Abstract
Multiple intelligences and extracurricular activities are two variables that may affect a student’s academic and non-academic performance in school. This study aimed at describing and finding the relationship between multiple intelligences and participation rates in extracurricular activities of students from a Catholic educational institution. The study also used a descriptive-correlational design. For the respondents, the study randomly selected a sample of 200 students studying within the academic year of 2017-2018 from a Catholic educational institution. For the instrument, this study adapted the Multiple Intelligence Survey developed by Chislett and Chapman (2006) and Extracurricular Activities Survey by Kelley (2012). The study analyzed and treated statistically the collected data using rank and Spearman Rho with the help of SPSS 20. The findings revealed that visual intelligence emerged as the top-ranked multiple intelligences. Dance/ sports club emerged as the top extracurricular activities took part by most of the students. Also, there was no statistical evidence of the relationship between the multiple intelligences and participation rate to extracurricular activities of the students. Based on the result, the researchers provided pertinent recommendations for teachers, students, and the institution.
Highlights
Most scholars on Multiple Intelligences claim that MULTIPLE INTELLIGENCES (MI)-based instructions have a great significant effect on students learning, on how students learn inside and outside the classroom
Abdi et al (2013) showed that students instructed through Teaching Strategy based on Multiple Intelligences achieved a higher score than the ones with traditional instruction
The aim of the study is to discover the relationship between multiple intelligence and participation in extracurricular activities, such a correlation type applies to this current study
Summary
Most scholars on Multiple Intelligences claim that MI-based instructions have a great significant effect on students learning, on how students learn inside and outside the classroom. Bas (2016) has found out that Multiple Intelligence theory-based education has a significant effect on the students’ academic achievement. Jimenez (2020) stated that improving the students’ problem-solving ability remains a challenge to teachers and students. Abdi et al (2013) showed that students instructed through Teaching Strategy based on Multiple Intelligences achieved a higher score than the ones with traditional instruction. Safein’s (2012) study showed the Multiple Intelligences based program had a significant effect on improving the subjects’ listening and speaking skills.There are so many literatures today that focused on the applying multiple intelligences in various ways. Bas (2016) has found out that Multiple Intelligence theory-based education has a significant effect on the students’ academic achievement. Abdi et al (2013) showed that students instructed through Teaching Strategy based on Multiple Intelligences achieved a higher score than the ones with traditional instruction. Safein’s (2012) study showed the Multiple Intelligences based program had a significant effect on improving the subjects’ listening and speaking skills. From the study of Otieza (2013), they showed that innovative intelligences-based reading tasks grants chances to discover, value, and enhance the talents of learners. This is for a learner’s better tackling of reading comprehension shortcomings.
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