EXPLORING THE PERSPECTIVE OF TEACHERS IN ADRESSING THE

THEORY OF MULTIPLE INTELLIGENCES IN DESIGNING

INSTRUCTIONS

Collo, Eliza M.

Garcia, Precious Kyla E.

Layosa, Shiela Mae M.

Mercado, Lorence T.

Sapanza, Laurence P.

Villanueva, Kim Lee M.

Senior High School Department, Tagkawayan National High School

Practical Research 1: Qualitative Research

(STEM, 11 – MCS)

Johnlerey T. Erandio

APRIL 2025
 Chapter 1

The Problem and its Setting

Introduction

For centuries, understanding of intelligence has been evolving. Come to

realize that it is not just about being book-smart or having a high Intelligence Quotient

(IQ) score. Intelligence is complex, multifaceted, and affected by a variety of things.

There are many theories that may explain the different aspects of intelligence and one

of the most prominent is the Theory of Multiple Intelligences, which is proposed by

Howard Gardner (1983).

This theory is also very prominent in schools as many students and teachers

alike, tends to exhibit one or more of these intelligences and it helps them to find their

own strengths and weaknesses to further improve themselves. An article published on

the Northern Illinois University Center for Innovative Teaching and Learning states

that an assertion made by Gardner himself says that educators should not follow one

specific theory or educational innovation when designing instruction but instead

employ customized goals and values appropriate to teaching, subject-matter, and

student learning needs. (NIUC, 2020)

However, there is a stigma with this theory as it often causes some teachers to

look down on their students when they only possess one type of intelligence.

According to an article published on Edutopia (2009), it shows that while Gardner's

theory changed how the education system thinks about intelligences and its students,

it has started a lot of misconceptions and gave rise to some stigma of how each

student only possesses and nourishes one type of intelligence thus hindering their

capacity to study about the different learning areas.

 This research was conducted for broadening the knowledge from the

perspective of their teachers of the students regarding multiple intelligences and how

they create and design instructions based on the needs and abilities of their students.

Statement of the Problem

This study explores the perspectives of teachers in addressing multiple

intelligences in designing instructions.

Specifically, the study aims to answer the following questions:

1. How does the subject determine the type of intelligence of the students?

2. What are the ways of the subject in addressing the needs of the students?

3. How does the subject design an instruction that matches the capacity of students?

Theoretical Framework

Exploring the perspective of teachers in addressing theory of multiple

intelligences in designing instructions

Sternberg's Triarchic
Spearman's Two-factor Howard Gardner's
Theory of Multiple
Theory theory
Intelligences

This theoretical framework for understanding intelligence explores how we

think, learn, and solve problems. Multiple intelligences distinguish each person

capabilities, on how students acquire information and how will learn specific studies.

Intelligence is often seen as more than just one ability, but a range of cognitive skills
like reasoning, problem-solving, and adapting to new situations. Several key theories

explain the multiple intelligences:

The Spearman's Two-Factor Theory, according to Charles Spearman that the

intelligence is made up of a general factor (G) that influences all cognitive abilities,

and specific factors (S) that relate to particular tasks. The G factor was linked to the

general ability of a person, on the contrary S factor are related to specific abilities.

Spearman's Theory clarifies that there is a factor between cognitive abilities of a

person depending on what intelligence they are included. However, the theory named

"Two-Factor" does not intentionally mean that there are only two factors, due to this

factor has a different sub-factors which depends to the numbers of abilities given in

each test.

The second theory was Gardner's Theory of multiple intelligences, on the

authority of Howard Gardner he argued that intelligence is not one thing, but a variety

of types, such as linguistic-verbal, logical-mathematical, musical, visual-spatial,

bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligence. The

concept behind this theory is that the people learn in a variety of different ways.

The last theory that included on this research is the Sternberg's Triarchic

Theory. Robert Sternberg who proposed that intelligence is made up of three

components: analytical intelligence (problem-solving), creative intelligence (ability to

think outside the box), and practical intelligence (street smarts). The theory is

comprised of three sub-theories: contextual, experiential, and componential. Each

sub-theory corresponds to one of the three proposed types of intelligence.

These theories highlight different ways to view intelligence, recognizing that it

is not just about how well we perform on tests, but involves a wide range of skills that
help us navigate the world. Exploring these theories will help the students to identify

specifically where multiple intelligences they are belong. All of those theories are

made by unrelated theorist who has a perspective way different to another.

Conceptual Framework

Exploring the Perspective of Teachers in Addressing the

Theory of Multiple Intelligences in Designing Instructions

INPUT PROCESS OUTPUT

Respondent’s data Data Gathering Exploring the
Interview Protocol Perspective of Teachers
Selected theories Interviewing the teachers of in Addressing the Theory
Related Literature and Grade 11- STEM of Multiple Intelligences
Studies Analyzation of data in Designing Instructions

Input- The researchers will prepare the questionnaires that will be used in

the interview and the respondents that will be reviewed. They will also review the

theories, literatures, and studies that are related to the research that is being

conducted.

Process- The interview will be conducted by the researchers to figure out

the advantages and disadvantages of the students who possesses the different

intelligences in their class. They will analyze the data given by to them by the

respondents right after they collect the data needed in the study.
 Output- Understanding the implications of the Multiple Intelligence

Theory inside the classroom; the advantages and disadvantages of each type of

intelligence, and how it affects the performance of each of the students on the eyes of

their teachers.

Significance of the Study

The study would be beneficial to the following:

For the Teachers - The study can help them understand students and their

intelligences better.

For the Students- It will help them to know what intelligences they excelled the

most, and know what learning field will they have the advantage of.

For the Researchers- The researchers can use the study of intelligences by Howard

Gardner to develop and improve on current educational theories, and to have

comprehensive understanding of how various students learn and exhibit their skills.

For the Future Researchers - This study will help the future researchers to

understand the ways that people learn and this enables the development of more

individualized and acknowledge the student’s unique strengths.

Scope and Delimitation

The Scope of this study centers in exploring the perspective of teachers in

addressing multiple intelligences while designing an instruction. It will be conducted

at Tagkawayan National High School, gathering information from the subjects who

are Grade 11 teachers. It discloses data like considerations, reasons, and strategies of

the subjects in addressing the topic.

Definition of Terms

The following terms were defined conceptually and operationally for

better understanding of the study:

Academic- Relating to schools, colleges, and universities or connected with studying

and thinking, not with practical skills. This study examines the academic skills of the

students in the perspective of their teachers.

Educator- A person who teaches people. In this study, it includes grade 11 educators

as their respondents.

Intelligence- The ability to learn, understand, and make judgments or

have opinions that are based on reason. This study explores the different types of

intelligence of the students and their teachers.

Knowledge- understanding of or information about a subject that you get

by experience or study, either known by one person or by people. Students’

knowledge in their teachers’ perspective, is one of the main things to measure in this

research study.
Student- A person who is learning at a college or university. This study examines the

student(s) intelligence ranges.

Theory- A formal statement of the rules on which a subject of study is based or

of ideas that are suggested to explain a fact or event or, more generally,

an opinion or explanation. The study assesses the theories connected to the multiple

intelligence, enhancing the future results of this study.

Chapter 2

Review of Related Literatures and Studies

Review of related literatures and studies let the researchers seek pieces of

information. It also leads to brainstorming of ideas about multiple intelligence in a

classroom setting. Lastly, it helps to gather valuable data and ideas that can help to

their own research topic.

Related Literature

Cornerstone University's (2018) article delves into Howard Gardner's Theory

of Multiple Intelligences, which proposes that people have distinct learning methods

and abilities. Gardner recognized eight separate intelligences: Visual-spatial,

Linguistic-verbal, Logical-mathematical, Body-kinesthetic, Musical, Interpersonal,

Intrapersonal, and Naturalistic. The paper contends that traditional education systems,

which favor linguistic and logical methods, are ineffective for all students. It promotes

multiple teaching methodologies and learning environments that cater to each

student's particular abilities, using multimedia, visuals, music, motion, realia, and
other methods to engage different intelligences. The article underlines the necessity of

identifying and addressing individual learning styles in the classroom to promote

effective learning and student engagement.

According to Wikipedia (n.d.), the theory of multiple intelligences (MI) is a

pseudoscientific theory that proposes the division of human intelligence into distinct

multiple intelligences, as opposed to the current theory of general intelligence, which

defines it as a single general ability. Despite its lack of widespread recognition in the

psychiatric profession, the idea has gained popularity among educators worldwide

since 1983. Psychologists sharply condemned the revolutionary psychological

concept for its lack of empirical proof, reliance on subjective judgment, and general

unscientific and speculative nature.

The essay "Multiple Intelligences Theory: Widely Used, Yet Misunderstood,"

published on Edutopia in 2018, investigates the abuse and misinterpretation of

Howard Gardner's multiple intelligences theory in educational settings. While

Gardner's theory challenged the traditional notion of a single, monolithic intelligence,

it has frequently been confused with learning styles, resulting in a reductionist

approach that labels students as "visual learners" or "auditory learners." The author

contends that this misapplication of the theory is harmful because it limits students'

opportunities to explore different ways of thinking and learning. Instead, the paper

calls for a more nuanced understanding of different intelligences, arguing that

teachers should prioritize giving kids with multiple methods to obtain knowledge,

personalizing their courses, and using the arts to promote diversified intellectual

growth. The article underlines that, while students may prefer how information is

presented, there is little evidence that tailoring materials to these preferences improves

learning. Finally, the article advocates for a move away from simplistic labels and
toward a more comprehensive approach to education that acknowledges the varied

character of human intelligence.

This article, published in Frontiers in Psychology in October 2021,

investigates the impact of teaching with multiple intelligences on corporate

employees' learning achievement and motivation. The study, conducted with 314

employees in the high-tech industry in Southern Taiwan Science Park, found that

teaching with multiple intelligences positively affected both learning motivation and

learning achievement. The authors argue that this approach allows employees to

leverage their strengths and develop their potential, leading to improved performance

and a more engaged workforce. The study highlights the importance of tailoring

teaching methods to individual learning styles and the potential benefits of

incorporating multiple intelligences into corporate training programs.

The article published on Oneatlas (2024) explores Howard Gardner's Multiple

Intelligences Theory and its application in education. Gardner's theory identifies eight

types of intelligence, emphasizing that students learn in different ways. By

recognizing these diverse intelligences, educators can tailor teaching methods to suit

individual strengths, such as using music for historical learning or drawing for math

concepts. While implementing this approach fosters a student-centered environment,

challenges include designing inclusive activities, especially in large or under-

resourced classrooms. Despite these hurdles, applying the theory can enhance student

engagement, improve learning outcomes, and create a more inclusive educational

experience.

Related Studies
 The study conducted by Winarti [Link] (2018) revealed that Multiple

Intelligences strategy has an effect on and can be a significant predictor of the

development of students’ Multiple intelligences. This study showed an improvement

of the Science Process Skills (SPS) on the students, specifically in the questioning

ability. The results of this study will change the teaching strategy in the future, from

academic ability oriented to be multiple intelligences oriented and focus of each

student’s potential.

Ayesha and Khurshid’s (2013) study emphasize the significance of

recognizing and nurturing multiple intelligences and effective study skills to enhance

academic achievement. As suggested by the study, both teachers and parents play

crucial roles in supporting students' development and educational strategies should be

tailored to individual differences. The study also highlights the need for targeted

interventions in public sector universities to improve study habits and academic

outcomes.

In Dermentzis’ (2008) study entitled “Reconceptualizing Teaching in the

Twenty-First Century: Teacher Attitudes and Perspectives on the Role of Multiple

Intelligences Inside the Classroom”, she interviewed two elementary school teachers

from the Greater Toronto Area, and their responses highlighted three key areas: their

views on Multiple Intelligences, their teaching methods, and the challenges of

tailoring instruction to diverse learners. The study found that teachers should vary the

content, activities, resources, and assessments to actively guide students in

recognizing their own intelligences and use this knowledge to plan and deliver

lessons. The teachers suggested that differentiation– is crucial to help students

understand and utilize their unique strengths.

 Heming’s (2008) study examined how two elementary school teachers

incorporated multiple intelligences into their classrooms. Both teachers, regardless of

their own learning styles, used a variety of teaching methods that addressed the

different ways their students learn. It's interesting that both teachers, even though

they are strong learners in other areas, adjusted their teaching to fit the needs of their

students, suggesting they were using multiple intelligences in their teaching, whether

they realized it or not. This research challenges the idea that only Logical-

Mathematical and Linguistic intelligences are important for school success, showing

that teachers are becoming more aware of the importance of teaching in ways that

work for all kinds of learners.

Li’s (2012) study investigated the effectiveness of incorporating Multiple

Intelligences (MI) theory into English reading instruction in a primary school. Two

parallel classes, one taught using MI theory and one with traditional methods, were

compared. The results showed that MI-based reading significantly increased students'

interest in English reading and improved their reading proficiency. This study

suggests that incorporating MI theory into English reading instruction can be an

effective way to engage students, enhance their reading skills, and foster a more

positive attitude towards English learning.

A study conducted by Wang (2017) states that colleges and universities should

actively help students develop a sense of achievement and self-belief. Gardner's

theory of multiple intelligences emphasizes that while some students excel in verbal

or mathematical skills, others may shine in areas like music, spatial reasoning, or

interpersonal skills. By creating supportive learning environments and evaluating

students in a way that encourages participation and celebrates diverse talents,

institutions can foster a culture where students feel empowered to explore their
strengths and contribute their unique gifts. This approach should be a cornerstone of

higher education, as it allows students to flourish and reach their full potential.

Chapter 3

Methodology

This chapter presented the methodologies employed in the study. This includes

the research design, research environment, subjects of the study, research instruments,

and data gathering procedure.

Research Design

The researchers used a qualitative research method where the study focused on

exploring the theory of multiple intelligences among Grade 11 senior high school

students of Tagkawayan National High School (TNHS). This study used a

Phenomenological approach gaining concrete, contextual, in-depth knowledge about

the study which explores perspectives of Grade 11 teachers in addressing multiple

intelligences while designing instruction.

Research Location

This research study will be conducted in Tagkawayan National High School

(TNHS), Barangay Munting Parang Tagkawayan, Quezon. Is the exact location of the

study where the respondents are located, furthermore the location chosen is where the

researchers currently studying thus it is more suitable to conduct the study due to

familiarity of the people and also the students

Subject of the Study

The respondents of this study are Grade 11 Teachers from Tagkawayan

National High School. A total of six (6) teachers were chosen to be part of the study.

These teachers were selected because they have the ability to answer the research

questions and provide valuable insights about the topic. The teachers will be able to

answer the questions based on their perspectives and interactions with the students.

Population and Sampling

The researcher chooses a sample of (6) respondents to participate in the study.

The subjects are identified through a purposive sampling strategy which lies with the

set of criteria. The subjects are Grade 11 teachers teaching different strands HUMSS,

STEM, and ABM.

Research Instrument

In this study, the researchers will use an interview protocol (IP), as well as the

related literatures and studies as the research instruments. It will be used in gathering

data from the respondents collecting their perspectives, insights, and strategies

regarding the questions presented and to use as a reference for the answers of the

respondents.

Data Gathering Procedure

The researchers will ask for permission from their adviser, Mr. Johnlerey T.

Erandio to conduct the study, then they will make a letter for the Principal to give

them permission to do the research/interview as the first step in data gathering. After

that, the researchers will prepare the questions for the interview of the subjects. They

will ask for the permission of the subjects to conduct the interview and if given

permission, will proceed with the interview. The researchers will promise the

confidentiality and privacy of the subjects as their informed consent is obtained. As

for the last step, the researchers will analyze the data to identify the difference of the

different kinds of intelligence of their students. The researchers also used devices such

as cellphone or audio recorder in conducting the interview to clearly understand the

answer of the respondents.

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