Philippine E-Journals

TAGGING LEARNERS’ MULTIPLE INTELLIGENCES AND THEIR RELATIONSHIP TO GRAMMAR COMPETENCY LEVELS

Ma. Theresa B. Valerio | Ma. Elena D. Dupa | Ailyn Joy T. Peralta

 

Abstract:

With the demands of the socially-diverse learners of the 21st century, the avenue toward grammar learning among students whose multiple intelligences varied from one another had become the subject of most researches. This research was conducted to determine the multiple intelligences of the BSE students which they have innately possessed and their relationship to their grammar level competency. The quantitative data were obtained using the Shearer’s Multiple Intelligence Developmental Assessment Scale and the validated Grammar Competency test; while the qualitative data were obtained from interviews and through documentary analysis. Using SPSS, the gathered data were tabulated and interpreted as to the percentage, standard deviation, ChiSquare test, and ANOVA. Results show that there were no significant differences on the respondent’s grammar competency when they were grouped according to age and ethnicity. However, when they were grouped according to their gender and field of specialization and according to their own intelligences, there were significant differences. Understanding the concepts of multiple intelligences and language learning in a more intricate way may enthuse educators to initiate practices and to provide their learners promising approaches toward effective grammar teaching and learning.