Multiple Intelligence Manifested by Public Elementary School Pupils of the Mataasnakahoy District, Division of Batangas

Abstract

INTRODUCTION

The theory of multiple intelligence rests on the concept that individuals have different potentials and/or talents which manifest more when these are enhanced and developed. This study aims to determine the multiple intelligence manifested by public elementary school pupils in relation to classroom management skills utilized by teachers and with implications to classroom administration and supervision.

METHODS

To perform the test to gather all accurate information and answers to the problem it presents the research design, sampling procedure, research instrument, data gathering procedure and statistical treatment of data using survey sheet/form and questionnaire. In the teaching-learning situation, this implies that no one set of teaching strategies will always work best for all students . Any strategy is likely to be successful with several students, and yet, not for others. Because of these individual differences among students, teachers use a broad range of teaching strategies to cope with the different interests and abilities manifested by students.

RESULTS

Pupils' Manifestation of Multiple Intelligence for school heads' and teachers' perception of pupils' manifested linguistic intelligence in Logical-Mathematical Intelligence, Spatial Intelligence, Musical Intelligence, Interpersonal Intelligence, Naturalist Intelligence, Bodily-Kinesthetic Intelligence interpreted as "great extent”. And Intrapersonal Intelligence interpretation of "moderate extent" Teachers' Utilization of Classroom Management Skills in Addressing the Multiple Intelligence of Pupils in terms of teaching strategies employed; motivation techniques applied; evaluation process used; enrichment activities; and recognition/awards for performance achieved was a great extent.

DISCUSSIONS

The varying perceptions between the school heads and teachers on the latter's utilization of classroom management skills to address pupils' manifested multiple intelligence are accountable to their different positions and functions in the organization and on the concept that perception of oneself tends to be more favorable than that of others' perception. There is a strong association between pupils' manifested multiple intelligence and teachers' utilization of classroom management skills since the latter is one of the factors of the former.