| Summary, etc. |
This descriptive study aimed to identify how profile and dominant intelligences influence the level of physical activities of students in Physical Education at the Bataan Peninsula State University -Main Campus during the Academic Year 2013-2014. The respondents of the study were the 500 first and second year students who are taking up the following courses: Bachelor of Science in Hotel and Restaurant Management, Bachelor of Science in Tourism Management, Bachelor of Science in Civil Engineering, Bachelor of Science in Mechanical Engineering and Bachelor of Science in Industrial Education. The students were selected using convenient sampling method. To determine the number of students per course, stratified random sampling method was used. Specifically, the study described the profile of the students in terms of age, sex, height and somatotype like ectomorph, endomorph, and mesomorph. Moreover, the dominant intelligences of the students in terms of logical, spatial, musical, bodily and kinesthetic and interpersonal were studied. Furthermore, the level of physical activities of the students as reflected in their general point average in course subjects Physical Education 101 and Physical Education 201 was described. Frequency counts and percentage were used to present the profile of the students in terms of age, sex, and somatotype like ectomorph, endomorph and mesomorph. Mean and standard deviation were utilized to present the height and weight of the students. Mean or average was employed to summarize the dominant intelligences of the students in terms of logical, spatial, musical, bodily and kinesthetic and interpersonal. To test the relationship of student profile and level of physical activities, Pearson Correlation, Analysis of Variance (ANOVA) and Independent Sample T-test. Pearson Correlation was used for profile variables which are of interval scale such as age, height and weight. ANOVA or F-test was used for profile variable with Somatotype with two (2) categories. To test the significant relationship between the students' dominant intelligences and their level of physical activities in Physical Education, Pearson Correlation (r) and Chi-square Analysis were used. Chi-square analysis was used to validate the result of Pearson Correlation. Based on the findings of the study, it was concluded that the hypothesis that there is no significant relationship between the profile of the students and their level of physical activities in Physical Education was partially upheld. The hypothesis that there is no significant relationship between the students' dominant intelligences and their level of physical activities in Physical Education was accepted. Based on the conclusions drawn, it is recommended that teachers in Physical Education should undertake a profiling of the students enrolled in the discipline based upon their somatotype. This will help understand the body image of the students so that relevant and significant learning experiences may be designed out of the profile. Teachers who are handling Physical Education courses must, at the onset of each semester, identify the students' intelligences as bases in constructing appropriate learning experiences and classroom activities to enhance whatever intelligences they possess. In the periodic review of the curriculum for Physical Education, the Multiple Intelligence theory must form an integral part by incorporating it in the bedrock of the discipline. It means that the MI theory will serve as basis for creating learning competencies that will address the needs of the students. Experiential learning strategies are recommended for Physical Education teachers as one of the best teaching approaches in the class that they can use should they wish to further cultivate the multiple intelligences of the students. They should also try to shift to more holistic, thematic instruction as teaching methodology. The school administration must conduct an intensive workshop to assist instructors especially those handling Physical Education courses so as to construct instructional materials based upon the multiple intelligences theory. This should also include designing lessons integrating the multiple intelligences in course content, learning how to support the multiple intelligences through aspects of classroom environment and identifying instructional strategies that enhance and support the multiple intelligences. A further study is recommended which does not limit itself into five (5) dominant intelligences like logical, spatial, musical, bodily and kinesthetic and interpersonal. It should encompass all the MI's identified by Gardner. |
