The schools served as samples are the ones where the researchers are taking their field study. The result of the National Achievement Test is chosen as a basis of the school’s academic performance. As lectured by Benito (2010), NAT, is a Philippine ‐made standardized test designed to determine pupils/students’ achievement level, strengths and weaknesses in five key curricular subject areas at the end of the school year. The academic performance of school reflects the academic achievement of the learner’s as the purpose of the National Achievement Test imposed by the Department of Education. The researchers tend to explore on how the multiple-intelligence and the learning styles affects the academic performance of the students specifically in Mathematics. The researchers know that teaching to a students’ learning style will improve scores. A pressure has been placed on teachers to increase students’ grades on academic achievement test. However, with the right instrument, that is quick and effective, the process will be much more approachable. The thought of identifying each student learning style may seem impossible and time consuming. Through education classes and constant discussion, educators are aware that by identifying each student learning style, teaching to his or her learning style and implementing curriculum that compliments student learning can improve on-task behavior and increase content knowledge. As emphasized by Bruke& Dunn (2006), classroom teachers and educators are aware that each student learns differently. In spite of their cautious preparation in their lesson planning and the use of all sorts of learning aids, the dilemma of academic performance is still on the line, which is commonly the measure of classroom learning. In seeking for applicable learning opportunities, many teachers are challenged in their teaching stint. Teachers’ conceptions of mathematics are perhaps most important for the future of mathematics education, since it is these very conceptions that influence teachers’ approaches to teaching and bring about change in the mathematics classroom. Students’ view of mathematics affects the quality of the students understanding and learning outcomes. While Liston (2009)in her study about Different Learning styles in mathematics teaching, have found out that conceptions of mathematics open a window to students understanding of mathematics. He found out that both learning stages and cycle present by Kolb could be used by teachers to critically evaluate the learning provision typically available to students, and develop more appropriate learning opportunities. On the other hand, McLeod (2010) explore the idea about learning styles regarding with “Kolb-Learning Style Theory”. The use of MI and LS, based on most educational researchers, have many benefits in the field of teaching and learning process. However, either of the two is still learning theory until now. In addition, he emphasized that Gardner himself describe learning style as an “incoherent hypothesis”. While in the excerpt written by Westerberg (2012), Gardner directly says that multiple intelligences are not a statement about learning styles. As pointed out by Fliess (2009), Gardner developed the multiple intelligences on 1983 to help educators, psychologists and parenting experts better understand how children process and learn information. Because of these kinds of experiences, the idea of learning styles and multiple intelligences reverberate with many educators. His theory became highly popular with K-12 educators around the world who seeks ways in reaching their students until trying a different approach. Eventually, he added the naturalist intelligence, the existential intelligence, and the so-called “pedagogical intelligence”. The Multiple-Intelligence (MI) theory primarily listed seven intelligences which come and work together: verbal-linguistic, logical-mathematical, interpersonal, intrapersonal, visual-spatial, bodily-kinesthetic and musical/rhythmic. Howard Gardner Keeping this in mind, the Multiple Intelligence Theory has paved its way to the teaching process to treat individual differences seriously. “Human beings differ from one another and there is absolutely no reason to teach and assess all individual in the identical way”.
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