Multifaceted Presentation Oriented-Instruction (MPOI): Effects on Students’ Concept Learning, Achievement, and Attitude towards Chemistry

Abstract

Abstract. Considering multiple intelligences (MI) in the teaching-learning process may provide relevant opportunities for the students. The study investigated the effects of Multifaceted Presentation Oriented-Instruction (MPOI), an MI based teaching strategy on the students’ concept learning, achievement, and attitude towards Chemistry. Experimental method was employed and both quantitative and qualitative data were gathered. These were analyzed using t-test and Pearson product-moment correlation. Students from third year sections of MSU-Integrated Laboratory School, Marawi City served as the respondents of the study. Different dominant intelligences were observed among the respondents such as visual (28%), verbal (24%), interpersonal (24%), musical (16%) and logical (8%). Pretest mean scores on the concept learning, achievement, and the attitude of the control and experimental groups were statistically not significant at α=.05; thus, indicating that the two groups were comparable. Whereas, the mean gain scores on the concept learning and achievement as well as attitude rating scores of both groups were statistically significant at α=.05. Moreover, it was found out that there was a significant positive relationship between the students’ attitude and their achievement towards Chemistry. Finally, the students perceived MPOI as effort-requiring activity but challenging. Students under MPOI performed better in concept learning and achievement test. Further, they acquired good attitude towards Chemistry.

 

Keywords: multiple intelligences, individual differences, teaching strategy