Chemistry Inquiry-Based Lessons to Enhance Learning of Students with Multiple Intelligences

Vili Jenn Martinez Leyco; Shiela I. Arroco

Vili Jenn Martinez Leyco Department of Education-Sorsogon Province, Philippines
Shiela I. Arroco College of Education, Bicol University, Philippines

Keywords: multiple intelligence, inquiry approach, academic performance, science process skills, motivation

Abstract

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.

Author Biographies

Vili Jenn Martinez Leyco, Department of Education-Sorsogon Province, Philippines

Vili Jenn Martinez Leyco is a graduate with a Bachelor’s Degree in Secondary Education major in Physical Science and a Master of Arts in General Science Education from Bicol University, Legazpi, Bicol, Philippines. She is currently pursuing a Doctor of Philosophy in Educational Foundations at the same university while actively affiliated as Senior High School Teacher III at Donsol National Comprehensive High School-Sta. Cruz Extension in Schools Division of Sorsogon as a science and research teacher.

Shiela I. Arroco, College of Education, Bicol University, Philippines

Dr. Shiela Isorena-Arroco is a professor at Bicol University College of Education – Daraga Campus whose work is focused on being the program adviser for the Science Education program at the said university, actively collaborating in graduate students’ research as an adviser or a research critic while engaged in doing her own research. Her published research articles are centered on science education, waste management assessment, and community-based problems.