Mounting instructional plan centered on the multiple intelligences and comprehension skills of Grade 3 students

Abstract

The comprehension level of Filipino learners has been a challenge that educators have tried to address. Many intervention programs have been initiated to improve the comprehension level of the learners in order to close gaps and provide adjustments to various educational methods. As a result, it is critical to investigate and develop the various types of intelligence, particularly among learners' dominant intelligences. In this context, the study sought to investigate the dominant intelligences and comprehension skills of Grade III students in a Philippine elementary school. The study's findings serve as the foundation for the development of an English instructional plan. The study used a mixed method of research and was carried out in five elementary schools in Tacurong City Division. Using cluster sampling, 79 Grade III students were randomly selected to participate in the Multiple Intelligence Test and the Philippine Informal Reading Inventory Manual Assessment (Phil-IRI). It was then triangulated using an in-depth interview and a focus group discussion with five school principals and five teachers. The study's findings revealed that, of the seven multiple intelligences tested, Interpersonal intelligence was the most dominant multiple intelligence in the five respondent schools. Furthermore, in relation to the level of comprehension of the learners, a significant number of them are frustrated. Furthermore, the correlation shows that there is no significant relationship between their multiple intelligences and their comprehension skills.