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Dec 17, 2022
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Abstract
Learners around the world possess varying degrees of intelligence. With that, teachers should be aware of the multiple intelligence of the learners to consider them when preparing teaching materials or classroom activities. This is to aid the deteriorating performance of the learners specifically in language learning. As seen in the results of international assessments or even in national achievement tests, learners showed that they were not able to master the required competencies and one of the reasons is the ability to comprehend. This study aimed to determine the extent of use of the multiple intelligences of the Grade 11 students of Cainta Senior High School in the Division of Rizal which served as inputs in developing and evaluating technologically-mediated learning materials on discourse development patterns during the school year 2020-2021. With two groups of respondents, the students and the teachers, the developed material based on the multiple intelligence of the learners was evaluated in terms of authenticity, automaticity, clarity, comprehensibility, meaningfulness, and technicality. Using t-test, the gathered data was treated. The results revealed that there is no significant difference between the evaluation of students and teacher respondents whom both said that the technologically-mediated language learning material is very highly acceptable for teaching and learning the different discourse development patterns using the students’ multiple intelligences.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Discutido, R. A. (2022). Grade 11 Students’ Multiple Intelligences: Inputs Towards Developing and Evaluating Technologically-Mediated Learning Materials on Discourse Development Patterns. International Journal of Multidisciplinary: Applied Business and Education Research, 3(12), 2641-2654. https://doi.org/10.11594/ijmaber.03.12.17
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Lamauag, R. G. (2017). Learner's Accessibility and Adaptability to Technology. Asia Pacific Higher Education Research Journal, 83-84. Retrieved from: https://www.academia.edu/36295412
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Mulyono, H. (2016). Using Quipper as an Online Platform for Teaching and Learning English as a Foreign Language. The Journal of Teaching English with Technology IATEFL Poland Computer Special In-terest Group and The University of Nicosia. Re-trieved from: https://eric.ed.gov/?id=EJ113593.
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Theses/Dissertations
Viray, J. (2016). Quipper School and its Effectiveness in the Academic Performance of Grade 8 Students in English. Department of Education Division of Pampanga. Retrieved from: https://www.researchgate.net/publication/317032467_Quipper_School_and_Its_Effectiveness_in_ the_Academic_Performance_of_Grade_8_Students_in_English.
Wilson, S. (2018). Implementing Co-Creation and Multi-ple Intelligence Practices to Transform the Class-room Experience. Contemporary Issues in Educa-tion Research Vol. 11, Number 4. University of Hawai West Oahu, Hawaii. Retrieved from: https://www.researchgate.net/publication/328129145 _Implementing_CoCreation_And_Multiple_Intelligence_Practices_To_Transform_The_Classroom_Experience.
Arulselvi, E. (2018). Incorporating Multiple Intelligences in the English Classroom. The Excellence in Educa-tion Journal. Volume 7, Issue 2, Summer 2018. Re-trieved from: https://files.eric.ed.gov/fulltext/EJ1208657.pdf.
Butron, V. (2021). Intelligence Profile: Basis for Senior High School Teaching and Learning Activities. In-ternational Journal of Scientific Research and En-gineering Development-– Volume 4 Issue 2, Mar- Apr 2021. Retrieved from: https://www.researchgate.net/publication/350671369_Intelligence_Profile_Basis_for_Senior_High_School_Teaching_and_Learning_Activities.
Creswell, J. (2015). Research Design: Qualitative, Quanti-tative and Mixed Method Approach. SAGE Publica-tions Asia-Pacific Pte. Ltd.
De Guzman, M. (2016). Preferred Student-Centered Strategies in Teacher Education: Input to Out-comes-Based Instruction. Asia Pacific Journal of Education, Arts and Sciences, Vol. 3 No. 1, January 2016. Retrieved from: https://www.academia.edu/42791664/Preferred_Student_Centered_Strategies_in_Teacher_Education_Input_to_Outcomes_Based_Instruction.
Domaoan, R. (2018). Evaluation of Computer-Based Plat-form in Teaching Ekonomiks in the City Schools Division of Antipolo. University of Rizal System Antipolo City.
Egbert, J. and Abdollah, S. (2019). Balancing Old and New: Integrating Competency-Based Learning into CALL Teacher Education. Retrieved from: https://eric.ed.gov/?id=EJ1221007 .
Gardner, H. (2017). Multiple Intelligences: New Horizons in Theory and Practice. New York: Ingram Pub-lisher.
Guillen, J. (2018). Quipper School-Based English Teach-ing. International Journal of Social Science and Humanities Research. Vol. 6, Issue 3, pp: 875-891. Retrieved from: https://www.scribd.com/document/444401746/QUIPPER-SCHOOL-6415
Huda, B. (2018). The Use of Quipper School to Teach Reading Comprehension on Descriptive Text. Walisongo State Islamic University Semarang. Re-trieved from: https://eprints.walisongo.ac.id/8410/1/PDFsam_merge.pdf.
Khatib, M. and Taie, M. (2016). BICS and CALP: Implica-tions for SLA. Journal of Language Teaching and Research, Vol. 7, No. 2, pp. 382-388. Retrieved from: https://www.researchgate.net/publication/297894729_BICS_and_CALP_Implications_for_SLA.
Lamauag, R. G. (2017). Learner's Accessibility and Adaptability to Technology. Asia Pacific Higher Education Research Journal, 83-84. Retrieved from: https://www.academia.edu/36295412
Lee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Lan-guage Learning & Technology, 20(2), 81–97. Re-trieved from http://llt.msu.edu/issues/june2016/lee.pdf.
Mulyono, H. (2016). Using Quipper as an Online Platform for Teaching and Learning English as a Foreign Language. The Journal of Teaching English with Technology IATEFL Poland Computer Special In-terest Group and The University of Nicosia. Re-trieved from: https://eric.ed.gov/?id=EJ113593.
Nasab, E. (2016). Relationship between Multiple Intelli-gence, Reading Proficiency, and Implementing Mo-tivational Strategies: A Study of Iranian Secondary Students. International Journal of Education & Lit-eracy Studies. Retrieved from: https://journals.aiac.org.au/index.php/IJELS/article/view/2679.
Neupane, D., Joshi, A., Acharya, A. and Acharya, D. (2018). A Comparative Study of Multiple Intelli-gence Levels of Secondary School Students with Reference to Grade. International Journal of Applied Research 2018; 4(4): 79-82. Retrieved from: https://www.allresearchjournal.com/archives/?year=2018&vol=4&issue=4&part=B&ArticleId=4904.
Racca, R. and Lasaten R. (2016). English Language Profi-ciency and Academic Performance of Philippine Science High School Students. International Jour-nal of Languages, Literature and Linguistics, Vol. 2, No. 2, June 2016. Retrieved from: http://www.ijlll.org/vol2/65-LL0011.pdf.
Sener, S. and Cockaliskan, A. (2018). An Investigation between Multiple Intelligences and Learning Styles. Journal of Education and Training Studies. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1170867.pdf.
Smith, C.G.A, 2018. Learner-centeredness: A multiple intelligence approach to reveal individual learner preferences for curriculum content in Foundation Phase. KOERS — Bulletin for Christian Scholar-ship, 83(1). Retrieved from: https://doi.org/10.19108/KOERS.83.1.2218.
Sternberg, R. (2019). Teaching and assessing gifted stu-dents in STEM disciplines through the augmented theory of successful intelligence. https://www.tandfonline.com/doi/abs/10.1080/13598139.2018.1528847.
Sumayang, C. and Torreon, L. (2021). Multiple Intelli-gence-Based Classroom Activities and Learners’ Academic Achievement. American Journal of Mul-tidisciplinary Research & Development (AJMRD) Volume 3, Issue 02 (February- 2021), PP 37-41 ISSN: 2360-821X. Retrieved from: https://www.ajmrd.com/wp-content/uploads/2021/02/E323741.pdf.
Suson, R. and Baratbe, C. (2020). Differentiated Instruc-tion for Basic Reading Comprehension in Philip-pine Settings. Universal Journal of Educational Re-search 8(9): 3814-3824, 2020. DOI: 10.13189/ujer.2020.080904. Retrieved from: https://www.hrpub.org/download/20200830/UJER4-19515953.pdf.
Theses/Dissertations
Viray, J. (2016). Quipper School and its Effectiveness in the Academic Performance of Grade 8 Students in English. Department of Education Division of Pampanga. Retrieved from: https://www.researchgate.net/publication/317032467_Quipper_School_and_Its_Effectiveness_in_ the_Academic_Performance_of_Grade_8_Students_in_English.
Wilson, S. (2018). Implementing Co-Creation and Multi-ple Intelligence Practices to Transform the Class-room Experience. Contemporary Issues in Educa-tion Research Vol. 11, Number 4. University of Hawai West Oahu, Hawaii. Retrieved from: https://www.researchgate.net/publication/328129145 _Implementing_CoCreation_And_Multiple_Intelligence_Practices_To_Transform_The_Classroom_Experience.