The theory of Multiple intelligence: Basis for Teaching General Physics 2 to Science, Technology, Engineering and Mathematics (Stem) Learners

Abstract

INTRODUCTION

The researcher aimed to use the Theory of Multiple Intelligence as a basis of planning teaching procedure, developing learning activities, and grouping for STEM learners as they work collaboratively in performing a task related to achieving a desired learning competency in General Physics 2.

METHODS

This study involved descriptive-: quantitative and qualitative research designs. Two research questions were dealt with descriptive-: quantitative approach. Two other were investigated employing thematic analysis of the participants' responses to a set of open-: ended questions. In order to get a profile of the modality of the intelligence of the learners, data were gathered using the Multiple Intelligence Inventory. A set of open-: ended questionnaires was used to identify the successes and challenges encountered by the learners in each of the intelligence modality. Another set of open-: ended questionnaires was also used to establish the components of the developed engagement activity and teaching procedures which positively influenced their motivation level. Responses were accurately recorded, coded, and thematically analyzed. The participants of this study were limited only to two sections handled by the researcher in General Physics 2.

RESULTS

The following conclusions were drawn: (1) Musical intelligence modality dominates over the two sections of STEM learners in the General Physics. (2) The successes of the working group with varied modality of intelligences constitute the whole range of skills necessary for learning a lesson that requires higher levels of cognition. Too much of mathematical calculations do not fit the best learning needs of the group. (3) Activities that are easy to manipulate, allow learners to get necessary data, model a complex real-: world situation, and have clarity of words, graphics and captions, and involve animations have positive influence to the learners' level of motivation. (4) Learners may progress in other domains of intelligence and may attain higher cognitive levels if exposed to learning procedures with learning materials that use media that deliver knowledge and learning through language, graphics, manipulatives, music, sound, and the likes.

DISCUSSIONS

Results qualify the varied modality of intelligences as the basis for grouping learners, designing a lesson plan, and selecting learning materials.