Multiple Intelligences and Learning Styles of STEM and ABM Students
Keywords:
:Multiple Intelligences, Learning Styles, STEM, ABM StudentsAbstract
INTRODUCTION
People in the past believed that human intelligence is a single faculty, meaning people may only be clever or stupid, but in the present time, it is already widely accepted that people vary in terms of their intelligence. On the other hand, learning style is directly related to how well a student process information-how well he learns and retains knowledge. In this study, the researcher pointed out the importance of determining the intelligence and learning styles of students because in addressing students' individual differences, a better teaching and learning process will occur.
METHODS
Descriptive method was utilized in determining the profile and in describing the dominant multiple intelligences of the 57 respondents and their learning styles, while descriptive correctional in identifying the significant relationship among the STEM and ABM through a three-part individualized questionnaire.
RESULTS
Majority of the respondents were young and female. Most of them have a low number of siblings and were a 1st child in their family. There were a greater percentage of Roman Catholic with low family income and were from public schools during their Junior High School and Elementary Schools. Most of the respondents were existentialist and mastery learner in terms of their intelligence and learning styles respectively. The multiple intelligences and learning styles of the STEM students have a significant relationship in terms of their Multiple Intelligences and Learning Styles as well as the ABM students and were also seen between the STEM students and ABM students in Multiple Intelligences and Learning Styles.
DISCUSSIONS
The results showed that self-esteem and free will were important in making choices and decisions through repetition and mastery of learning until such time that they were satisfied and making them engaged on what was easy for their desire thus, learning styles had relation to academic achievement or preferences making them inclined on their field of specialty or interest. The result had proved that constant monitoring was necessary as well as exposure to different activities inclined with their intelligence and learning styles.