Chapter III

RESEARCH METHODOLOGY
This chapter presents the method utilized in this study
together with the procedures employed including the preparation,
distribution and data collection, the research method used, about
the

population

and

the

construction

and

validation

of

the

questionnaires which was the chief tool used in gathering the

needed data and the statistical treatment of data.

Research Design
The

researchers

made

use

of

descriptive-correlational

method, which highlights the purpose, methods and other facts

regarding the study.
The

descriptive

information

through

method
survey

of

research

and

is

interview

used
which

to

obtain
involves

observation of a social setting such as a classroom or school

over extended period. While, the correlation research design is
used to describe the statistical association between two or more
variables. (Shaughnessy et al, 1997)

Population and Sample Size

49

50

The

respondents

are

composed

of

one

hundred

eighty-five

(185) selected Grade 8 students of Sta. Lucia High School S.Y.

2013-2014.
The researchers used the purposive sampling. Patton (1990)
stated that subjects for purposive sampling are selected because
of some characteristics.

The researchers chose the purposive

sampling for it is convenient. No computation was needed to

identify the number of respondents. The researchers administered
the instruments to all the students of every class.

Table 1
Population and Sample
SECTION
Grade 8-1
Grade 8-2
Grade 8-3
Grade 8-5
TOTAL

Instrumentation

NO. OF STUDENTS
45
45
44
51
185

51

The research instruments that will be utilized in the study

are the data gathering tools devised by Thomas Armstrong for
Multiple

Intelligences,

Virginia

Gordon

standardized

for

test

Linda

Study

but

Wong

Habits.

were

for
The

modified

Learning
given

to

fit

Styles

and

instruments

are

the

Philippines

setting and were validated by experts.

The

instruments

use

Likert

Scale

type

of

questionnaire.

Likert scales are a non-comparative scaling technique and a reuni-dimensional

(only measure a

single trait)

in

nature.

Respondents are asked to indicate their level of agreement with

a given statement by way of an ordinal scale. (Bertram, 2008)
Part I of the instrument is the profile of the respondents.
This was used to generate data on the demographic characteristics
of

the

respondents.

questionnaire,

which

PART
was

II
to

is

the

utilized

Multiple

Intelligences

data

the

on

Multiple

Intelligences of the respondents, while Part III is for gathering

the Learning Styles of the respondents and lastly, Part IV is for
the Study habits of respondents.
The

Items

are

distributed

as

follows;

Part

Multiple

Intelligence: Verbal-Linguistic Intelligence (1, 9, 17, 25, 33,

41, 49 and 57), Spatial Intelligence
51 and

(3, 11, 19, 27, 35, 43,

59), Bodily-Kinesthetic Intelligence (4, 12, 20, 28, 36,

44, 52 and

60), Musical Intelligence (5, 13, 21, 29, 37, 45, 53

52

and 61), Interpersonal Intelligence (6, 14, 22, 30, 38, 46, 54 and
62), Intrapersonal Intelligence

(7, 15, 23, 31, 39, 47, 55 and

63) and Naturalist Intelligence

(8, 16, 24, 32, 40, 48, 56 and

64), Part II Learning Styles: Visual Learning Style (3, 4, 6, 7,

9, 13,

16, 20, 22, 32, 38, 42, 43, 47, 48, 50, 51 and 53),

Auditory Learning Style (1, 2, 8, 10, 11, 12, 14, 24, 26, 28, 34,
35, 39, 40, 44, 46, 49 and 54)and Tactile/Kinesthetic Learning
Style (5, 15, 17, 18, 19, 21, 23, 25, 27, 29, 30, 31, 33, 36, 37,
41, 45 and 52), lastly Part III Study Habits:
(1, 7,

13,

Time Management

19 and 25), Study Environment (2, 8, 14, 20 and 26),

Test Taking/Preparation Habits (3, 9, 15, 21 and 27), Note-Taking

Habits (4, 10, 16, 22 and 28), Reading Habits (5, 11, 17, 23 and
29) and Writing Habits (6, 12, 18, 24 and 30).
The instruments can both be analysed and interpreted through
weighted

mean

and

Pearson

Coefficient.

Data Gathering Technique

Product-Moment

Correlation

53

At the outset of the study, the researchers engaged in the

gathering information related to the research variables. The body
of

information

gathered

have

provided

the

researcher

with

additional insights as to the instrument to be used in gathering

data.
To start the study, the researcher delivered a letter of
request
selected

to

the

Division

school.

Upon

Office
the

to

conduct

approval

of

the
the

test

to

request,

the
the

researchers gave the letter of approval to the principal of Sta.

Lucia High School. Then, after the selection and identifying of
the respondents in coordination with the English teachers, the
researchers entered during the free time of Section 1, 2, 3 and 5
as to avoid disrupting the classes. Stratified purposive sampling
was used for selecting the respondents. This was used since the
researchers handle the sections utilized for the data gathering
and they happen to belong in the higher sections. They were
selected to ensure reliability of data. Information and response
of the students will be processed and subjected to statistical
treatment such as frequency and percentage distribution, ranking,
weighted mean, standard deviation, and

Pearson Product-Moment

Correlation Coefficient. Then, the findings will be extracted and

analysed based on the processed data.

54

After the analysis of data, the researchers will summarize

the outcomes. The summary will then be shown to the teachers for
them

to

use

as

reference

in

utilizing

different

learning

activities for the students. The students would also be given

recommendations

and

techniques

that

they

could

practice

to

extract better academic performance from them.

Statistical Treatment of Data

The following statistical tools will utilized for the data
gathered:

For the profile of the respondents, the researchers used

percentage. The formula for percentage is:
part
=
whole 100

To determine the Multiple Intelligences, Learning Styles and

Study habits of the respondents, the researchers used Weighted
Mean, the formula is as follow:

55

WM=

X
n

The data was interpreted using the following interval:

a. Multiple Intelligences
SCALE

RANGE

INTERPRETATION

3.21- 4.00

Excellent

2.50-3.20

Good

1.75-2.49

Fair

1.00-1.74

Poor

b. Learning Styles and Study Habits

SCALE

RANGE

INTERPRETATION

3.21- 4.00

Always

2.50-3.20

Often

1.75-2.49

Sometimes

1.00-1.74

Rarely

To determine the dispersion of the responses, the Standard

Deviation was computed by:

std=

( X X )2
n1

Where,
Std = Standard Deviation
X = Each score

56

= Mean of all values

n = Number of values

To determine the significant correlation between Multiple

Intelligences,

Learning

Styles

and

Study

Habits,

the

Pearson

Product-Moment Correlation Coefficient is computed by:

Where,
r = Pearson correlation coefficient
x = Values in first set of data
y = Values in second set of data
n = Total number of values.
The

interpretation

Intelligences,

learning

of

the

styles

and

correlation
study

of

habits

Multiple
will

interpreted based on the following interval:

RANGE
0.80 1.00
0.60 0.79
0.40 0.59
0.20 0.39

INTERPRETATION
High Correlation
Moderately High Correlation
Moderate Correlation
Low Correlation

be

57

0.01 0.19

Negligible Correlation