Learning Style, Multiple Intelligence and Academic Performance in Oral Communication of the Grade 11 Students of Tanza National Comprehensive High School

Abstract

INTRODUCTION

This study was undertaken in Tanza National Comprehensive High School, Daang Amaya II, Tanza, Cavite to assess Grade 11 students' learning style, multiple intelligence and academic performance in Oral Communication. Specifically, the study determined the type of learning style; type of intelligence; the academic performance in Oral Communication; the relationship between the learning style and multiple intelligence; the relationship between the learning style and academic performance; and the relationship between the multiple intelligence and the academic performance.

METHODS

The descriptive-correlational research design was utilized in this study. All the 244 population of Grade 11 students under the Oral Communication subject were included in this study. Descriptive statistical tools such as frequency count, percentage, mean, weighted/average mean and standard deviation were used to answer the objectives of this research. Likewise, the chi-square test was applied to determine the relationship between variables under study.

RESULTS

The tests revealed that there is a very high significant relationship between intrapersonal and academic performance and a high significant relationship between the logical-mathematical with academic performance, between the linguistic and academic performance and between the visual-spatial and the academic performance.

DISCUSSIONS

Findings revealed that Grade 11 students were dominantly aural in learning style preference while they were dominantly intrapersonal as to multiple intelligences. The results of the findings on Grade 11 students revealed a satisfactory level of academic performance. Test statistics revealed on the learning style and multiple intelligences that first; there is a very high significant relationship between the visual learning style and intrapersonal intelligence while there is no significant relationship with the other intelligences. Second; there is no significant relationship between the aural learning style and the multiple intelligences. Third; there is a highly significant relationship between reading/ writing with visual-spatial and with bodily-kinesthetic but there is no significant relationship with the rest of the intelligence types. Fourth; there is a highly significant relationship between kinesthetic with visual-spatial and with intrapersonal but there is no significant relationship with other intelligence types. Finally, the findings implied that Grade 11 students have a satisfactory level of performance in Oral Communication as a result of having good aural learning style and good intrapersonal intelligence.