Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The primary teachers are generalists, they teach all the subjects.

This context requires them to have a level of expertise in almost all the

disciplines- language, natural sciences, the humanities and social

sciences.

However, it is a fact that it is quite difficult to have expertise in

all of these disciplines and it becomes a challenge to teach many

subjects to elementary learners, especially that their minds are so

delicate; teachers need to be extra careful in order not to miseducate

them.

Teaching the at-risk pupils is even more challenging, but the

Teacher’s awareness of their multiple intelligences may be a good help

in providing the necessary support that these pupils need. The

researcher’s thesis is that teacher’s awareness of their intelligences

could lead to collaboration, and the latter could lead to improved

academic performance of pupils at –risk.

Background of the Study

Every young learner is unique, with a particular cultural,

experiential, and personal background and a distinctive array of learning

styles, interests, talents and skills. With today’s increasing diversity

among pupils, become even more important to find strategies that meet

a wide range of needs. He added that schools that have successful

results with all their students use a variety of teaching approaches,

engage with families and communities to support life-long learning, and

to keep pupils motivated to learn and create. In addition, it is common

for a class of students to be at a variety of levels in any particular

subject. Instead, research points to the positive impact on student

achievement of using varied and appropriate strategies for learning and

teaching.
 People are different and have different combinations of

intelligences, all of which are important. Intelligence is more than a

score on a typical standardized pencil-and-paper test used to predict

success in school. Such traditional intelligence tests do not measure the

ability of a chess player, an athlete, or a master violinist.

According to Haley, 20041 teaching with multiple intelligences is

a way of taking differences among pupils seriously, sharing that

knowledge with students and parents, guiding pupils in taking

responsibility for their own learning, and presenting worthwhile

materials that maximize learning and understanding.

Helping teachers, pupils, and parents realize that there are

multiple ways to learn and that they themselves possess multiple types

of intellectual strengths and life skills is but one reason to consider the

theory of multiple intelligence for teaching students with special needs.

1
Haley, Marjorie H. (2001). Understanding Learner-Centered Instruction
from the Perspective of Multiple Intelligences. Foreign Language
Annals, 34(4), 355-367, George Mason University, USA.
 Denig (2004)2 said that almost every teacher today has heard the

term multiple intelligences. However, how many teachers know the

definition of intelligence and know the number of distinct intelligences?

How can teachers use multiple intelligences in the classroom? Teachers

will become familiar with how the theory of multiple intelligences can

be used in their classrooms by helping to identify students’ strengths,

providing entry points into subject matter, and encouraging students to

represent their understanding in different ways. Using the multiple

intelligences theory can help to understand students as learners and

provide opportunities for them to strengthen their abilities in different

areas.

Grade 1 teachers’ role is very critical in establishing the

foundational skills of the learners. It is this context that the researcher

will try to establish that Grade 1 teachers’ multiple intelligences affect

in a positive way the pupils- especially those who are at-risk.

2
Denig, Stephen J. Multiple Intelligences and Learning Styles: Two
Complementary Dimensions. Niagara University, NY 14109, USA.
Theoretical Framework

The Multiple Intelligence Theory of Gardner served as the main

theory that provided direction in this study.

According to Gardner3 in his Frames of Mind, intelligence is the

ability to solve problems, or to create products, that are valued within

one or more cultural settings. He advocated that there are at least nine

intelligences that need to be considered: 1) Verbal/Linguistic – the

potential to use language, as used in reading, writing, telling stories,

memorizing dates and thinking in words. 2) Logical/Mathematical – the

potential for understanding cause and effect and for manipulating

numbers, quantities, and operations, as used in math, reasoning logic,

problem solving, and recognizing patterns. 3) Visual/Spatial – the

potential for representing the spatial world internally in one’s mind as

used in reading maps and charts, drawing, solving mazes and puzzles,

imagining and visualizing. 4) Bodily-Kinesthetic – the potential for

using one’s whole body or parts of the body, as used in athletics,

3
Gardner, Howard. (1983). Frames of Mind: The theory of multiple
intelligences. New York: Basic Books.
dancing, acting, crafting, and using tools. 5) Musical – the potential for

thinking in music; for hearing, recognizing, and remembering patterns,

as used in singing, identifying sounds, and in remembering melodies

and rhythms. 6) Interpersonal – the potential for working with others, as

used in understanding people, leading and organizing others,

communicating, resolving conflicts, and selling. 7) Intrapersonal – the

potential for understanding ourselves, as used in understanding self,

recognizing one’s own strengths and weaknesses, and setting personal

goals. 8) Naturalistic – the potential for discriminating among plants,

animals, rocks, and the world around us, as used in understanding

nature, making distinctions, identifying flora and fauna.

In a recent article, Gardner suggested and added (9) Existential

Intelligence – the potential to manifest in somebody who is concerned

with fundamental questions of existence.

Gardner claims that everyone has all nine intelligences to some

degree, but each has his or her own pattern of stronger and weaker

intelligences. He also argues that most tasks require more than one
intelligence working together. He provided an example wherein the

conductor of symphony orchestra uses different intelligences. He uses

musical intelligence, but also must use interpersonal intelligence as a

group leader and bodily-kinesthetic to move in a way that is informative

to the orchestra. The claim of separate and independent intelligences is,

of course, central to Gardner’s theory.

In Sternberg’s Theory (2006)4, there are three aspects of

intelligences which are analytical, creative, and practical intelligence.

1.) Analytical Intelligence refers to the ability to break problems down

into component parts, or analysis, for problem solving. This is the type

of intelligence that is measured by intelligence tests and academic

achievement tests, or “book smarts” as some people like to call it. 2.)

Creative intelligence is the ability to deal with new and different

concepts and to come up with new ways of solving problems (divergent

thinking, in other words). 3.) Practical intelligence is best described as

“street smarts,” or the ability to use information to get along in life.

Sternberg, Robert J. (Ed.), (2000). Handbook of Intelligence.

4

Cambridge: Cambridge University Press. New York: Macmillan.

People with a high degree of practical intelligence know how to be

tactful, how to manipulate situations to their advantage, and how to use

inside information to increase their odds of success.

Constructivism is a theory that aims to explain what knowledge is

and how it is acquired. In the article of constructivist paradigm is made

up of two major strands – Cognitive Constructivist Theory and Social

Constructivist Theory. According to him, the development of present

day constructivist theory is considered to originate in the work of two

early 20th century contemporary epistemological theorists, whose

cognitive theories of learning were developed as reactions to the

dominant science of the time.

According to Bruner, learning is an active process in which

learners construct new ideas or concepts based upon their current or past

knowledge. The learner selects and transforms information, constructs,

hypotheses, and makes decisions, relying on a cognitive structure to do

so. Cognitive structure provides meaning and organization to

experiences and allows the individual to go beyond the information

given. He also stated that meaningful learning does not just happen

when people are able to receive information through direct instruction.

In order for meaningful learning to take place, people have to interpret

information and relate it to their own prior knowledge. They need to

know not only how to perform, but also when to and how to change the

performance to fit new and different situations. New assessments,

therefore, should focus not on whether or not students can acquire

knowledge, but whether or not they can acquire disposition to use skills

and strategies and apply them appropriately. Bruner suggested that poor

thinkers and problem solvers may possess the skills they need, but may

fail to use them in certain tasks. Integration of learning motivation,

collaboration, the affective domain, and metacognitive skills all

contribute to lifelong learning. Assessment practices must stop

measuring knowledge skills and start measuring the disposition to use

the skills.

In life, much is achieved when people work together

cooperatively and collaboratively. There are three important

instructional effects of cooperative learning: academic achievement,

improved race relations and social skills.

Skills in working with others and better self-regard, identifies

three essential characteristics of cooperative learning strategies that

account for the quality of learning gained through this approach

specifically, group goals, individual accountability and equal

opportunity for success. Beyond improving learning through enhanced

thinking skills and better acquisition and retention of content through a

supportive relationship with others, cooperative learning fosters group

cooperation and interaction among students. Discussing content with

others helps improve their understanding of it. Thus, creating a healthy

classroom climate and optimizing not just an individual learners’

learning but the entire group’s learning as well.

As shown in Figure 1, teachers have multiple intelligences

namely: Linguistic, Logical-Mathematical, Visual-Spatial, Musical,

Bodily-Kinesthetic, Interpersonal, Intrapersonal and Naturalist

Intelligence. Aside from this, their intelligences can be generalized into

analytical, creative and practical intelligence. As teachers teach their

lesson or subject matter, students construct new ideas based from their

previous knowledge or concepts. As they construct new concepts, it is

possible for the students to think and work together for them to improve

and understand the lessons well. This, in return, will have a positive

effect of teachers’ competencies to students’ academic performance.

 Teachers Pupils At-Risk

Gardner’s Bruner’s
Multiple Constructivi
Intelligences st Theory

Sternberg’s Slavin’s
Triarchic Cooperative
Theory Learning

GRADE 1 TEACHERS’
MULTIPLE
INTELLIGENCES AND AT
RISK PUPIL’S
PERFORMANCE

Figure 1. Theoretical Model of the Study

Conceptual Framework

The conceptual framework of this study is depicted in a paradigm

shown in Figure 2.

The paradigm shows the connections of Teacher’s multiple

intelligences and At Risk pupils academic performance; and the factors

that might affect the academic performance of the at risk pupils.

The aspects of Multiple Intelligences are adapted from Howard

Gardner’s Theory while academic performance will be measured using

the performance of the pupils in tool subjects.

Conceptual Paradigm

INPUT PROCESS OUTPUT

 Profile of the  Analysis on the profile of

respondents the teacher respondents
 Multiple intelligence
 Analysis and description
based on Walter
MckKenzie inventory on the academic
of Multiple performance of the Grade
Intelligence does the 1 at-risk risks pupils in
teacher respondent the first and second
posses grading period School
 Academic Year 2017-2018 and
performance of the
relationship between
Grade 1 at-risks pupils
Grade l Teacher’s
Basis for Action
in the first and second
multiple intelligences and Plan
grading period School
Year 2017-2018 Pupil’s at risk academic
 Significant performance
relationship between  Significant relationship
Grade l Teacher’s between Grade l
multiple intelligences
Teacher’s multiple
and Pupil’s at risk
academic performance intelligences and Pupil’s
 Significant association at risk academic
with the multiple performance and the
intelligences of Grade multiple intelligences of
1 Teachers and their Grade 1 Teachers and
demographic profile their demographic profile

Figure 2. Research Paradigm

Statement of the Problem

This study aims to determine the assessment on the teachers

multiple intelligences related to the academic performance in tool

subjects: basis for an intervention program.

Specifically, it answered the following questions:

1. What is the profile of the teacher respondents in terms of;

1.1 Age;

1.2 Gender;

1.3 Civil Status;

1.4 Highest Degree earned;

1.5 Length of Service;

1.6 Rank Position; and

1.7 Performance Rating?

2. What kind of multiple intelligence based on Walter MckKenzie

inventory of Multiple Intelligence does the teacher respondent posses?

2.1 Naturalistic;

2.2 Musical
 2.3 Logical

2.4 Existential

2.5 Interpersonal

2.6 Kinesthetic

2.7 Verbal

2.8 Intrapersonal

2.9 Visual

3. What is the academic performance of the Grade 1 at-risks pupils in

the first and second grading period School Year 2017-2018?

3.1 Filipino;

3.2 English;

3.3 Science;

3.4 Mathematics and

3.5 Hekasi?

4. Is there significant relationship between Grade l Teacher’s multiple

intelligences and Pupil’s at risk academic performance?

5. Is there a significant association with the multiple intelligences of

Grade 1 Teachers and their demographic profile?

6. What action plan can be done to improve the academic performance

of pupils at risks maximizing the Teachers’ multiple intelligence?

Hypotheses

1. There are significant differences in the level of academic

performance of among the groups of Grade 1pupils at-risk.

2. There is a significant relationship between Grade 1 Teachers’

multiple intelligences and pupils at risk’s academic performance.

Significance of the Study

Pupils. The pupils will directly benefit from the classroom

performance of a highly motivated and inspired core of teachers who

will be able to make their lessons interesting, exciting, enjoyable,

meaningful and fulfilling.

 Teachers. This study will help the teachers as they will directly

benefit from the any change or improvements in the way their school

heads lead them. Under a multiple intelligence and trait that they can

accept, they will be more motivated and inspired to perform best in their

respective classrooms/subject.

School Administrators. The results of this study can serve as

one of the bases for curricular evaluation and planning. It will also

guide the administrators in their conscious effort to undergo planned

changes in drawing up systematic scheme of evaluating students’

performance.

Future Researchers. Future researchers will find the present

study useful as a reference or bases in terms of baseline data on the

Teachers multiple intelligence and associated with teachers’

performance. They will be able to design or pursue other areas of

investigation relevant to, arising from, or complementary to, the present

study.
Scope and Delimitation

This study used the descriptive-correlation design which looked

into the multiple intelligences of the Grade 1 teachers in relation to the

pupil’s related to the academic performance.

Participants were Grade 1 teachers and pupils from Division of

Pasig City.

Gardner’s Multiple Intelligence Theory Quiz will be taken by the

Grade 1 teachers while the students’ performance will be measured

from their general average in tool subjects during the first and second

grading reflected in their Form 137 of the school year 2017-2018.

Definition of Terms

This section presents the terms defined conceptually and

operationally for a better understanding on how these terms were used.

Ability. It refers to the intellectual endowment in students study

habit. In most cases, a child who possesses low intellectual power

cannot study effectively and in some cases influence a student study

habit. Students who are endowed with high intellectual power, with

little effort in their home environment will study well.

Achievement. It refers to success in any field. It is also defined

as “accomplishment or proficiency of performance in a given skill or

body of knowledge”.

Academic achievement. Refers to specified level of attainment

or proficiency in academic work as evaluated by the teachers by

standardized tests or by a combination of both.

Academic performance. Refers to the outcome of education the

extent to which a student, teacher or institution has achieved their

educational goals.

At-Risk pupils. This refers to the Grade 1 pupils who

demonstrated to be with difficulties in learning the tool subjects.

Bodily-kinesthetic intelligence. It refers to use of bodies to

create products or solve problems. Athletes, surgeons, dancers,

choreographers, and craftspeople display competency in this area.

Students strong in bodily-kinesthetic abilities show good coordination

and gross motor skill on the stage or playing field or the fine motor

skills involved in making models or sculptures.

Communication. Refers to the act of conveying intended

meanings from one entity or group to another through the use of

mutually understood signs and semiotic rules.

Existential Intelligence. It pertains to people who exhibit the

proclivity to pose and ponder questions about life, death and ultimate

realities.

Guidance. Refers to leading a person to self-actualization or

helping him to develop his full potential. It is the process of helping an

individual to understand himself and his world. It refers to the

provision of experiences which assist pupils to understand them and as

a service it refers to organized procedures and process to achieve

helping relationship.

Intelligence. It refers to the ability to solve problems that face

you in life and produce things that are of value to your culture.
 Interpersonal intelligence. It refers to awareness or sensitivity to

others’ feelings and intentions. Teachers, parents, politicians,

psychologists, and salespeople rely on interpersonal intelligence in their

work. Students exhibit this intelligence when they collaborate well,

when they show thoughtfulness and sensitivity toward their friends, and

when they interact with ease with others of all ages.

Intrapersonal intelligence. It pertains to individuals to

distinguish among their own feelings, to build accurate mental models

of themselves, and to draw on these models to make decisions about

their lives. Therapists and religious leaders may exhibit strength in this

intelligence. Students who understand their strengths and weaknesses

have an awareness of their own emotional states, and are thoughtful

when they make decisions about their lives are displaying intrapersonal

intelligence.

Learning. This refers to the acquisition of knowledge or skills

through experience, study, or by being taught.

 Logical-mathematical intelligence. It involves when we order

objects, assess their quantity, and make statements about the

relationships among them. Scientists, mathematicians, and philosophers

all display strengths in these areas. You can observe this intelligence in

students who can carry out complex calculations in their heads, enjoy

finding patterns in shapes and numbers, and excel at making logical

arguments.

Modern instructional strategies. It determines the approach a

teacher may take to achieve learning objectives. It also emphasizes

problem-solving and scientific thinking and based on investigatory

approach.

Multiple Intelligence. This refers to a theory developed by

Gardner which first appeared in Frames of Mind: The Theory of

Multiple Intelligences (Gardner, 1983). In this study, this theory served

as the main theory which involves the nine intelligences.

Musical intelligence. It refers to the sensitivity to pitch (melody),

rhythm, and the qualities of a tone. Composers, singers, conductors, and

musicians exhibit this intelligence, as do poets and others who use word

sounds and rhythms in their writing. Students who sing well, enjoy

making rhythmic sounds, and can distinguish between notes are

displaying musical intelligence.

Naturalistic intelligence. It refers to recognizing and classifying

species and other aspects of their environment. Farmers, gardeners,

botanists, geologists, florists, and archaeologists all exhibit this

intelligence. Students who enjoy studying the world around them –

insects, cars, or stamps display strength in this intelligence.

Pupil’s’ Performance. It generally refers to the level of

achievement of the students based on their grades as ratings both in the

theoretical and practical aspects of learning. In this study, the term

refers to the intellectual capacity and achievement of at risk pupils in

tool subjects as revealed by their grades for the first and second grading.

Reading. Is defined as the action or skill of reading written or

printed matter silently or aloud.

 School Administration. Refers to a general term used to address

an individual who manages the school. It can be a principal, a head

teacher or an officer in charge exercising the authority as the school

administrator.

Spatial intelligence. It is often assessed by having people copy

shapes or match one visual image with another. Architects, mechanics,

and engineers possess strong spatial abilities. Spatial intelligence can be

observed in students who understand and can create visual images of

their understanding – like charts, diagrams, or maps as well as students

who are drawn to the visual arts.

Study skill. Refers to the person’s ability to study and pass

examinations. Inadequate and inefficient studying can contribute to and

intensify the test anxiety that a student may experience.

Teaching-Learning Process –Refers to the twin activities that

characterize effective education, where teachers teach or facilitate

learning and where students learn or acquire knowledge, skills and

values.
 Teaching Performance. Refers to the classroom behaviors of the

teachers that include mastery of the subject matter, teaching skills and

techniques, classroom management, student-teacher relationship and

evaluating students, which behaviors are to be taken as synonymous to

indicators of teaching effectiveness, classroom performance or

instructional performance.

Traditional resources. These include any textbooks and

workbooks used in the classroom. For example, language arts

classrooms almost always have literature textbooks, writing textbooks,

and even vocabulary and spelling workbooks.

Verbal-Linguistics Intelligence. It pertains to the ability to

communicate and use language in a variety of ways – through speaking,

writing, and reading. This intelligence includes sensitivity to the

meaning of words, and the sounds and rhythm of words. Poets,

journalists, and speechwriters exhibit strengths in this intelligence.

Students who enjoy playing with language, telling stories, and who

quickly acquire foreign languages exhibit linguistic intelligence.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

A review of literature and studies relative to student’s multiple

intelligence is presented in this portion of the study. This is divided into

two parts, the related literature and related studies.

Foreign Literature

The "Theory of Multiple Intelligences," as introduced by Howard

Gardner5 in which argued that the traditional educational model favored

verbal and mathematical intelligences, but that every person possessed

several types of intelligence, some stronger than others, and that

teachers should expand their teaching techniques and content to draw

upon these multiple intelligences.

The researcher’s had chosen he topic as they had observed in

classroom, they noticed that students’ intellectual capacity and interests

5
Howard Gardner (2000) Frames of Mind: The Theory of Multiple
Intelligences. Initially formulated a list of seven intelligences .Multiple
Intelligences for the 21st Century New York: Basic 2000.
in learning varies because it’s varied, upon assessing their multiple

intelligences, one can prepare his lesson suited to the kind of learners

being handled. Moreover, as the researchers were sent to trainings,

speakers always pointed out that MI should be applied as one of the

learning styles to determine how a student had learned so that at the end

of academic year, teacher and learner may realize that there are many

ways to be “smart”.

Educational psychologist, proponent of the theory of multiple

intelligences, believes children develop their own learning and thinking

patterns (intuitive learning) between birth and age five. When entering

the school system, a different educational style is introduced (academic

learning), which is not necessarily in line with the child's style. This

contradiction in learning styles (intuitive versus academic) can create

confusion for the child, making the learning process even more difficult.

Once you better understand how brain works you can see why a variety

of new learning experiences are important. Initially formulated a list of

seven intelligences. His listing was provisional. The first two have been
typically valued in schools; the next three are usually associated with

the arts; and the final two are what Howard called 'personal

intelligences'. Later as his study had progressed he added two

intelligences. One associated with nature and the sequel was associated

with the understanding about the significance of life. The Linguistic

Intelligence involves sensitivity to spoken and written language, the

ability to learn languages, and the capacity to use language to

accomplish certain goals. This intelligence includes the ability to

effectively use language to express oneself rhetorically or poetically;

and language as a means to remember information.

The Logical-Mathematical Intelligence shows the capacity to

analyze problems logically, carries out mathematical operations, and

investigates issues scientifically. It entails the ability to detect patterns,

reason deductively and think logically. This intelligence is most often

associated with scientific and mathematical thinking.

Musical Intelligence involves skill in the performance,

composition, and appreciation of musical patterns. It encompasses the

capacity to recognize and compose musical pitches, tones, and rhythms.

Musical intelligence runs in an almost structural parallel to linguistic

intelligence.

Bodily-kinesthetic Intelligence entails the potential of using one's

whole body or parts of the body to solve problems. It is the ability to use

mental abilities to coordinate bodily movements. Howard Gardner sees

mental and physical activity as related.

Spatial Intelligence involves the potential to recognize and use

the patterns of wide space and more confined areas.

Interpersonal Intelligence is concerned with the capacity to

understand the intentions, motivations and desires of other people. It

allows people to work effectively with others. Educators, salespeople,

religious and political leaders and counselors all need a well-developed

interpersonal intelligence.

Intrapersonal Intelligence entails the capacity to understand

oneself, to appreciate one's feelings, fears and motivations. It involves

having an effective working model of ourselves, and to be able to use

such information to regulate our lives.

Naturalist Intelligence enables human beings to recognize, to

categorize and to draw upon certain features of the environment. It

combines a description of the core ability with a characterization of the

role that many cultures value.

Existential Intelligence is the ability to contemplate phenomena

or questions beyond sensory data, such as the infinite and infinitesimal.

Careers or callings which suit those with this intelligence

include shamans, priests, mathematicians, physicists, scientists,

cosmologists, and philosophers.

Hickey George (2004)6 reports increased student achievement in

history, geography, literature and music. Multiple Intelligence (MI)-

based units were developed and implemented in various classrooms by

6
Hickey, George (2004). “Can I pick more than one project? Case
studies of five teachers who used MI-based instructional planning”.
Teachers College Record, 106 (1), 77-86, Blackwell Publishing, New
Jersey.
teachers enrolled in a multiple intelligences graduate course. The five

case studies revealed an increase in student engagement and

participation among others. In a music unit, students were more actively

engaged, remembered information for longer periods of time, and

utilized higher level thinking skills to make connections between

different musical eras and artists. The teacher said the increased student

learning and achievement was impressive. Another teacher reported that

MI-based history curriculum encouraged students to remain on task,

while another teacher said the history curriculum motivated students to

“take ownership of their learning” and produce better quality work. The

five case studies provide clear examples of student success attributed to

MI based instruction.

One of the few articles found that actually tested and applied a

measure of learning styles and multiple intelligences was conducted by

Rezaei and Katz (2004)7, "Evaluation of the Reliability and Validity of

Rezaei, Ali Reza., & Katz, Larry. (2004).Evaluation of the reliability

7

and validity of the Cognitive Styles Analysis. Personality and Individual

Differences, 36(6), 1317-1327, Elsevier Publishing, Netherlands.
the Cognitive Styles Analysis". Rezaei and Katz applied Riding's

Cognitive Styles Analysis (CSA) to multiple populations in order to

determine its reliability as an instrument (2004). The measure is

administered via computer and examines two dimensions along four

scales. The two dimensions consist of the Wholist-Analytic (WA), and

the Verbal-Imagery cognitive styles. Though the authors applied the

measure in three separate studies, under different conditions, they found

its reliability so varied that the tool could not be considered valid. The

Verbal-Imagery dimension was particularly problematic based on the

low variance of scores. Rezaei and Katz subsequently made multiple

suggestions to improve the CSA's reliability, including increasing the

level of difficulty in the test for the aforementioned dimension. They

noted that the CSA's reliability in test-retest trials was especially

problematic, despite having an underpinning conceptual model that was

sufficiently robust.
 By contrast, Furnham (2009)8 employed his own instrument, Self-

Assessed Multiple Intelligence, a self-reporting measure, to examine

eight of Gardner's multiple intelligences. His study entailed a

comparison of the aforementioned measure of concurrent and

discriminant validity testing, employing the following tools:

Haselbauer's Multiple Intelligences Test, The NEO Personality

Inventory Revised, Irwings's General Knowledge Test, and Biggs's

Study Process Questionnaire. He created a theoretical background

based on the Big Five Personality test, a free online self-assessment, to

compare and contrast his findings. Though the author notes that

Irwings's General Knowledge Test is a performance test, he categorizes

all of the others, save his own, as being personality-based preference

tests. Upon reading this, one must wonder whether this apples to-

oranges approach to research invalidates any findings, let alone

reliability or validity.

Furnham, Adrian. (2009). The validity of a new, self-report measure of

8

multiple intelligence. Current Psychology, 28(4), 225-239, Springer

publishing Journals, Germany.
 Xie and Lin (2009)9 aimed at fusing the multiple intelligences

theories with the teaching of one chosen course: color theory. Two

groups of students from a polytechnic university in central Taiwan were

chosen as research subjects, and an experiment was designed and

performed to explore the effects of multiple intelligences teaching on

the experimental group, versus that of traditional teaching on the control

group. Students from the experimental group performed significantly

better than students in the control group on an actual hands-on design

project assignment.

When a profession deals with people, cause-and-effect

relationships are never identified as certainties, only as possibilities.

Therefore, there are no certainties in teaching. It is a situational process

requiring constant decision-making which, when properly implemented,

increases the probability of learning. Research on teacher effectiveness

has been intensified in the last two decades. The results have helped

Xie, Jing . Chen. & Lin Rui. Lin. Asian Journal of Management and
9

Humanity Sciences, Vol. 4, No. 2-3, pp. 106-124, 2009, Grimm press,
Taiwan.
identify an instructional process that provides a solid and basic

framework for planning instruction which is helpful in guiding the

administrator in what to look for when visiting a classroom. These steps

include planning, preparing, presenting the lesson, monitoring student

progress, and conducting practice sessions. Formulating a well-defined

objective of the lesson is a critical first step as it provides the direction

and framework for the decisions which will follow.

The objective should describe the specific content to be learned

and the observable behavior the student will exhibit to demonstrate that

learning has occurred. No matter how expertly the objectives are stated,

objectives facilitate learning only if they are appropriate to the academic

achievement of students. A well-written objective includes specific

information on what is to be included in the lesson and what is not. This

specifically expedites the next step, which is the identification of sub-

skills or sub-objectives. A task analysis of each of the sub-objectives

enables the teacher to sequence them in order of difficulty to provide a

logical sequence to the lesson.

 Yalmanci and Gozum (2013)10 compare theory of multiple

intelligences with the traditional education method by looking at the

science teachers’ success, permanence of their information about

enzyme subject. The research is experimental and it was carried out

during 2010-2011 education year of Faculty of Education of Kafkas

University, on Science Department’s third grade students. In this

research two impartial groups were formed and these two groups were

used as control and experiment group. There were 30 students in control

group and 30 students in experiment group. During the application, the

lessons were given traditionally in control group, and in the experiment

group; lessons were given according to multiple intelligence method. In

the research, before application, the information level of students about

enzyme was measured. After application the increase of their

information was measured and four weeks later a success test was

formed to determine the permanence of information. In the research a

Yalmanci, SibelGurbuzoglu and Gozum, Ali Ibrahim (2013). The

10

Effects of Multiple Intelligence Theory Based Teaching on Students’

Achievement, Allyn & Bacon publishing, New York.
package program was used to analyze the datum. To compare the

students’ points from pretest and difference of arithmetic average of an

unrelated t test and experiment were used. For comparing control

group’s last test and performance test; Anova test statistics was applied.

To determine the meaningful distinction after Anova test, Benforronitest

was applied. In the research; the significance level was .05 in the pre-

test results before the beginning of application no meaningful

distinction was found between experiment and control group according

to t test. After the application; in the last test and permanence test,

multiple intelligence method which was applied on experiment group

has a meaningful distinction compared to traditional education method

applied on control group.

Lloyd G. Munn (2000)11 the intervention strategies are excellent

assistance to boost the academic performance of students. These are

designed to uplift the standard of education in the field of computing

11
Munn Lloyd G. (2000). Intervention Strategies to Improve Student
Performance. International Journal of Information and Education
Technology, University of Wollongong, Australia.
and information technology that an undergraduate program has been

providing to young citizens for over the years. The presentation and

analysis of data that has been revealed in the study and the suggested

intervention strategies will help students to improve the students’

academic performance in the course as well as strengthen the strategy

that any undergraduate program in computing and information

technology regardless of which country. Furthermore, further research is

highly recommended to test the effectiveness of a particular intervention

strategy in improving academic performance of students in the course

and boosts the quality of education in the field of computing and

information technology. Nowadays, many higher education institutions

are still depending on the traditionally-based learning management

systems that actually do not use full capabilities of social media in

engaging researchers in collaborative learning. Due to recent rise in

social media usage, especially among researchers and lecturers of

educational institutions, a great deal of research was conducted to

explore how to take advantage of social media and use it to improve the
researchers 'academic performance through collaborative learning. To

achieve this objective, it is important to explore the actual relationship

between two variables: social media and academic performance

.Environmental Deprivation Scale, and Life Skills Development

Inventory. Faculty also can notify administrators of students

experiencing academic difficulty in sufficient time to refer students to

tutoring or other academic interventions before grades become final.

Students, who enter college requiring developmental courses or with

low GPAs from their high school experiences, show lower retention

levels and graduation rates. Early and intrusive intervention programs

that structure the student’s experience can successfully retain students

who otherwise would drop out during their first year of their college

because of poor academic performance.

Armstrong, Thomas (2000)12 multiple intelligences assessment

emphasizes “learn by doing, assess in learning.” In order to stay

Armstrong, Thomas, Multiple Intelligences in the Classroom. Virginia:

12

Association for Academic and Curriculum Development (2000).

Alexandria Virginia, Wiley publishing company.
unbiased, as stated by the theory, the assessments should be done

according to the students’ knowledge and performance. Multiple

intelligences assessments are usually done by the instructor, the

collaborative teachers, and students. This makes the assessments more

interactive and unbiased than traditional assessments, which are done by

the instructors alone. The assessment of multiple intelligences should be

forming designed to unfold, entice, or rouse strengths in students’

variety offering students all kinds of opportunities to demonstrate what

they know. Substantially beneficial through evaluations, help students

improve intrinsic quality or enhance understanding in both themselves

and the academic subjects. Mutually corresponding allow students to

choose means of expression based on their learning experience and

preferences and fully demonstrate their academic strengths. There are

eight forms of assessing and evaluating multiple intelligences linguistic

intelligence oral reports, writing presentations are used. Logical-

mathematical intelligence problem-solving task, cause-effect inference.

Visual-spatial intelligence can use charts, photographs and slideshows.

Intrapersonal intelligence some type of record of introspecting one’s

own learning experiences. Musical intelligence music appreciation,

musical performances. Interpersonal intelligence collaborative learning,

peer reviews. Naturalist intelligence can ask students to make

observations or classification reports. Bodily-kinesthetic intelligence

acting or dancing.

There are numerous ways to express one self, and probably even

more ways to gain knowledge and understand the universe. Individuals

are capable, the theory of multiple intelligences advocates, of deep

understanding and mastery in the most profound areas of human

experience. Multiple intelligences teaching recognize that each student

possesses these intelligences, but that they are not always developed

well or effectively. Teachers can activate the less-pronounced

intelligences by diversifying the curriculum. Child-centered teaching,

open-ended projects, cross-curricular activities, independent study,

learning center activities, multimodal work, group projects, discovery

learning and authentic assessment are some techniques that embrace

Gardner's theory of multiple intelligence teaching multiple intelligences

teaching involves comprehension: The teachers can recognize dominant

intelligences in both himself/herself and the students Application: The

teacher should utilize his/her own intelligence to guide students in their

learning and encourage their strengths. Stimulation: The teacher should

constantly stimulate students’ dominant intelligences and multiple

intelligences. Some components of multiple intelligence teaching are

Critical thinking, Passion and enthusiasm for the surrounding, Courage

to try new things, Creativity and skills, Generosity and tolerance, Keen

observations.

Additionally, teachers should first evaluate their own intelligence

before carrying out multiple intelligences teaching, and use their

dominant intelligence in planning materials and lesson plans. They

should also keep track of student performances with observations and

written records. This can help to assess each student’s intelligence and

provide support accordingly. Gardner thought physics, biology, humans,

products, self-understanding and understanding of the world are very

important educational objectives. Therefore teachers should make clear

the lesson’s key points and contents and teach with practical and

interesting material to enrich the lessons and reinforce learning. Lastly,

there is neither right nor wrong with the multiple intelligences theory

itself; the key is to understand and adopt the most beneficial method for

students. A comparative study was carried out of selected government,

private‐aided and private senior secondary schools in India. The paper

examines how heads of government and private‐aided institutions feel

about placing emphasis on providing instructional supervision for

teachers. They and their staff obtain little or no feedback or academic

support from educational authorities in this field. It also investigates

how heads improve the teaching–learning process and provide effective

professional development of teachers at school level.

 Katz, J., Mirenda (2002)13 the effects of MI instruction were

documented through a total of four observations, where students in both

classrooms were generally exhibited On-Task behaviors during Guided

and Independent Practice; however, Group Activities and Positive

Socialization behaviors were greatest within the inclusive classroom

setting. Moreover, students with Emotional Disabilities in the self-

contained classroom received additional instruction through a Social

Skills program which targeted three specific behaviors: Following

Directions, Listening, and Asking for Help. During Group Activities,

peer interactions were observed as strained on both observations for

many reasons: limited peer modeling of appropriate behaviors,

difficulties with transition times, and the wide span of age appropriate

peers within the classroom.

13
Katz, J., Mirenda (2002). Instructional strategies and educational
outcomes for students with developmental disabilities in inclusive
“multiple intelligences” and typical inclusive classrooms. Research &
practice for persons with severe disabilities, 27(4) 227, 236. SAGE
Publications, California.
 The MI and Inclusion action research study supported the

hypothesis that student achievement and engagement were positively

impacted for At-Risk students. More salient is the fact that every

student who started the summer program not only finished the program,

but did show academic gains according to pre and post test results. The

results of this study indicate the importance of teachers recognizing

learner tolerance – meaning that students learn differently, and teachers

have a duty to adapt instruction to meet the learning needs of their

students. The possible outcomes of such pedagogy are priceless.

Future studies will explore MI and Inclusion more intensely over an

extended period of time. High-risk students often fail to seek out

available services until it is too late. Students can be surveyed during

orientation to determine services needed, with follow-up by student

affairs departments.

First as with any initiative in education, effective teacher

supervision and evaluation starts with school leadership. Both district

and school leaders are the lynchpin to ensure teacher supervision and
evaluation is meaningful. District leadership must adopt comprehensive

and fair teacher supervision and evaluation district policies and

practices. Most importantly, district leaders must expect and hold school

leaders (principals) accountable to be in teachers’ classrooms daily and

weekly. This includes district leaders’ responsibility in training

principals on how to ensure teachers are providing high-quality

instruction. Effective principals routinely visit teachers’ classrooms and

provide formative, corrective feedback to teachers. Routinely visiting

classrooms is critical because it is ludicrous to assume we can create a

clear picture of teachers’ effectiveness by formally and informally

visiting their classrooms fewer than five times per year. Principals must

be in all teachers’ classrooms weekly, for extended periods of time, and

district leaders must hold principals accountable for performing this

task.
 According to Chiuri (2009)14, academic performance in most

districts in Central Province of Kenya over the last ten years has been

far below the region’s potential considering its strategic central position,

good resource endowment and better infrastructural facilities in learning

institutions, as compared to other regions in the country. Furthermore,

the academic performance of the schools in the district is far below the

country’s average mean grade of 1.

The behavioral family emphasizes convergent thinking and a

linear learning process where learning is broken down into small,

sequenced behaviors with frequent rewards for correct responses. This

family includes the work of Skinner, Bandura, Gagne, Walper, and

others who share an emphasis on changing the behavior of the learner. It

is an appropriate method of instruction when the objective of the lesson

is to teach facts, concepts, or skills. Examples of teaching strategies

included in this family are direct instruction and contingency

Chiuri, Jorge. W. (2009). Operation effective 40: A strategy for quality

14

performance: A paper presented during SMASSES inset in Kiambu

District, Published in Kenya.
management. The main qualification for taking on a supervisory role in

a research environment used to be holding a degree or an equivalent

research experience; the logic behind this being “if one can do research

then he can presumably supervise others to do the same. A successful

supervisor would also provide support to teachers through not only

workshops, but also by being available to the teachers and fostering

growth by completing walkthroughs and clinical supervisions.

Furthermore, an instructional supervisor would work with parents and

teachers to keep current on the community’s needs in order to help

provide students with a meaningful educational experience that will

benefit them in various career paths.

However, Guthrie (2004)15, stressed that reading comprehension

provides the basis for a substantial amount of learning in the later grades

and without these skills students’ future academic progress is limited.

Improving reading comprehension and fluency skills is an overall goal

of the nation as a whole to work towards. Reading serves as the basis of

Guthrie Douglas. Understanding Reading Comprehension. Originally

15

published in Educational Leadership, 54 (4), Published in Great Britain.

education in all other academic content areas, and without the ability to

read, students may truly struggle throughout life. Studies have found

that students who are at risk for reading difficulties are often not

engaged in academic instruction. This disengagement from academic

instruction due to reading deficits is pervasive in students with reading

difficulties; a deficit that may lead to academic failure in other subject

areas. Studies have also shown that students with learning disabilities

often spend less time engaged in academic activities than their

counterparts. The longer students remain disengaged from academic

tasks the more likely their academic performances will suffer, resulting

in undesirable outcomes.

Guthrie (2008)16 said that reading comprehension is hindered

when students lose interest and disengage from reading. Many students

begin to dislike reading because they struggle to gain meaning from

what they read. While research supports a strong correlation between

Guthrie, Glen. (2008). Direct Instruction to Read. 2 nd edition. Sydney:

16

Charles E. Merrit Publishing Company.

reading engagement and reading ability, students often do not read well

because they do not spend time reading.

Local Literature

Leonora Orog (2012)17 determined the multiple intelligences and

the learning approaches for the sample population of students in

Secondary school of Kidapawan City National High School. The study

shows the relevance of the Multiple Intelligence (MI) of each student

upon performing in the Broadway Musical presentation. During the

assessment of MI per student, it shows high percentage of the group of

student was musically inclined along with the performance of physical

activities while learning.

The variables in pre-test and post-test are closely associated with

MI Test Manual showing relevant quantitative information that was

reinforced in the findings of the multiple intelligence test result. The

Orog, Leonora M. (2012). Multiple Intelligence-Based Instructions in,

17

Kidapawan City National High School, Cotabato Mindanao.

survey with the Multiple Intelligence based assessment shows that

students with musical inclination were doing a well-coordinated skill

level with that of tactile-kinesthetic group of learners, or the presence of

both intelligences to the same group of students. This information

reveals that a musically inclined learner is almost have the same level of

learning style with tactile kinesthetic group of learners and the

performance based assessment affirms the correlation with each other.

Therefore, with the other group of learners classified to their Multiple

Intelligence category, the learning plan should be congruent to the

learning style of the students.

Divina G. Naoe (2010)18 identified the multiple intelligences of

the Grade V pupils of David Elementary School through instructional

process which integrates the Multiple Intelligences Theory that helped

the learners recognize the importance of discovering and awakening

their latent intelligences. The pupils who attended the MI class were

Naoe, Divina G. (2010). The Multiple Intelligences of Grade V Pupils:

18

Bases for the Proposed Learning Enhancement Program Of David

Elementary School, City of Balanga, Bataan.
found to possess all the eight intelligences in varied degrees. Bodily-

kinesthetic intelligence, as perceived by the pupils, appeared to be their

strongest intelligence. It was also found out that among the three

important subjects that the researcher tested namely Science, English,

and Math, the pupil respondents appeared to be naturalists. Both the

parent and teacher groups had almost the same perception with regard to

the children’s pupils’ intelligences. However, it was in the intrapersonal

intelligence that the two adult groups differed significantly in their

perception. Except for this area of intelligence, the null hypothesis that

there is no significant difference between the parents’ and the teachers’

perception on the different multiple intelligences of the pupils is

accepted. The activities that integrate the MI theory were most preferred

by the pupils, which gave them relatively high scores in the posttest.

This result led to the rejection of the null hypothesis stating a no

significant difference in the pupils’ pretest and posttest scores before

and after the administration of the Multiple Intelligences activities.

Indeed, integrating and applying the Multiple Intelligence theory in the

classroom can make learning fun, interesting, and more meaningful in

the lives of the children. There are implications here for both the learner

and the teacher. Both need to know what kind of learner/teacher (s)he is

and the teacher needs to adopt a range of styles and techniques which fit

or at least do not clash with the preferred learning styles of the learners.

Since preferred teaching styles presumably derive from the teacher’s

own preferred learning style(s) he may well assume it to be the most

appropriate for particular content and, as a result, attempt to impose a

preconceived and not necessarily appropriate learning style on the

students. What seems to be distinct between undergraduate and

postgraduate studies is that supervision usually replaces the traditional

classroom interaction that an undergraduate is used to. The interaction

between the supervisor and the supervisee is crucial as it forms the apex

of teaching and learning in postgraduate education. The three specific

aims for conducting this qualitative study were to determine the

accommodations currently being used by adapted physical education

teachers to examine the different modifications being utilized teachers

when instructing students in adapted physical education service, and to

verify what role the adapted physical education national standards play

in providing this service.

Juvy G. Mojares (2015)19 study sought to find out the MI of

selected Associate in Hotel and Restaurant Management (AHRM)

students. It also delved on the implication of MI to the teaching of the

subject. The research design used was basically a descriptive method

employing an adopted MI survey form administered to Oral

Communication students. There were five sections of second year

AHRM students. Out of 196 students, 111 were selected to answer the

survey questions by the use of the combination of stratified random

sampling and the Slovin’s formula. Results showed that the top three

intelligences the respondents have based on their scores are

intrapersonal, followed by bodily/kinesthetic and logical/mathematical

Mojares, Juvy G. (2015). Multiple Intelligences (MI) of Associate in

19

Hotel and Restaurant Management Students & Its Implication to the

Teaching of Oral Communication. Batangas State University, Malvar
Batangas, Philippines.
intelligences; least of the intelligences are verbal/linguistic and

visual/spatial. This implied that teaching of Oral Communication should

nurture the intrapersonal intelligence and more importantly should

enhance and develop the verbal strength of the AHRM students.

Teaching should focus more on improving communication skills with

others, and not just within themselves. principals thought their capacity

to support teachers through classroom resources was only dependent on

their level of control over them and their beliefs as to whether they

could make a difference in classroom instruction. Results also showed

that principals' beliefs as to whether instructional supports were

effective in supporting teachers' classroom instruction were dependent

upon how effective they think they are as school principals and how

capable they think their teachers are in guiding student achievement.

Aranda and Zamora (2016)20 purpose of the study was to

investigate the effectiveness of differentiated instruction in the academic

Aranda , Ma. Rita R. and Zamora, Joel L.(2016). Using Differentiated

20

Instruction in Improving the Academic Performance of Students in

Filipino Language, Phoenix publishing Inc, Makati City.
performance of grade ten students in Filipino subject. In this study,

quasi-experimental design was used to determine the effectiveness of

differentiated instruction in terms of improving the academic

performance of the students. The participants were purposively chosen

for the control and experimental group, respectively. The learning styles

of the students were identified using the Grasha-Riechmann Student

Learning Style Scale which served as the basis for designing

differentiated activities in the Filipino subject. The experimental group

received differentiated instruction for two months while the control

group received traditional teaching instruction. The results revealed that

the academic performance of the students in the experimental group is

higher compared to the control group. This study concludes that

differentiated instruction based on different learning styles was effective

in teaching the Filipino subject to grade ten students.

Explored the effects of differentiated instruction (DI) on

students’ achievement in and attitude towards Trigonometry using a

quasi-experimental design. Based on the students’ identified learning

needs, instruction made use of flexible grouping, varied formats (e.g.

cooperative learning, group projects, whole-class discussion, peer

teaching, experiential learning approach), and various strategies such as

compacting, tie ring, cubing, choice boards, anchor activities, RAFT,

think-tack-toe, think dots, and layered curriculum. Results showed that

the students taught using DI had a significantly higher achievement in

Trigonometry than those who were taught using the lecture-discussion

method. The use of Differentiated Instruction did not change the

students' attitude towards the subject in the 2- month period of the

study. However, the students’ learning journals showed that DI

provided the students with more positive learning experiences.

Zotomayor (2009)21 analyzed a grade three English Language

Arts curriculum of State fields School, within Howard Gardner Multiple

Intelligence Theory framework. The paper also proposed a multiple

intelligence integrated curriculum model for grade three English using

Zotomayor, Perla A. (2009). A proposed multiple intelligence theory

21

integrated curriculum model for grade three English. PLL Publishing

House, Quezon City.
Laze Curriculum Journey Model in order to deepen the students

understanding and learning better. In the analysis of the existing

curriculum and in developing the MI integrated curriculum, the

researcher followed three stages of Posers model of curriculum analysis:

curriculum proper, curriculum in use and curriculum evaluation. This

research used the descriptive evaluative method in analyzing an existing

curriculum and in developing a new curriculum. Findings of the study

revealed that both curricula enabled learners to use their multiple

intelligences: linguistic intelligence, logical-mathematical intelligence,

spatial intelligence, musical intelligence, naturalist intelligence,

interpersonal intelligence, and intrapersonal intelligence. The

competencies in both curricula were aligned to the BEC curriculum and

were from simple to complex. However, the analyzed existing

curriculum missed a few competencies, which were now covered by the

proposed curriculum. In the analyzed existing curriculum, capacities of

each intelligence were not embedded. Learning activities tended to use

the same capacities all throughout the curriculum because teachers and
students were not yet aware of the different capacities. Although

intelligences were integrated in the analyzed curriculum, some of them

were not properly classified and associated to the appropriate activity.

The proposed curriculum in grade three English, employing Laze Year

Long Curriculum Journey Model, embedded all the capacities in each

intelligence, except, understandably, for the complex mathematical

computations. Varied, interesting and creative teaching strategies

supported the integration of the MI theory. Evaluation of the learning

outcomes still relied on paper and pencil tests however, performance

assessment made use of more rubrics, student portfolios, and a personal

MI checklist. It can be concluded that implementing Laze Year Long

Curriculum Journey Model in this research confirms its viability and

feasibility as a curriculum model that integrates the Multiple

Intelligence Theory framework of Howard Gardner. It is a practical

model that could be used with curricula of schools that are still into

isolated subject area focus, meaning the thematic or interdisciplinary

approach is not yet used. In the light of the possible contribution of the
curriculum model to effective learning of the students, expanding the

implementation of the Laze Curriculum Journey Model to other subject

areas and other curricular levels is highly recommended. This will

involve school wide curriculum designing and preparation.

According to Regina A. Garcia (2012) 22 the students’ academic

performance is the results of the examinations, assignments, quizzes,

attendance and other graded points related to the course. It contributes

to the standards of the quality of education that every university is

aiming for. The important mission of each higher education institutions

in the field of computing and information technology is to provide high

quality and relevant education in order to produce skillful and

competent conscientious graduates. To achieve this, a number of

practical and instructional strategies were designed to improve the

students’ academic performance. Data Structure course is one of the

22
Regina A. Garcia(2012) is an MBA graduate from Laguna College of
Business and Arts, Philippines and a bachelor of science in computer
science graduate from University of Perpetual Help System–Laguna,
Philippines.
requirements to obtain a degree in most computing and information

technology academic programs. It has been claimed by many students

of different generations that Data Structure course is one of the courses

that they have difficulty because it is too abstract and requires higher

analytical and problem solving skills. Thus, to improve the performance

of struggling students, intervention strategies are needed. Intervention

strategies are the systematic instructions to promote progress in an area

where there is a need for it. In education, they are designed to improve

academic performance of students which have specific and measurable

objectives. Intervention strategies are based on the academic

performance of students and the monitoring of students' progress is

necessary. students’ performance academically. Another definition

stated that intervention strategies may include school staff, parents,

students, and other staff working in relation to students' academics. This

could be a part of the university strategies specifically when the

teaching professionals and other staff collaborate; this will improve

former’s skills in classroom management and expand their teaching

techniques and strategies. Instructors have usually found ways for

classroom strategies that will reach out and help the students to boost

their performance. As emphasized, there is a need for intervention

strategies in order to meet the needs of students most especially the

struggling ones.

Lastrella (2010)23 stated that comprehension is the major purpose

of reading- without comprehension, reading is a meaningless activity

regardless of age or ability of the reader. There are levels of reading

comprehension, namely: literal level (reading the lines), inferential or

interpretive level (reading between the lines) and the critical level

reading beyond the lines.

Bloome and Greene as cited by Sacapano (2004)24 stated that the

sociolinguistic perspective on reading entails an understanding of how

23
Lastrella, Sandra. (2010).Reading difficulties of first year students in
the university of Makati S.Y. 2010-2011. Unpublished doctoral
dissertation, Philippine Normal University.
24
Sacapano. Richard “Education Journal” A Critical Study of Some
Factors that affect or Influence Accuracy of Reading Comprehension of
Pupils in Grade V and Grade VI in the District of MaayonCapiz”.
Unpublished Thesis: Colegio De la Purisima Conception, 2004.
 the act builds a social context while at the same time realizes its effect

on the reading comprehension. In this view, reading is seen as a tool

for cultural transmission and socialization among people in a sense that

texts are cultural artifacts which could be interpreted in various ways.

Therefore, text processing depends on a unique cultural for each

culture contributes to different ways of reading a text. the teachers and

fostering growth by completing walkthroughs and clinical supervisions.

Furthermore, an instructional supervisor would work with parents and

teachers to keep current on the community’s needs in order to help

provide students with a meaningful educational experience that will

benefit them in various career paths. Instructional supervisors are

integral to every school’s attainment of support, teacher success, and

student achievement.

As stated by Julian (2000)25, reading comprehension is a complex

process which involves meaning and understanding. If a reader

25
Julian, Efipania (2000). Improving Reading Comprehension. The
Modern Teacher. November, 2000. Journal for Research in Reading
Education, Volume 37 (4), 354 – 361, Philippines.
comprehends a written text, he must be able to understand what is

written. It also involves the knowledge with the logical ordering of

instructional elements in reading a text. Instruction in reading

comprehension assists the meanings of language used in the text and

refined the mental processing capacities used in the reading act.

Activities in reading comprehension instruction include the structure

and form, monitoring one’s own reading objectively and critically and

developing the cognitive and affective dimensions. More importantly,

the learner must develop the skills in the different dimensions question.

According to Dela Rosa (2008)26 students love reading because

reading does something for them. It allows the students to have a few

laughs, and see the world. Reading is a vital component of personal and

professional growth. Reading proficiency is the royal road to

knowledge. It is essential to success in all academic subjects. In modern

life, learning depends largely upon one’s ability to interpret page

Dela Rosa, Corazon S. (2006). The Love for Reading. Psychological

26

Journal, Miriam College Faculty Research. Volume 38 (123-128).

February, 2006, Quezon City Philippines.
accurately and fully. Efficiency in most daily life depends to some

degree upon accurate comprehension in reading, stressed that skills in

reading, thinking and comprehension are closely tied together, and are

the most building block for school and throughout life. To help the

pupils master these skills, the reading teacher must read aloud to

preschoolers to appreciate reading books at an early age and make it

easy for the children to read books. Furthermore, reading should be

made relevant and interesting, motivating them to use reference books

(dictionaries, encyclopedia, thesaurus and quotation books) to find

answers to their questions. Finally, let them focus on the main ideas,

details, facts, opinions caused and effect relationships and drawing

conclusions. These would enable the children to master the reading and

comprehension skills.

In addition, Honrejas (2001)27 cited that reading, oral or written,

should be a mastered skill among the learners. Incompetence in this skill

Honrejas, Jr. Arsenio (2001). How to Make Oral Reading Easy. The
27

Modern Teacher. November, 2001. International Journal for the Oral

Reading Mater Dei College Philippines .
frustrates a learner to get the message from printed materials. Majority

of the learners encountered difficulties which of properly addressed

would result in quality learning. Problems in oral reading may stem

from a variety of reasons. These are nervousness, overly difficult

reading materials, a short eye span, overdependence upon a work attack

skills, insufficient sight vocabulary, inattention to punctuation, and lack

of comprehension. These difficulties can be overcome by providing

easy reading materials, repeated reading, reading-along, singing songs,

modeling, chorale reading taped oral reading and reading materials

silently. Delfin (2011)28 expressed her views on leading children on

books using practical advice. While it is a reality that many teachers

have problems motivating their pupils to read, there are also helpful

ways teachers can improve the reading skills among the pupils.

To acquire needed reading skills relevant to their personal and

academic goals is the aspiration of the teachers. Thus, the needs to

Delfin, Cristie Ann J. (2011). Lending Students to Read Books.

28

Journals of Modern Teacher Vol. IX. November, 2011, Philippines.

create classroom activities that will encourage pupils to read. Let the

pupils catch the teacher reading. This is what we call modeling. As

teachers, we have to lead by example. Make reading a part of classroom

task. Ensuring that children are given varied reading opportunities at

home and in school will not only lead to children to read books but also

make them well-rounded and responsible individuals.

Now, reading deficiency becomes a serious prevailing problem in

all schools throughout the Philippines. The reading teachers identify

deficiencies in basic comprehension due to limited vocabulary, inability

to read, faulty words in identification and recognition and poor oral

reading. Other common difficulties in reading arise due to insufficient

sight vocabulary, insufficient use of context clues and lack of phrasing.

The deficient reader is slow to assimilate and interpret. Teachers are

more likely to acquire a sense of competence when they are provided

with a blueprint for organizing students, presenting the lesson, and

providing feedback and practice. In this regard, textbooks, particularly

in developing countries where other reading materials are scarce, have

been shown not only to affect teacher performance but to have a

separate and independent effect on student learning. The principal is in

the best position to observe and influence teachers the support,

recognition, and approval of principals are key factors in changing

teaching practices.

Pupils poor reading comprehension ability is evident in many

ways, like the difficulty in determining the meaning of a word or phrase,

failure to identify or grasp ideas of the main ideas in the paragraph,

difficulty in spotting cohesive ties so as to understand the logical

relationship of words, and the lack of skills in synthesizing the literal

content of a selection with the pupils personal knowledge and

experience. Inability to make a critical evaluation of material read and

perceived its underlying theme which becomes a barrier in the

inculcation of good moral values and other manifestations of poor

reading comprehension resulting to poor academic achievement.

Reading is a basic avenue for reading. It is the key to

enlightenment and enjoyment as it open the door to all disciplines. It

consists of a complex set of skills therefore it is imperative that teachers

must master them in order to cope with the demands of their students

not only in English but also in other subjects. She enumerated these

skills as: (a) following direction (b) getting the main ideas and

supporting details (c) making inference (d) making comparison and

contrast (e) getting others point of view (f) forming generalization and

conclusions (g) judging character from clues (h) developing critical

comprehension, and (i) getting the tone.

These skills are necessary in order that the students coped up with

their speaking, reading, writing requirements.

As by (Villanueva, 2006)29, reading is one of the four macro skills

taught in an English language classroom, which requires a response

from the reader through summarizing the main facts based on what was

read. Reading is not just extracting meaning from the text but a process

of connecting to the information given by the text. Reading in this

sense, is a communication between the reader and the text. Reading is

Villanueva, Sally 2006. Basic Statistics with Calculator and Computer

29

Application161-163. Philippines: Rex Book Store.

essential to life. And reading with comprehension is the chief

justification why we read, understanding what the text is all about.

Reading comprehension is a complex balance between recognizing

printed symbols and interpreting the meaning behind the symbols.

Dennis (2011)30 said that there is a growing body of evidence

supporting the concept that a reader’s background knowledge about

what he is reading is one of the most critical factors in determining

whether a student will understand what he is reading or not. To continue

to make progress in learning, as well as fuel self concept and

motivation, students should participate in regular classroom experiences

appropriate to their cognitive and maturational levels, including

interesting and cognitively challenging books presented orally or on

tape.

Foreign Studies

Denis, Luis.(2011.).The Relationship Between Motivation And

30

Second Language Reading Comprehension Among Fourth Grade

Filipino Students. Philippine ESL Journal Vol. 2
 According to The National Center of Educational Statistics

released a report in 200231 on the characteristics of at-risk students; this

report was based on the National Education Longitudinal Study of 1988.

The report analyzed students from the eighth-grade cohort of who were

considered to be at risk of school failure. Characteristics of these at risk

students are outlined in the report. The variables examined were student

behavior, demographics, teacher perceptions of the student ,school

characteristics, family background, personal background, parental

involvement, and the academic history of the student (U.S. Department

of Education, 2002). School failure was measured through reading and

Mathematics standardized testing, as well as the dropout rate.

Demographic data analyzed included sex, race, and SES. Data revealed

that Black, Hispanic, and Native American students with a low-SES

background were more likely to lack basic math and reading skills than

were other students. When SES and gender were controlled, Hispanic

U.S.Department of Education. (2002). Characteristics of at-risk

31

studentsin NELS:88.Washington, DC: National Center for Education

Statistics.
and African American students were more likely to perform below

Caucasian students on basic math and reading assessments (U.S.

Department of Education). This study identified factors most likely to

predict at-risk status in students; these factors were independent of

student race, SES, and gender, and included the following, students

from single parent families, students who were overage, students who

frequently At-Risk and Academic Achievement 19 changed schools,

students from urban schools or schools with large minority populations,

students who came to class unprepared or were frequently tardy or

absent from class, students with a history of poor academic achievement

or students who had previously repeated a grade, students whose parents

had little involvement in the educational process, including their not

discussing school matters and having low expectations for the

educational future of their children and teachers with negative

perceptions of students, including their viewing students as disruptive,

passive, or as underachievers (U.S. Department of Education).

 Johnson Millan (2001)32 addressed the ideal of inner city

resiliency in her study entitled,“Resilient At-Risk Students in the Inner-

City.” This qualitative approach incorporated the experiences of 37

principals and teachers who were asked to reflect on their personal

experiences with students demonstrating resiliency. The educators were

asked to describe in writing their interpretations of successful at-risk

students. They identified several compensatory factors allowing for the

success of certain students. Relationships, student characteristics, family

factors, community factors, and school factors all proved to be

important; however, the top three factors were relationships, student

characteristics, and family dynamics. The most prevalent factor was the

involvement of human relationships, such as supportive relationships

with school At-Risk and Academic Achievement 22 personnel, positive

role models and peer relations, and encouragement and concern from

surrounding adults. Secondly, the development of personal student

32
James Mcmillian (2001) At-risk students and resiliency: Factors
contributing to academic success. At-risk students' perceptions of
teacher effectiveness, Wiley publishing, New Jersey.
characteristics, such as self-esteem, motivation, and the ability to set

goals and accept responsibility, served as skills in facilitating success.

Finally, the involvement of a caring parent was crucial to success; this

factor included high parental expectations and the presence of

discipline, as well as parental concern and involvement in school

activities.

Students prefer one-on-one counseling services to assist them in

personal issues that may be causing them to be unable to focus on their

course work. Another area extensively researched is the effect of

residential living programs on retaining students. Institutions that have

residential housing on campus have reported positive findings from

students participating in residential learning communities and their

ability to connect to the institution. Leslie Cooper (2003) 33 the label of

at-risk has become synonymous with a type of student who, due to

factors beyond his or her control, would appear to be set up or at-risk

33
Leslie Cooper (2003) Special education students at risk: Findings from
a national study. Remedial and Special Education, University of the
Incarnate Word, San Antonio, TX 78209, USA.
for failure before ever having a chance to start learning. Many of these

students come to schools so burdened by issues of poverty, language

barriers, and dysfunctional families that attending to learning may seem

more like a burden than an opportunity. Along with increasing numbers

of students who are at-risk for failure and dropping out, educators must

now also consider increased levels of state and national accountability

requirements. This means an increased pressure on educators at all

levels to find new ways to counteract the negative effects of at-risk

factors while simultaneously improving the academic success of at-risk

students. The purpose of this study was to investigate the relationship

between emotional intelligence and the academic performance of at-risk

students. The 300 student participants in this study were both regular

students and students who have been labeled as at-risk, according to

national standards and Texas state standards, and who are in danger of

failing courses and dropping out from the traditional high school

environment. This study also included 26 Math, English, and Science

teachers. All participants took the Mayor Salovey Caruso Emotional

Intelligence Test (MSCEIT). Student participants took the youth version

currently in data collection. To determine correlations between

emotional intelligence and academic performance, quantitative analysis

was performed using SPSS. Student course grades and standardized test

scores in Math and English were correlated to MSCEIT scores.

Correlations were also done using demographic data, attendance, and

discipline referrals. The Mayor-Salovey four branch model of emotional

intelligence was used as a basis for interpretation of data. The findings

of this study support the hypotheses that there is a correlation between

emotional intelligence and the performance of at-risk students. In

addition, the findings support a connection between the academic

performance of non at-risk students and emotional intelligence, the

correlation between teacher EI and student performance, the correlation

between verbal ability and emotional intelligence, and the predictive

ability of emotional intelligence testing.

Fifty-four general classroom teachers completed a brief

demographic questionnaire and a modified version of the SBS Inventory

of Teacher Social Behavior Standards and Expectations, on which they

were asked to indicate whether the absence of certain adaptive

behaviors or presence of certain maladaptive behaviors places a pupil at

risk. Significant relationships were found between teachers' standards

and expectations for behavior and their judgments of risk. Teachers

judging more adaptive behaviors to be critical and more maladaptive

behaviors to be unacceptable also judged the absence of more adaptive

behaviors and presence of more maladaptive behaviors as placing a

pupil at risk. Not all failures to exhibit critically important adaptive

behavior and not all unacceptable behaviors were judged as placing a

pupil at risk; teachers discriminated between behaviors not meeting

their personal standards and expectations and those likely to heighten

risk. Implications for research and practice were discussed.

Connolly Kershner (2003)34 the term at-risk employs a

connotation based in medical or epidemiological sources. It suggests

Kershner Connolly, J. (2003). At-risk students and school

34

restructuring. Philadelphia, PA: Research for Better Schools. New York

State Journal New Delhi: Sterling Publishers.
that populations of young people are being threatened by a systemic,

external danger in the larger community. The fear is that there is a

growing menace that is out of control and unless something is done

young people will be negatively affected and continue to spread the

venomous impact. It is only through proper treatments or positive

interventions that at-risk students can be improved and see success. All

youth are at-risk at some point for some risk factor Different youth are

affected by at-risk conditions in different ways and have widely varying

coping mechanisms The skill that educators must develop is not how to

identify which students are at risk, but rather when each student is at

risk and how to address their needs. Every student is at risk for some

reason we cannot wait until a student is labeled as such to intervene;

rather, we must plan for the success of all students.

The literature provides support for the efficacy of many student

service interventions. One area of continued interest is the effectiveness

of freshmen seminars. Freshmen seminars are often identified with

extended orientation courses designed to teach academic skills in

addition to helping new students adjust to college life.Financial aid and

scholarships have long been identified as important tools in retention

efforts. Both the size of a scholarship award as well as available

financial aid have exhibited positive relationships with retention rates

did not find significance for this relationship, the authors provide an

excellent review of several studies, with the majority supporting the

benefits of financial aid.

According to Vacha,McLaughlin (2004)35 Intervention programs

therapy programs intervention team Approaches supplemental

programs community ,home, school partnership programs whole school

reform programs therapy programs coordinated services with trained

professionals tend to focus on psychological or social issues confronting

the student are most effective when they are tailored to the needs of the

individual student examples, multi systemic therapy (Liberty Resources)

.What other types of therapy programs exist in your district?

Vacha, McLaughlin (2004)The at-risk student: A proposal for action.
35

Journal of Instructional Psychology, 19(1), 66-67. Assisted students in

cognitive, social and affective development, Random House
Publishing, Washington.
Intervention team approaches provide advanced preparation for students

who are lagging behind their peers can focus on academic, social, or

psychological risk factors examples, anti-violence, anti-gang programs,

transition classes, smaller classes for students who are behind,

accelerated summer school . What are the types of intervention team

approaches in your district? Developing supportive intervention

programs establish a committee at the district level to complete an

assessment of schools’ responses to at-risk learners complete an

assessment program of the district’s policies, procedures, practices, and

programs to determine conditions that improve or exacerbate the

problems of at-risk students Identify potential resources and options at

the building, school district, and community levels to assist at-risk

populations and to reduce their propensity toward being at-risk assess

and determine requirements in terms of time and expense in terms of

changes in policies, procedures, and school climate devise an

assessment plan to evaluate the effectiveness of at-risk programs.

 A student is at-risk based upon characteristics that they bring to

the school. Examples: Hyperactivity, academically unprepared,

Attention Deficit Disorder Types of Interventions: Systems and

procedures for identifying students that exhibit characteristics that may

put them at risk Treatments, programs, and/or specialized environments

that seek to modify those characteristics or help the individual to

develop compensating strategies. Identified students’ strengths and

weaknesses and helped them understand their agency over both

identified and implemented specific and effective intervention strategies

facilitated program attendance, participation and engagement

A study of Aquino (2011)36 was to investigate the favourable and

unfavourable study habits and study attitudes of the freshmen students

and determine its implications in formulating academic intervention

programs. The Survey of Study Habits and Attitudes (SSHA) instrument

developed by Brown and Holtzman (1969) was used to assess the study
36
Study Habits and Attitudes of Students: Implications for Academic
Intervention Programs Luisa Baquiran Aquino Journal of Language
Teaching and Research, Vol 2, No 5 (2011), 1116-1121, Sep 2011,
Academy Publisher, Finland.
habits and attitudes of the students. Results show that students generally

do not approve teacher methods and classroom management, and have

inefficient time management. Favourable and unfavourable study habits

and attitudes of the students were also revealed. Implications of these

findings were discussed and the theory of confluent education was

considered in designing a framework of academic intervention programs

among HEIs.

Students understanding can also be checked through the use of

brief written responses, or mini-diagnostic tests. As students are

completing the quick quiz the teacher walks around the room

monitoring the approach the students are using to solve the problems as

well as their answers, and determines if adjustment in teaching needs to

be made. Another method would be a pair share where students take

turns telling each other the answers to two different questions related to

the same objective while the teacher monitors. Although some measures

may not indicate specifically which students are confused, they do

provide the teacher with the information needed to determine if the

direction or pace of the lesson needs to be adjusted. Traditional methods

of teacher evaluation rarely help teachers make a direct link between

their professional growth and what the standardized test results and

school improvement plan indicate are the real student learning needs. A

teacher's draft goal may be appropriate for her curriculum area, but is it

appropriate for her particular group of students and their learning needs?

Will it benefit them when they encounter standards-based assessments?

Will it help the school achieve its overall improvement goals? Linking

the work of many faculty members through the focused goals of the

school improvement plan helps create a sense of professional

community in which members from diverse curriculum areas can

contribute to the growth of all students. When all teachers are working

on meaningful and connected goals—goals that are measurable and

directly linked to the overall mission of the school—then real progress

will be possible for all students, not just those fortunate enough to be in

a specific teacher's classroom.

 Comparative study was carried out of selected government,

private aided and private senior secondary schools in India. They and

their staff obtain little or no feedback or academic support from

educational authorities in this field. It also investigates how heads

improve the teaching–learning process and provide effective

professional development of teachers at school level. The paper argues

for the provision of effective school based instructional supervision and

support for the professional development of teachers by heads.

Al-Zyoud and Nemrawi (2015)37 aimed at exploring the effect of

using a teaching strategy based on Multiple Intelligence Theory (MIT)

in developing the academic achievement and academic-self of fourth-

grade school girls with mathematical learning disabilities. The research

sample consisted of 38 school girls who were divided into two groups:

AL – Zyoud ,Naderfahmi and Nemrawi ,Ziadmohammad. (2015). The

37

Efficiency of Multiple Intelligence Theory (MIT) in Developing the

Academic Achievement and Academic-Self of Students with
Mathematical Learning Disabilities in the Areas of Addition,
Subtraction and Multiplication. American International Journal of
Social Sciences, USA.
one experimental (18 students) and the other controlled (20 students).

For the purposes of this study the two researchers designed an aptitude

test made up of 25 multiple choice questions on the concepts of

addition, subtraction and multiplication. The researchers also

constructed a scale to measure the academic-self of the students. This

scale was based on a number of universal scales and consisted of 20

items. The results revealed that there was a statistically significant

difference at (0.05=α) between the average performance of the two

groups on the aptitude test in favor of the controlled group who were

instructed within a teaching strategy based on MIT. Moreover, the

results revealed a statistically significant difference between the average

performance of the two groups within the academic-self scale and that

such a difference was attributed to the use of a teaching strategy based

on MIT. In light of these results, the researchers recommend the use of a

teaching strategy based on MIT to help students of all ages who suffer

from mathematical learning disabilities.

 Based on the background presented above, the researcher believes

that, using empirical analysis, it is necessary to address this gap by

exploring the nature and extend of the relationship between social media

and academic performance through collaborative learning. We propose

a conceptual framework based on literature review and posit that social

media positively affects academic performance. To verify the model, we

conduct a survey among postgraduate students using an adopted

questionnaire. In this study, a quantitative approach is applied and the

reliability and validity of the scales were tested. In this paper, due to

wide scope of higher education, we extended the study previously-

conducted who attempted to find out the relationship between social

media and collaborative learning. The rest of the paper is organized as

follows. Section 2 describes the hypotheses derived from literature

review. Section 3 describes the methodology used in this research,

including sampling technique and measurement. Practically, many

higher education institutions are still depending on the traditionally-

based learning management systems (LMS), which actually do not use

full capacity of social media for improving global participation of

students in learning through collaborative learning (CL) in social

environment . Based on a study conducted , the advent of web 2.0 has

caused collaborating technologies to become mode of learning,

especially for young generations; however, not many young learners

take the advantages of social media in their academic performance

(AP). In addition stated that a lot of learners do not actually understand

the relationship between social media and their learning capabilities.

Sheldon, Aimee L.(2007)38 Various views and opinions exist

toward the inclusion of technology in the classroom; some are

reinforced by research and studies conducted, such as the entertainment

factor generally provided by technology within a lesson, while others do

not have conclusive evidence in support of the views. This paper

attempts to uncover the ways in which technology can increase student

performance and morale at the elementary level. In addition, negatives

Sheldon, Aimee L., "Technology as a Tool for Improving Academic

38

Performance and intervention in the classroom" (2007). University of

Oxford press: England.
may exist for the inclusion of technology in the classroom, and these

will be noted as well. The topic for the research paper was chosen

primarily to help fill gaps that exist in the literature on related topics for

the beneficial and/or negative properties of technology in the classroom,

especially at the elementary level. Technology is becoming more and

more common in our schools and therefore needs more research

confirming or refuting its beneficial properties. Research on the topic

was conducted by exploring the use of technology in the elementary

classroom and how it may or may not support student understanding

and/or motivation toward the curriculum. Lesson studies (collaboration

among teachers to improve classroom lessons), class observations, and a

teacher questionnaire were used to support the research.

Instead of being merely information consumers, web users have

become joint-creators of social information in relation to the surge in

social media (SM).Social media is also being more and more used to

provide learning activities apart from its extensive use for social

communications among the younger generation. The advent of web 2.0

is a result of the numerous efforts that were undertaken to integrate

social media into the students' entire learning ecology. The

implementation of social media in learning or education where learners

are given the power to produce and arrange their own learning activities

is behind the concept a survey was conducted among the research

students of Structural equation modeling was employed to test the

relationship between three constructs: social media, collaborative

learning, and academic performance. The results showed a significant

effect of social media on the students' academic performance with

collaborative learning as the mediating variable. Without good

collaborative learning, an education institution cannot take advantage of

social media for improving academic performance.

Ali (2010)39 found out that modular teaching is more effective

mode of instruction for English as compared to traditional method of

teaching. This method should be applied to other subjects as well as to

39
Ali, Rasat (2010). Effectiveness of Modular Teaching in Biology in
Secondary Level. 2010. Published by Canadian Center of Science and
Education 49.
other level of education. Therefore, the teachers of English should use

module teaching to improve the students academically. It concludes by

recommending various measures for strengthening the efforts of the

heads of government and private aided institutions, given the lack of

academic support from educational authorities. It is clear that good

teaching requires diagnosing student progress during the lesson and

adjusting instruction accordingly periodic and formal assessments of

student learning through a mid-term or final examination may be helpful

in formulating grades, but are not frequent enough to enable the teacher

to adjust the teaching to correct for misconceptions. When observing a

lesson, administrators should note points in the lesson where teachers

should monitor instruction as it progresses to enable them to

immediately respond to students' misunderstandings and insure that all

students are learning the material.

 Wenglinsky (2011)40 study explores the link between classroom

practices and student academic performance by applying multilevel

modeling to the 1996 National Assessment of Educational Progress in

mathematics. The study finds that the effects of classroom practices,

when added to those of other teacher characteristics, are comparable in

size to those of student background, suggesting that teachers can

contribute as much to student learning as the students themselves.

Mwanamukubi (2013)41 investigated challenges faced by teachers

when teaching reading skills to learners with reading difficulties. Her

study established that the main challenges teachers faced were

inadequate teaching and learning materials. Based on these findings, the

study recommended that schools should provide adequate learning and

teaching materials.

40
Wenglinsky,Harold.(2011)Teacher Classroom Practices and Student
Performance: How Schools Can Make a Difference. Published in Great
New York City.
41
Mwanamukubi Linda (2013). Reading difficulties in grade six learners
and challenges faced by teachers in teaching reading. Case of Chadiza
and Chipata districts Zambia. Unpulished MA Thesis University of
Zambia.
 Examined the correlation between academic performance in

reading and academic performance in mathematics at the primary level.

The data included 95 student performances from grades two, three, four,

and five. The reading performance was based on three assessment

components which included comprehension, fluency, and vocabulary.

The mathematics performance was based on summative assessments

conducted at intervals during the 2011-2012 academic year as well as

the results from the STAR test. Results indicated that a correlation did

exist between reading and mathematics performance at the early

elementary level when including grades two through five. Examining

each grade level individually yielded similar results. A correlation did

not exist at second grade between reading and mathematics

performance; however, a correlation was found at grades three, four,

and five. The correlation also appeared to grow in strength at higher

grade levels. Consequently the government frequently undertakes

reforms aimed at improving access, participation, retention and

completion rates. The latest ones are provision of free primary

education and a revised curriculum. Despite these reforms this sector of

education continues to experience problems in achievement of its goals.

Instructional supervision has been identified as key in the improvement

of teaching/learning and consequently achievement of educational

objectives.

Karanja’s (2015)42 study was to determine the extent to which

reading difficulties affect academic performance of secondary school

students. The study objective was to establish comprehension errors that

affect students‟ academic performance. Theory of cognitive

development guided this study. This study employed quantitative

approaches for data collection and analyzes both teachers and learners.

The research design was a descriptive survey design. Data was collected

by use of questionnaires for teachers of English and student’s cloze test

and reading passage. The actual data collection took two weeks. Data

from questionnaires, cloze test and reading passage were compiled,

Karanja, Wanjiku(2015). Effects Of Reading Difficulties on Academic

42

Performance among form three Students in Public Secondary Schools,

Kiambu County, Kenya.
edited and coded according to the themes of the study. Quantitative data

was analyzed by use of statistical packages for social sciences (SPSS).

Likert Scale and chi-square test were also used to measure the strength

of the relationship between different variable. The target population

comprised of 10 principals/deputy principals, 22 teachers of English

language and 500 students from 10 public mixed day secondary schools

in Kiambu District, Kiambu County. The sample of the study included

10 teachers of English and 100 form three students from 5sampled

schools. Purposive sampling was used to select schools, teachers of

English, boys and girls from form three class. Findings from the reading

test indicated that students who had less problems with word

substitution, omission, mispronunciation and addition scored highly (B+

- C+) in the end of the term on exam, and a significance relationship

(p>0.05) between these and academic performance was established.

Cloze test performance where 5 per cent of the students performed

below average and students end of term one exam where all the sampled

schools have less than a mean grade of 5 were indicators of poor

academic performance as a result of reading difficulties. Teachers

indicated that there are dropouts (40%), repeaters (20%) and absentees

(40%). It was established that ninety percent of the teachers of English

experienced problems in teaching reading. Sixty per cent of the teachers

did not conduct library lessons at all due to lack of library resources.

Students ignoring or misinterpreting punctuations while reading was

another common problem experienced by majority of the teachers. The

study recommends that teachers of English should be in-serviced

regularly and that the school administration should ensure availability of

library resource and reference materials through the Ministry of

Education. The government and school administration should come up

with measures whereby chronic absenteeism as a result of lack of school

fees in public mixed day secondary schools is minimized.

Local Studies
 43
Basil Bautista (2007) believed that these inborn traits are

organic factors that first determine the person’s life foundation that

sustain other structures cultural values, social influence, quality of

school and participation in sports activities. Likewise, determinants of

pupils’ low academic performance demands that analysis of each of the

perceived determinants be carried out with a view of grouping them into

homogenous class of relatedness. Recognizing that new approaches to

rural economic development are essential to ensure educated, strong and

healthy people in the community, the College of Education of

Mindanao State University-Iligan Institute of Technology (MSU-IIT),

Iligan City, Philippines and its partners, Rotary Club of Iligan, a non-

government organization, and Department of Education (DepEd) of

Iligan City Division, helped identify and implement programs to

improve the health and academic performance of pupils in rural areas in

Iligan City, Philippines.

43
Basil Bautista (2007) Study of academic performance of pupil .
College of Education of Mindanao State University-Iligan Institute of
Technology (MSU-IIT), Iligan City, Philippines.
 Education in upland barangays in Iligan City, Philippines has not

given priority by the parents considering on their living condition

because of poverty and distance of the school from their home. The

influence of the Department of Education (DepEd) emphasizes clearly

the importance of providing good education to every child in the

community, hence DepEd introduced the National Achievement Test

(NAT) to spell out the community’s values and perception of what

Education in the community should be. However, there are factors that

affect the interest of parents to send their children to school. These

factors are their living condition, the distance of the school from their

home, nutritional food intake and participation of pupils in physical

activities. Many pupils do consider going to school whereas others may

be acting purely under duress from parents or peer group. Pupils’ life

involved many important factors that may hinder or improve it. In the

life of the pupils there is a combination of all these factors. It has been

recognized that nutrition influences more than just physical well-being

of the children as well as their academic performance. Academic

achievement is extremely important for the pupils, as it is a main

determinant factor of their future.

According to Emma Vernez (2005)44 parents from rural areas that

have not been privileged to know the benefits of having good education

may not be impressed to advise their children to go to school or a child

who does not know the challenges and prospects of pursuing a degree

does not give importance of attending regularly on their classes.

International Journal of Physical Education, Sports and Health It is

obvious that the parents and pupils’ personality are products of some

factors such as poor living condition and pupils’ personality are

products of some factors such as poor living condition and proper

nutrition.

Good academic performance is important for elementary age

children as a tool for successful life as an adult. Proper nutrition for our

44
Vernez Emma (2005) study habits on the academic performance of
students. Asean Book Publishers Association (Abpa), Quezon City,
Philippines.
children is a construct in which the individual as an indivisible being

attains a positive state of integration of mind, body, and spirit with the

environment contexts. Academic achievement for children occurs

within the construct of proper nutrition, living condition of parents and

parents support to their children, as there is mutual influence between

academic factors and non-academic factors for a child.Research studies

report that students participating in specialized residential housing

programs feel a sense of community and have increased opportunities

for social integration and continued persistence. Studies that have not

mirrored increased retention rates have reported that residential

programs designed to connect students to campus through learning

communities interaction or academic performance, thus enhancing

persistence indirectly .Intervention refers to a series of activities which

are designed to address issues that caused the child to commit an

offense. It may take the form of an individualized treatment program

which may include counseling, skills training, education, and other

activities that will enhance his/her psychological, emotional and

psycho-social well-being . Juvenile delinquency has been a major

problem affecting modern day societies. Juvenile delinquency is

antisocial, criminal or illegal behavior and acts that have become

common among children and adolescents. Recently many theories have

been formulated to explain the reasons behind high rates of juvenile

delinquency. Additionally, various agencies have developed different

intervention programs in an effort to reduce this behavior. A

combination of these theories and programs has provided a means of

understanding this behavior and a platform for developing better

intervention measures.

Bacus (2014)45study was to develop a causal model of academic

performance. The causal relationships among parenting style, self-

concept, attitude of students, and academic performance were examined

in the public high schools in the key cities of the five provinces of

Region X Northern Mindanao, Philippines. The respondents were 500

Marietes P. Bacus. Parenting Styles, Self-Concept and Attitude of

45

Students: A Causal Model on Academic Performance. May 14-15,

2014, Northern Mindanao.
students enrolled in the school year 2003-2014 under the Basic

Education Curriculum. The perceived parenting style, self-concept and

attitude toward school of students were assessed using PAQ, PHCSCS2,

and SAAS-R questionnaires respectively. Path analysis using AMOS

generated the best fit model for academic performance of the students in

Northern Mindanao (Region 10). The most parsimonious model, Model

4, revealed attitude of students and authoritative parenting style as

strongly associated with academic performance; self-concept and

permissive parenting style also showed to have a significant effect on

achievement of seventh graders in Northern Mindanao.

Results revealed that the students had average self-concept, this

can be explained with the varied parenting practices of parents in

Region 10 with authoritative as the most practiced. The students

displayed an average but directed towards the positive direction of self-

concept. They reported to have a moderate concept of their own self-

worth and self-esteem and they seemed to have a balanced feeling

towards self and peers. They reported a happy gesture but also

experienced anxiety and fear sometimes.

It was also found out in this study that the attitude of students in

the region was good. The respondents reported a positive response

towards learning. They reported to like their school, their teachers and

were interested in doing schoolwork as they have parents and teachers

who expected them to do well at school. However, they were not very

confident with their intelligence as they rated themselves an average

student at school in terms of academic performance which was shown to

in agreement with the results of this study that showed a greater number

of students who are in the developing level and not many were in the

advanced level. Study aimed to determine the intervention programs on

juvenile delinquency implemented by selected barangay in Batangas

City. The study utilized the descriptive method of research and used a

self-made questionnaire as main tool in gathering data. The respondents

of this research were in Batangas City. In terms of Physical and Health,

the program that is highly implemented is the Clean and Green Program
while for education is the Free Education Program. Program on Material

Recovery is perceived by majority of the respondents as highly

implemented with respect to livelihood. In terms of the psychological,

spiritual and development of on children in conflict with the law it was

found out that parent-child interaction program was the highest. The

continuous implementation of the programs is recommended for the

effective rehabilitation and restoration of child in conflict with the law.

Furthermore utilization and improvement of other programs would also

be substantial in developing the character and personality of these

children.

The present research proved that all the four variables

authoritative parenting style, permissive parenting style, self-concept,

and attitude) were significantly correlated with academic performance.

However, even though they are related to one another, multiple

regression analyses display some interesting findings. For the first set of

multiple regression analysis, it is found that permissive parenting style,

negatively affects academic performance while authoritarian parenting

style could not predict academic achievement. Therefore, it can only be

regarded an indirect factor that can influence both attitude and self-

concept, but not necessarily academic achievement. Teacher education

will improve in direct relation to the improvement of the status of

teachers in society. The image of the teacher education student as

intellectually inferior to other students must change. Teacher education

institutions can contribute to this goal by addressing both external and

internal factors. Externally, teacher education institutions must continue

to work with policy makers and professional organizations for the

improvement of teachers' salaries and working conditions, and for the

creation of other incentives for qualified students to pursue teacher

education programs and go into teaching.

Anthony RayleyGabigting (2006)46 study is to find out the

relationships between multiple intelligences and the grade point

averages in Mathematics, Skills and Language subjects of the senior

Gabigting , Anthony Rayley M. (2006). The Relationships Between
46

Multiple Intelligences and Grade Point Averages in Mathematics, Skills,

and Language Subjects of Senior High School Student in Selected
Public Schools in Pampanga.
high school students. Further, the study tend to find out the student-

respondents demographic profile in terms of sex, age, age by sex, birth

order, parents' monthly income, parents' monthly income by family size,

family size, fathers' educational attainment, mothers' educational

attainment, fathers' occupation, mothers' occupation and ethno-linguistic

origin. Accordingly, social guidance and counseling offenders is the

most effective means of reducing juvenile delinquency as opposed to

use of punishment. Cases of have been on the rise despite increased

government effort to reduce them. There has been a controversy on how

to with some people arguing that they should be treated like adult

offenders. The government has considered both public safety and the

need to rehabilitate the juvenile offenders in its effort to fight this

behavior. However, this has not been effective in reducing. All over the

world, an examination of the juvenile justice system is being done.

Among the areas of concern undergoing re-investigation is the

philosophy of punishment involving juvenile offenders and the process

of bringing them into the juvenile system of justice. In the Philippines,

the number of Filipino children in conflict with the law is skyrocketing.

Chapter 3

METHODS OF RESEARCH AND PROCEDURES

This chapter presents the methods of research used and the

procedures of the study. The respondents of the study and sampling

procedure, the sets of survey instrument and validation process

including the treatment of data using various arithmetical and statistical

tools to be used in the study are also included in this part of the study.

Research Design

The descriptive method were used in the study since the present

investigation has the following distinguishing characteristics: it involves

hypothesis foundation; testing using logical method of inductive-

deductive reasoning to arrive at generalizations; employs methods of

randomization and describes variables and procedures as accurately and

completely as possible (Sanchez, 2007).

Respondents of the Study

A combination of purposive-convenience and simple random

procedure was used where the groups were purposively and

conveniently chosen.

Table 1
Respondents of the Study
 frequency Percent

Total

Research Instrument

The following sets of survey questionnaire were used and

generated the data to answer the specific problems raised in the study:

Part I. This part of the instrument gathered the data/ information

on the demographic characteristics of the groups of respondents among

Part II. This instruments required the respondents to assess the

Validation of the Instrument

The researcher saw to it that the sets of instrument were further

subjected to the following validation process to determine the

administrability, objectivity and degree of its effectiveness to which the

sets of instrument actually measure and what they intend to measure as

well as their capability in achieving the specific objectives of the study.

The following were undertaken:

Content Validity. It was analyzed with regard to the extent to

which the content of the implementation of each concept or behavior

domain expressed in each item. Consultations with the experts and her

adviser were undertaken to generate their expertise to that no two items

are similar and duplicated. Systematically and orderly undertaken until

the researcher fully has the approval of the members of the panel the

same validated the instrument using judgmental validation process.

Dry run. The same sets of survey questionnaire underwent trial

or dry run to a school in the same Division which were not participate in

the survey. The procedure was done to ascertain if the items authored in

the different areas of the concepts are within the level of comprehension

and objectivity to which it attempted to measure or assess and the

uniformity of the procedures in the administrating and the method

employed in interpreting the results.

After going through the afore cited process and upon approval of

her adviser and panel of experts, these sets of survey questionnaire

through judgmental validity, were finalized and administered to the

respondents of the study.

Data Gathering Procedure

To gather the needed data and additional information needed for

the study through the data gathering. The researcher planned the

following procedure and listed down as follows:

First, Construction of the survey questionnaire according to the

specific problem of the study, Presentation of the questionnaire draft to

the adviser, Expert validation of the final instrument, The researcher

officially seeks permission to the school superintendent, to conduct the

study, Dry-run administration of the instrument and analysis of the

questionnaire evaluation of the dry-run respondents using SPSS, The

researcher asked the assistance of the teacher-in-charge for the fielding

of the questionnaire and speedy retrieval., As soon as each of

accomplished questionnaire was retrieved, the researcher prepared a data

spread sheet for easier encoding in the computer, The data will be

encoded into the computer using MEGASTAT and SPSS for the

appropriate statistical tools and last analysis of data followed and the

results translated into appropriate tables.

Statistical Treatment of the Data

Once the data are generated, they were piled, tailed and

summarized and subjected to the computation using the following tools:

1. Percentage. The percentage was used to indicate the proportion

or frequency of responses to every component. A particular

observation divided by the total observation multiplied by 100.

 f
%= x 100
n

Where:

f = frequency

n = total number of respondents

2. Weighted mean was used to determine the correlation of work

values and instructional competence.

∑ fw
Xw = n

Where:

∑ = Summation

f = frequency

w = total weight

n = number of cases

3. t-Test was used to find the significant difference between the

level f academic performance of Grade 1 at risk pupils.

Where:

x1 = mean of the first sample

x2 = mean of the second sample

s1 = standard deviation of the first sample

s2 = standard deviation of the second sample

n1 = number of items in the first sample

n2 = number of items in the second sample

4. Chi-Square was used to test the independence of one variable

from another variable.

(fo−fe)2
X2 = ∑
fe

Where:

X2 = chi square

Fo = observed frequency
 Fe = expected frequency

5. Mean Rank Scores. The Weighted average or mean of item will

be ranked from greatest to the least value.

6. Pearson’s coefficient of correlation. This was used to determine

the significant relationship multiple intelligences of Grade 1

teachers and pupils at risk academic performance.

n ∑ XY – (∑ X )(∑Y )
r= 2
√[n ∑ X – ( ∑ X )2 ][n ∑ X 2 −( ∑ Y )2 ]

Where:

X = independent variable

Y = dependent variable

n = total frequency