MULTIPLE INTELLIGENCES IN PRACTICE: AWARENESS,
APPLICATION, AND CHALLENGES FACED
BY JUNIOR HIGH SCHOOL TEACHERS
ABSTRACT
The study explored the awareness, application, and challenges faced by Junior High School
teachers in implementing Howard Gardner’s Theory of Multiple Intelligences (MI). Using
Purposive Sampling, 50 teachers across various disciplines, including English, Science,
Mathematics, Social Science, and MAPEH, were selected to be the respondents of the study.
Anchored in descriptive research design, data were collected through survey questionnaires and
were analyzed through descriptive statistics, which includes frequency, mean scores and
percentages. Results revealed that while there is a high level of awareness in MI theory, its actual
classroom application remains limited. Challenges such as time constraints, insufficient resources
and large class size were identified. Despite these, teachers recognize the positive impacts of MI
in student engagement, teacher instruction and inclusive education. Implementation of relevant
training and professional development were recommended to address the challenges identified.
Keywords:
Multiple Intelligences, Junior High School Teachers, Teacher Awareness, MI Application,
Teaching Strategies, Educational Practices, Teacher Challenges, Student Engagement, Teacher
Training, Inclusive Education
Introduction
In 1983, Howard Garner proposed the Multiple Intelligence (MI) theory that greatly
affected the educational landscape. This challenges the monolithic view of intelligence, which
traditionally is measured through IQ tests and the standardized academic assessments. This MI
concept emphasizes that intelligence is multifaceted which includes eight different domains such
as;
linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal,
intrapersonal, and naturalistic intelligences and the existential that was lately added as a part of it.
(Gardner, 1983). These aforementioned intelligences can be improved and developed with the help
of differentiated instruction.
Since MI Theory has popularized, it gained a huge empirical support and global
recognition. Armstrong (2018) emphasized that incorporating MI strategies in the classroom leads
to student’s increased participation and deeper cognitive engagement. In the same way, Jang and
Park (2019) found in their research study involving 326 secondary school teachers that over 72%
reported enhanced classroom dynamics and inclusivity when using MI-informed practices. Khalil
(2020) further reported that learners taught using MI approaches demonstrated a 24%
improvement in motivation and retention compared to those in traditional instruction
environments.
Although Multiple intelligence has been widely recognized and accepted through its
observed benefits and theoretical appeal, there are still observed irregularities upon the
implementation of MI Theories in the actual classroom settings. In a national survey conducted by
the Philippine Educational Measurement and Evaluation Board (2022), only 38% of public school
teachers reported confidently integrating MI strategies into their lesson plans. It also, shown in
the same study that 61% cited a lack of professional development opportunities as a primary
barrier. Other commonly cited challenges include time constraints, inadequate teaching materials,
and difficulty aligning MI-based approaches with the national curriculum (Torrance & Duffy,
2020; Schunk, 2021).
One of the significant advocacy of the Department of Education in the Philippines is the
learner–centered education. As reflected in the K-12 Basic Education Curriculum, the MI holds
promise as to address the diverse needs of the Filipino Students. However, only a few local studies
have studied how junior high school teachers perceive and integrate MI strategies within their
classroom. Thus, this study aims to bridge the gap by assessing the classroom application of MI
strategies and Awareness of Junior High School Teacher from various subjects taught.
As depicted from King and Phipps (2022), who highlighted the importance of teacher
beliefs in the success of innovative instructional models, this research adopts a descriptive design
using a survey questionnaire as the main instrument. The study aims to answer the following
research questions: (1) What is the level of awareness among teachers regarding MI theory? (2)
To what extent do they apply MI strategies in their classroom instruction? (3) What are the major
challenges they encounter in implementing MI? (4) How do teachers perceive the impact of MI
strategies on student engagement and motivation?
This study contributes to strengthening the growing body of literature upon differentiated
instruction for it provides reliable insights gathered from Junior High school teachers. It also
supports the development of professional training modules on MI and offers practical
recommendations for enhancing learner engagement through the lens of MI.
Statement of the Problem
This study aims to assess the teachers’ awareness and application of Multiple Intelligences theory
in junior high school classrooms. Specifically, it seeks to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 gender;
1.2 age; and
1.3 subjects taught?
2. What is the level of awareness of the teachers on the Multiple Intelligences theory?
3. To what extent do teachers apply Multiple Intelligences strategies in their teaching
practices?
4. What are the challenges faced by teachers in implementing Multiple Intelligences
strategies in the classroom?
5. What are the perceived impacts of applying MI theory on teaching effectiveness and
student engagement?
Theoretical Framework
This study is primarily anchored upon the Multiple intelligence Theory of Howard Gardner (1983),
which challenges the traditional concept of intelligence as a single fixed ability that can only be
measured through IQ. The intelligences that was proposed by Gardner are namely; linguistic, intrapersonal, interpersonal, logical, musical, bodily-kinesthetic. Naturalist, special and existential.
Every individual has a unique combination of intelligences influencing how people understand,
process and apply information. In the context of education, MI advocates the integration of
different teaching strategies or differentiated teaching approach in order to accommodate the
diverse learning preferences and strengths of the learners. This further help foster students
engagement, inclusion and holistic development.
The study is also guided by the Constructivist Learning theory to further strengthen its foundation.
As proposed by Jean piaget and Lev Vygotsky, it emphasizes that learners construct knowledge
actively through their experiences and interaction within their environment. This aligns with the
theory of MI where it promotes a student-centered instruction and a meaningful learning based on
the learners prior knowledge and individual characteristics.
Additionally, this research draws from Carol Ann Tomlinson’s Differentiated Instruction
Framework (2001), which offers practical strategies for addressing student diversity in the
classroom. Differentiated instruction includes modifying content, process or a product based on
the readiness of the students, their level of interest, and the learning profiles which aligns closely
to the concept of MI Theory. Similarly, both these theories provide a strong theoretical foundation
for exploring how teachers understand, apply and respond to the challenges of implementing MI
strategies in Junior high school settings.
Conceptual Framework
Guided by the Theory of Multiple intelligence theory, this study comprises of four
interrelated constructs that inform the investigation. First, it assessed the teachers' awareness of
multiple intelligences which pertains to the familiarity and understanding of MI concepts.
Secondly, it explores the actual application of MI strategies within the classroom which focuses
on the manner and frequency to which these approaches are integrated to instructional practices.
Thirdly, this study identifies the obstacles faced by the teachers in implementing MI strategies.
And lastly, it considers the perceived impact of MI strategies on the students' engagement, and
motivation, assessing teachers’ insight on how this approach influences the students' interest,
participation and enthusiasm for learning. These four components serve as the core foundations
for the data gathering, analysis and interpretation, offering a comprehensive view of integration
and practical implications of MI theory in Junior high school teaching context.
Conceptual Paradigm
This Diagram shows how study is structured, with the theory of Multiple Intelligences guiding the
investigation. Each four constructs serves as the foundation of the core process such as the data
collection, analysis and interpretation, which offers insights to the integration of MI in Junior High
School Teaching.
Materials and Methods
Research Design
This study employed a descriptive research design to assess the awareness and the application of
the Junior High School regarding Multiple Intelligence Theory. Descriptive approach was selected
to provide a comprehensive overview of teacher’s perception, the instructional strategies they use
and challenges they face in implementing MI Theory.
Respondents of the Study
This study focus on Junior High School teachers in any field of specialization. 50 respondents
were selected using a purposive sampling, with the main qualification that they must currently
teaching either public or private school level. The data collection was administered online using
survey through google forms. The researchers initially distributed to teacher acquaintances who
met the criteria. These participants also assisted in sharing the survey to the qualified respondents.
These snowball sampling help in reaching the target number of respondents.
Research Instrument
The data was gathered through the use of an adopted survey questionnaire from Khalil (2020)
study entitled: “Teachers Awareness and Practices of Multiple Intelligences in the Classroom.”
There were minor revisions made to tailor the instruments to the context of Junior High School
Education. It consist of five sections such as; Demographic Profile, Awareness of MI, application
of MI strategies, challenges encountered and the perceived impact. These accurately measure the
knowledge and understanding of teachers upon MI, how teachers frequently apply the strategies
of MI, what challenges they encounter and to evaluate how the teachers perceive upon
implementing AI strategies towards student participation and motivation.
Data Collection
The data was administered using google forms which allows convenient access and remote
participation. The respondents were given two weeks in completing the survey questions. The
participation was voluntary, and respondents were informed that their answers would remain
confidential and solely for academic purposes.
Data Analysis
The data gathered were analyzed through descriptive statistics such as frequency counts,
percentage and mean score. These statistical tools facilitated a clear presentation of the
demographic profile, level of awareness, extent of application and the challenges related to MI.
The results were interpreted to identify trends, insights and potential implications for the
integration of MI theory in Junior High School Classroom.
Results and Discussion
I. Demographic Profile of the Respondents
Table 1. Gender Distribution of the Respondents
The gender distribution is nearly balanced, with a slight majority of female respondents.
This balance ensures diverse perspectives and minimizes the risk of gender bias in interpreting the
application of MI strategies.
Table 2. Age Distribution of the Respondents
Majority of the respondents were early-career educators, with 45.8%, within the 21–30 age
range. While, 25% are in their 40s and 2.1% are aged 50 and above. This indicates that a population
composed of young professionals may greatly contribute to the use of innovative teaching methods
such as MI theory.
Subject
English
Mathematics
Science
Filipino
Araling
Panlipunan
ESP
MAPEH
Frequency
11
9
9
7
6
Percentage
22%
18%
18%
14%
12%
5
3
10%
6%
Specialization
Table 3. Subject
of Respondents
The table shows that English teachers make up the largest group at 22%, followed by
Mathematics and Science teachers both at 18%, Filipino teachers (14%), Araling Panlipunan
teachers (12%), ESP teachers (10%) and the least of the group comes from MAPEH (6%). This
distribution suggests that most respondents teach core subjects, which can indicate their interest in
using MI theory. While, low representation from non-core subjects can imply less integration of
MI theory.
Similarly, in the study of Peñalber (2022), 52 out of 129 respondents or 40.31% had ages
from 20-26 years old, followed by 38 respondents or 29.46% with ages ranging from 27-33 years
old. This supports the data that younger teachers were more open to MI strategies and use them
frequently. Additionally, no gender bias was noted in the MI implementation, supporting the
balanced gender distribution of the current study. Furthermore, majority of the respondents of the
former study were categorized under “Language Education” with 32 teachers or 24.81% and the
least numbers were from Music, Arts and Physical Education (8 teachers or 6.20%) and ICT (3
teachers or 2.33%). This aligns with the present study which has English teachers as the majority
of respondents and minority respondents from non-core subjects.
II. Level of Awareness on Multiple Intelligences Theory
Statement
Mean
Familiar with Gardner’s MI theory
Can identify different types of intelligences
Received training related to MI
Understand how MI can be applied in teaching
Believe MI theory helps address diverse learning styles
General Mean
4.12
3.9
3.18
3.68
3.62
3.7
Level
Awareness
Agree
Agree
Neutral
Agree
Agree
Agree
Table 4. Teachers’ Awareness of Gardner’s Multiple Intelligences Theory (n = 50)
Legend: Strongly Disagree: 1-1.80
Disagree: 1.81-2.60
of
Neutral: 2.61-3.40
Agree: 3.41-4.20
Strongly agree: 4.21-5.00
The findings show that the respondents have a high level of awareness of Gardner's
Multiple Intelligences Theory, with an agreement on being familiar with it (M= 4.12) and being
able to identify the different types of intelligence (M= 3.9). They also understand how MI can be
applied in teaching (M=3.68) and agree that it helps address diverse learning styles (M=3.62).
However, while the respondents’ awareness is high, there is a need for more training on how it can
be implemented in the classroom, given that the response is neutral when asked if they received
relevant training on MI (3.18). The general mean for the level of awareness on MI theory is 3.7,
which indicates that the respondents have a general agreement of MI theory.
The findings are consistent with Walela (2024), where a significant number of teachers
have a basic knowledge of MI theory and can identify some of the intelligences proposed by
Gardner. However, lack of specialized training can limit in designing learning strategies that
correspond to diverse intelligences. Same concerns were also noted in the results of the present
study. Despite these challenges, teachers are generally aware of the use of MI and its benefits in
establishing an inclusive learning environment.
III. Application of Multiple Intelligences Strategies in Teaching Practices
Strategy
Mean
Group work for interpersonal learners
Storytelling/writing for verbal-linguistic learners
Logic games for logical-mathematical learners
Visual aids for visual-spatial learners
Music/rhythm for musical learners
Hands-on activities for kinesthetic learners
Independent tasks for intrapersonal learners
Nature-based content for naturalistic learners
Philosophical discussions for existential learners
General Mean
3.62
3.24
2.91
3.02
2.98
2.9
2.84
2.76
2.74
3
Table 5. MI-Based Strategies Used by Teachers (n = 50)
Legend: Never 1-1.80
Rarely: 1.81-2.60
Sometimes: 2.61-3.40
Extent of Usage
of MI Strategies
Often
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Often: 3.41-4.20
Always: 4.21-5.00
The data reveals that among the various MI strategies, group work for interpersonal learners is
often used (M= 3.62). This suggests that collaborative activities are regularly conducted. Other
strategies such as storytelling (M = 3.24), logic games (M= 2.91), visual aids (3.02), music (2.98),
hands-on activities (M= 2.9), independent tasks (M= 2.84), nature-based content (M= 2.76) and
philosophical discussions (M=2.74) are used only sometimes, with the least emphasis on
naturalistic and philosophical discussions. The general mean for the MI strategies used is 3.0,
indicating that while these strategies are applied in the classroom, the extent of usage varies, and
may suggest a wider range of approaches particularly in supporting less traditional intelligences.
Similar results were also gathered in the study of Peňalber (2022), noting the application
of activities that address linguistic intelligence (M= 4.59), intrapersonal intelligence (M= 4.56),
interpersonal intelligence (M= 4.41), mathematical intelligence (M= 3.99), spatial intelligence
(M= 4.64), musical intelligence (M= 3.47), bodily intelligence (M= 3.93), and naturalistic
intelligence (M= 2.27). This suggests that activities that cater to interpersonal learners are more
frequently employed and strategies that cater to naturalistic intelligence are less frequently
implemented.
IV. Challenges faced in implementing Multiple Intelligences Strategies in the classroom
Challenges
Lack of time for lesson preparation
Insufficient resources or materials
Large class size
Lack of training or professional development
Limited support from school administration
Difficulty aligning MI with curriculum
Frequency
48
46
42
34
24
14
Percentage
96%
92%
84%
68%
48%
28%
Table 6. Challenges in Applying Multiple Intelligences in Teaching (n = 50)
The table shows the common challenges faced in implementing Multiple Intelligences
Strategies. 96% of the respondents find it challenging to implement due to lack of time for lesson
preparation. This is followed by insufficient resources or materials (92%) and large class size
(84%). About 68% of the respondents mentioned lack of training or professional development,
which also hinder the application of MI strategies. Other concerns were raised such as limited
support from school administration (48%) and difficulty aligning MI strategies with the curriculum
(28%).
The study of Suryati et al. (2023), supports this data, citing one of the challenges namely time
in designing lessons and providing media and methods suitable for various learners. It was noted
that it requires extra effort from preparation to execution. Another challenge mentioned was the
lack of training programs for teachers to improve their capacity and quality of teaching.
V. Perceived Impacts of applying MI theory on Teaching Effectiveness and Student
Engagement
Statement
Mean
Perceived Impact
MI strategies help students stay more engaged
Students show increased motivation when MI is
used
MI strategies improve student participation
Students perform better academically with MI
MI-based approaches make me more effective as a
teacher
General Mean
4.50
4.50
Strongly Agree
Strongly Agree
4.50
4.50
4.33
Strongly Agree
Strongly Agree
Strongly Agree
4.46
Strongly Agree
Table 7. Perceived Impacts of MI Theory Application
The results show that the respondents strongly believe in the positive impact of Multiple
Intelligences strategies on student learning. All respondents strongly agree that MI strategies help
students stay more engaged (M= 4.5), increase their motivation (M= 4.5), improve student
participation (M= 4.5) and enhance academic performance (M= 4.5). Moreover, respondents
strongly agree that MI-based approaches make them more effective in teaching (M= 4.33). The
general mean for the perceived impacts of MI strategies is 4.46, indicating the strong agreement
on the positive impacts of MI strategies in teaching and learning. This suggests that MI theory is
not only beneficial for students but for teachers and their instruction as well.
It can be supported by the study of Winarti et al. (2018) which claims that the
implementation of MI strategies significantly affect the development of students’ MI. Six stages
of the MI based learning process, which consist of (1) self-reflection (2) introduction of the
concept, (3) formulation of the question, (4) concept exploration, (5) talent show, and (6)
formulation of conclusions, proved to be effective in improving five types of intelligences, namely
interpersonal, intrapersonal, visual-spatial, kinesthetic and musical intelligence.
Another study by Macalangcom and Guillena (2024) promotes a holistic approach to
education that integrates diverse intelligence and can contribute to more comprehensive and
effective learning outcomes among learners.
DISCUSSION
The study explored the perceptions and practices of Junior High School teachers regarding
Gardner’s Multiple Intelligences (MI) theory. The respondents were nearly balanced in terms of
gender, minimizing bias in perceptions and practice. Most of them are young professionals aged
21-30, which may suggest their openness to innovative strategies. This is anchored in
Constructivist Learning Theory, which claims that younger educators are likely to use more
flexible methods, such as Multiple Intelligence Strategies and Differentiated Instruction. Higher
MI Integration was also noted from the most represented subjects such as English, Mathematics
and Science. MAPEH, however, had the least representation.
Table 4 showed a high level of awareness of MI theory, particularly in familiarity and
identification of intelligences. Still, lack of training and professional development remain a
challenge in implementing MI in classroom instruction. Constructivism and Differentiated
Instruction underscore the need for addressing learner diversity, but with insufficient experience,
employing effective strategies may be hindered.
The problem posed by insufficient training opportunities result in limited strategies
employed, as shown in Table 5. MI strategies for interpersonal learners are frequently used, while
less emphasis is given to naturalistic and existential learners. This indicates the need to equip
teachers with diverse and consistent use of MI strategies to cater all learning styles and needs.
Several challenges outlined in Table 6 also hindered consistent MI implementation. Issues
in lack of time, resources, large class size and such contributed to the difficulty in designing
differentiated instruction.
Despite these barriers, teachers strongly agree that MI strategies improve student
engagement, motivation, participation and academic performance. Table 7 presents the positive
perceptions of the respondents on the effectiveness of MI strategies in the teaching-learning
process. This indicates that regardless of the challenges faced, they still recognize its importance
in establishing an inclusive learning environment.
CONCLUSION
The study reveals that Junior High School Teachers have a high level of awareness of
Gardner's Multiple Intelligences Theory, particularly in its various forms and applications.
However, there is still a need for further professional development to widen their understanding
on more effective methods for classroom implementation. Data shows that interpersonal activities
are commonly implemented, while activities that address less traditional intelligences, such as
naturalistic, are less applied. This indicates a gap in the diverse application of MI strategies.
Challenges in its implementation were also identified such as lack of time preparation, lack
of instructional resources, large class size, lack of training and lack of support from school
administration. Despite these challenges, respondents strongly believe in the positive impact of MI
strategies on student learning, such as increased engagement, participation and academic
performance.
Overall, the results underscore that while the respondents have a high level of awareness
on MI theory, there is still a need to address existing gaps and challenges in its classroom
implementation.
RECOMMENDATIONS
In light of the findings and conclusions drawn from this study, the following
recommendations are proposed to enhance the awareness and effective application of Multiple
Intelligences (MI) theory among Junior High School teachers:
1. Integrate MI Planning into Teachers’ Workload
To address the challenge in time constraints, as cited by 96% of the respondents, it is
recommended that teachers should be given time within their schedule to plan and collaborate
among their peers to work on MI-based lessons.
2. Secure Diverse Instructional Materials
92% of the respondents reported insufficient resources or materials. Thus, it is
recommended that diverse instructional materials that cater to various intelligences be
prioritized. This can help support different learning needs and styles, especially the less
traditional ones.
3. Implement Strategies Addressing Large Class Size
84% of the respondents identified large class size as a challenge in MI implementation.
Since MI-based instruction requires individualized feedback, various strategies should be
employed to allow for a meaningful interaction such as learning stations, peer-teaching,
collaborative projects or other flexible tasks.
4. Conduct Trainings and Workshops on MI Implementation
Professional Development Programs must be organized and implemented in response to
the 68% of respondents who lack relevant training on MI application. The strategies and plans
designed for each type of intelligence can provide teachers in-depth information in its
classroom implementation.
5. Establish Administrative Support for MI Integration
Concerns on limited support from school administration (48%) and difficulty in curriculum
alignment (28%) can be resolved through collaborative efforts of school administrators,
curriculum developers and teachers. It is recommended to have planning sessions that aim to
integrate MI strategies with existing learning competencies and standards.
Acknowledgment
References
Armstrong, T. (2018). Multiple intelligences in the classroom (4th ed.). ASCD.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Dinapo, D. G. (2020). Teachers’ awareness and utilization of multiple intelligences in classroom
instruction. International Journal of Multidisciplinary Studies in Education, 6(2), 25–35.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
Jang, S., & Park, S. (2019). The effects of multiple intelligences teaching approach on student
learning.
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of
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https://doi.org/10.1016/j.ijer.2019.02.003
Khalil, M. (2020). Application of multiple intelligences theory in teaching: A case study. Journal
of Education and Practice, 11(9), 72–81.
King, F., & Phipps, S. (2022). Exploring teachers' integration of multiple intelligences in
secondary classrooms. Journal of Educational Innovation, 5(2), 33–45.
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and academic performance of junior high school students. Psych Educ, 26(9), 977–993.
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Peñalber, M. D. (2023). The practice of Gardner’s multiple intelligences theory in the classroom.
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Teachers
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Trainers,
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Documentations
The Author
Appendices
Survey Questionnaire
Title: Exploring Junior High School Teachers’ Awareness and Application of Multiple
Intelligences in the Classroom
Section I – Demographic Profile
Please select or fill in the appropriate answer.
1.
Gender:
Male
Female
☐
☐
☐ Prefer not to say
2.
Age:
21–30
31–40
41–50
☐
☐
☐
☐ 51 and above
3.
Subject(s)
☐
☐
☐
☐
☐
☐
☐
☐ Others: ______________
Araling
Taught:
English
Mathematics
Science
Filipino
Panlipunan
MAPEH
ESP
Section II – Awareness of Multiple Intelligences (MI) Theory
Please indicate your level of agreement with the following statements using the scale below:
1 – Strongly Disagree | 2 – Disagree | 3 – Neutral | 4 – Agree | 5 – Strongly Agree
Statement
1 2 3 4 5
1. I am familiar with Howard Gardner’s Theory of Multiple Intelligences.
☐☐☐☐☐
2. I can identify the different types of intelligences proposed by Gardner.
☐☐☐☐☐
3. I have received training related to MI theory.
☐☐☐☐☐
4. I understand how MI can be applied in teaching.
☐☐☐☐☐
5. I believe MI theory is useful in addressing students’ diverse learning ☐ ☐ ☐ ☐ ☐
styles.
Section III – Application of MI Strategies in the Classroom
How
often
do
you
use
the
following
strategies
1 – Never | 2 – Rarely | 3 – Sometimes | 4 – Often | 5 – Always
in
your
teaching?
Strategy
1 2 3 4 5
1. I include group work to engage interpersonal learners.
☐☐☐☐☐
2. I use storytelling or writing tasks to enhance verbal-linguistic intelligence. ☐ ☐ ☐ ☐ ☐
3. I apply problem-solving or logic games for logical-mathematical learners. ☐ ☐ ☐ ☐ ☐
4. I incorporate art or visual aids for visual-spatial learners.
☐☐☐☐☐
5. I use music, rhythm, or songs in my lessons.
☐☐☐☐☐
6. I provide hands-on activities for bodily-kinesthetic learners.
☐☐☐☐☐
7. I allow students to reflect or work independently (intrapersonal).
☐☐☐☐☐
8. I use real-life examples from nature or the environment (naturalistic).
☐☐☐☐☐
9. I include discussions of life’s big questions or purpose (existential).
☐☐☐☐☐
Section IV – Challenges in Applying MI
Which of the following challenges have you encountered? (Check all that apply)
☐
Lack
of
time
for
lesson
☐
Insufficient
resources
or
☐
Large
class
☐
Lack
of
training
or
professional
☐
Limited
support
from
school
☐
Difficulty
aligning
MI
with
the
☐ Other (please specify): ________________
preparation
materials
size
development
administration
curriculum
Section V – Perceived Impact of MI on Student Engagement
Please indicate your level of agreement with the following statements.
1 – Strongly Disagree | 2 – Disagree | 3 – Neutral | 4 – Agree | 5 – Strongly Agree
Statement
1 2 3 4 5
1. MI strategies help students stay more engaged in class.
☐☐☐☐☐
2. Students show increased motivation when lessons cater to their ☐ ☐ ☐ ☐ ☐
intelligence.
3. MI strategies improve student participation.
☐☐☐☐☐
4. Students perform better academically when MI is applied.
☐☐☐☐☐
5. I feel more effective as a teacher when I use MI-based approaches.
☐☐☐☐☐