS IntraGAS12
AVEGAS Pearson Correlation 1 -.175
95
AVEGA InterGAS1
S 2
AVEGAS Pearson
1 .008
Correlation
Sig. (2-tailed) .975
N 16 16
InterGAS1 Pearson
.008 1
2 Correlation
Sig. (2-tailed) .975
N 16 16
e
AVEGA
S SpaGAS12
AVEGAS Pearson
1 .379
Correlation
Sig. (2-tailed) .147
N 16 16
SpaGAS Pearson
.379 1
12 Correlation
Sig. (2-tailed) .147
N 16 16
96
AVEGA
S BodGAS12
AVEGAS Pearson
1 -.019
Correlation
Sig. (2-tailed) .944
N 16 16
BodGAS12 Pearson
-.019 1
Correlation
Sig. (2-tailed) .944
N 16 16
AVEGAS MusGAS12
AVEGAS Pearson Correlation
1 -.287
97
AVEGAS LogGAS12
AVEGAS Pearson Correlation
1 .220
AVEGAS LingGAS12
AVEGAS Pearson Correlation
1 .245
98
Correlations between Grade 12 TVL strand multiple intelligences and their
LingTVL12 AVETVL
LinguisticsT Pearson Correlation 1 -.105
VL12 Sig. (2-tailed) .710
N 15 15
AVETVL Pearson Correlation -.105 1
Sig. (2-tailed) .710
N 15 15
AVETVL LogTVL12
AVETVL Pearson Correlation 1 .302
Sig. (2-tailed) .274
N 15 15
LogTVL12 Pearson Correlation .302 1
Sig. (2-tailed) .274
N 15 15
AVETVL MusTVL12
AVETVL Pearson Correlation 1 .289
Sig. (2-tailed) .296
N 15 15
MusTVL12 Pearson Correlation .289 1
Sig. (2-tailed) .296
N 15 15
99
AVETVL IntraTVL12
AVETVL Pearson Correlation 1 .403
Sig. (2-tailed) .136
N 15 15
IntraTVL12 Pearson Correlation .403 1
Sig. (2-tailed) .136
N 15 15
AVETVL InterTVL12
AVETVL Pearson Correlation 1 .366
Sig. (2-tailed) .180
N 15 15
InterTVL12 Pearson Correlation .366 1
Sig. (2-tailed) .180
N 15 15
AVETVL SpaTVL12
AVETVL Pearson Correlation 1 .245
Sig. (2-tailed) .378
N 15 15
SpaTVL12 Pearson Correlation .245 1
Sig. (2-tailed) .378
N 15 15
100
AVETVL BodTVL12
AVETVL Pearson Correlation 1 .047
Sig. (2-tailed) .867
N 15 15
BodTVL12 Pearson Correlation .047 1
Sig. (2-tailed) .867
N 15 15
101