MULTIPLE INTELLIGENCE-BASED (MIBI) INSTRUCTION IN TEACHING PHYSICAL SCIENCE: BASIS FOR STRATEGIC INTERVENTION MATERIALS (SIM)

This quasi-experimental study aimed to determine the effects of Multiple Intelligence-Based Instructions in teaching selected topics in Physical Science. Three sets of 30-item multiple choice type of self-made tests were utilized. Findings showed that both control and experimental groups got a low performance in the pre-tests. Moreover, upon teaching the lessons using Lecture, Discussion, and Demonstration in the control group, post-tests revealed that there were slight improvement in their mean performances while post-tests results of the experimental group using e-Learning, Independent Cooperative Learning (ICL), and Modelling obtained a remarkable improvement. Result revealed that there was no significant difference between the mean performance of both groups in pre-test while a significant difference between the mean performance in post-tests was observed. Meanwhile, the difference in the control group was found in Demonstration. On the other hand, the experimental group's mean increase in e-Learning was closely related to ICL while the mean increase of Modelling can be compared with that of ICL. However, although e-Learning can be compared to ICL and ICL to Modelling, e-Learning cannot be associated with Modelling. Therefore, Science teachers should enhance Multiple Intelligence-Based Instructions (MIBI) utilization to deliver the lessons in multiple ways mindful of the diversity that exists among students.