Multiple Intelligences Strategies in Teaching Araling Panlipunan among Public Secondary Schools in the City Division of Tabuk, Kalinga

Venus F. Baliling
2020 International Journal of English Literature and Social Sciences  
The descriptive research looked into the multiple intelligences strategies in teaching Araling Panlipunan among public secondary schools in the City Division of Tabuk, Kalinga. Specifically, it sought responses on the extent of use of multiple intelligences strategies, the level of effectiveness on the use of multiple intelligences strategies, and the degree of seriousness of problems encountered in using multiple intelligences strategies in teaching Araling Panlipunan. The data needed were
more » ... ata needed were gathered through a questionnaire administered to forty (40) Araling Panlipunan teachers within the City Division of Tabuk, Kalinga. The data were quantified through a three-point scale. The weighted mean was used to determine the statistical meaning of the responses and the One-Way Analysis of Variance (ANOVA) also used to determine the significant differences along variables. It was found that the extent of use of multiple intelligences strategies by Araling Panlipunan teachers is moderate; the use of multiple intelligences strategies is moderately effective; and that the degree of seriousness of problems encountered in using multiple intelligences moderately serious. It was recommended that the Araling Panlipunan teachers should find time to upgrade themselves professionally by going to master's or doctorate degree not only by themselves but primarily for their learners especially on how to develop good study habits and improve comprehension abilities of the learners, they should be given special trainings and workshops especially on how to properly identify the intelligences of each students and on how to go about applying differentiated instruction in teaching their lessons, and The Department of Education and school should strengthen more their ties between the parents and the community so that parents would be involved in the learning journey of their children.
doi:10.22161/ijels.56.86 fatcat:xd4wjcgyljdz5c5ctbm6gxywvu