Multiple Intelligence-Based Worktext for Grade 10 MAth

Abstract

INTRODUCTION

This study was conducted to validate the multiple intelligence-based differentiated instruction called Math Path for improving the Mathematics performance of forty-eight Grade 10 students in Luis Palad Integrated High School for the School Year 2017-2018.

METHODS

The descriptive design was used to identify the respondents' level of Multiple Intelligences. Data were gathered through the administration of the adopted Multiple Intelligences Inventory by Gardner(1987) and the self-constructed pre-test / post-test. In the utilization of the math path, students were grouped according to their MI learning styles.

RESULTS

Findings showed that there was a significant difference in the level of mathematics performance of Grade 10 students after the execution of the math path.

DISCUSSIONS

The mean score of the post-test progressed remarkably high when compared to the mean score in the pre-test. Also, the study revealed that the activities presented through thedifferentiation andintegration of multiple intelligences is an effective tool to convey mathematical concepts and ideas. Incidentally, conclusions cannot be drawn from this study as there was no solid result on statistically significant differences in the performance in math when learners were grouped according to their multiple intelligences. It is therefore recommended that future researchers employ a bigger sample to further validate this claim.