MULTIPLE INTELLIGENCES AS BASIS FOR THE USE OF LEARNING STATION IN TEACHING BIOLOGY

One of the big challenges the science education faces is identifying whether learning has really occurred when doing what is called “one-size-fits-all” type of activities. Thus, different strategies and approaches in teaching science have been proposed and used by educators to accommodate the complexity of the learners. The study covered the identification of multiple intelligences of Grade 8 students and its effect on multiple intelligence-based learning stations in teaching Biology. This study also determined to examine the efficiency and usability of Learning Station in teaching Biology and how it enhanced students' performance. The period of research covered the fourth quarter of Grade 8 Science, School Year 2017-2018. In this view, the study employed the mixed- approach in research which comprised of descriptive and quasi-experimental one group research design. The Dominant Multiple Intelligences (MI) exhibited by Grade 8 students as assess showed that there were four (4) MI and these include Kinesthetic, Intrapersonal, Musical and Existential. More so, topics in teaching Biology 8 that were considered or the basis in using developed learning station. Furthermore, the students' performance in every station based on their pre-test and post-test in terms of Mean Score, MPS, and SD showed that there is an increase in terms of the score from the post-test and pre-test. Considerably, the increase is significant. The assessment on comments and suggestions of the developed learning station showed that it is cost-efficient and economical, the language used is appropriate to users' age, the great number of students to execute at a time and easy to store and transport, and have maximum collaboration on shared products, and activities appropriate on classroom size.