Chemistry Inquiry-Based Lessons to Enhance Learning of Students with Multiple Intelligences
This study aimed to develop inquiry-based lessons intended for junior high school classes undertaking chemistry subjects anchored on multiple intelligences. The study employed the descriptive-developmental method of research for three homogenous classes of Grade 10 enrolled in the school year 2016 – 2017 using the teaching materials innovated by the researchers. The effects of the developed inquiry lessons for multiple intelligences groups were tested using the standardized achievement test, Science Process Skills Inventory, and the Science Motivation Questionnaire for the attitude of students toward science in terms of motivation. Based on the analysis of the gathered data in the study, it was found that the students’ dominant intelligence varied across multiple intelligences groups: Interactive, Analytical, and Introspective. The developed lessons where the science-inquiry approach was applied were focused on the seven chemistry topics: Kinetic Molecular Theory, Boyle’s Law, Charles’ Law, Gay-Lussac’s Law, Combined Gas Laws, Avogadro’s Law and Biomolecules in 7E’s format. More basic process skills than integrated process skills were manifested. The developed inquiry lessons for multiple intelligences made a difference in the level of conceptual understanding but did not satisfy the 75% performance level in general. The attitudes developed by students in the conduct of the developed lessons of the respective groups were intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. With these, it is a must for a teacher to consider the occurrence of multiple intelligences among students in planning and delivering the lessons. Opportunities in developing science process skills must be given to the students in any possible part of the lesson. Constant usage of varied science hands-on activities must be provided to students to develop their conceptual understanding, science process skills, and attitude toward science.