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A Short Clean Simple Thesis Sample
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A Proposal Presented to the Faculty of the Graduate School St. Paul University Philippines
In Partial Fulfillment of the Requirements for the Degree Master of Science in Nursing
by JOSEFA C. TRINIDAD
Title Page TITLE PAGE ………………………………………………………………………………………………………… i ACKNOWLEDGMENT …………………………………………………………………………………………… ii DEDICATION ……………………………………………………………………………………………………… iii TABLE OF CONTENTS ……………………………………………………………………………………… iv Chapter 1 - THE PROBLEM AND REVIEW OF RELATED LITERATURE Background of the Study ………………………………………………………… 1 Review of Related Literature …………………………………………… 2 Theoretical Framework ……………………………………………………………… 24 Statement of the Problem ……………………………………………………… 26 Hypotheses …………………………………………………………………………………………… 30 Significance of the Study …………………………………………………… 32 Scope and Delimitation …………………………………………………………… 33 Definition of Terms …………………………………………………………………… 35 Chapter 2 - METHOD Research Design ……………………………………………………………………………… 36 Sample and Sampling Procedure ………………………………………… 38 Instruments and Other Sources of Data …………………… 40 Data Collection ………………………………………………………………………………… 42 Data Analysis ……………………………………………………………………………………… 45
potential. Intelligent Quotient (IQ) is based solely on the linguistic and logical-mathematical intelligences. The wide endorsement of multiple intelligence theory underscores a growing dissatisfaction with standardized tests that measure a limited number of abilities while altogether ignoring others. It must be noted that IQ tests are not intended to measure intelligence itself but some closely related construct: scholastic aptitude, school achievement, specific abilities and others that are reflective of one’s intelligence. IQ tests can be good predictors of school success, but are not the best predictors of success beyond school. Multiple Intelligence theory pluralizes the concept of intelligence. General intelligence is believed to be a capacity that can be called upon in all situations. It suggests that instead of the application of general intelligence or general cognitive abilities one utilizes one or more of the seven intelligences as needed. It broadens our notion of what is meant to be intelligent. Students should not be judged by what they cannot do, but what they can do. Education should focus on bringing out the individual’s potential. If we recognize this, we will have at least a better chance of dealing appropriately with the many problems we face in the world.
Clearly, IQ tests do not measure the broad range of abilities teachers have observed their students to have in many areas beyond those of a verbal and or mathematical bent. Problem-solving skills, creativity, and divergent thinking, to name a few, seem to be untapped by these tests in a world wherein such skills are valued particularly, in the work place and in higher education. Intelligence tests do not measure all areas of ability. There are more abilities required for various kinds of school and job success. This study aimed to discover an explanation on the relationship of multiple intelligence, career choice and academic performance. Over the years, researchers have stressed on the cognitive factors as predictors of academic performance. But review of the studies suggest that all human intelligences should be recognized and nurtured because the different abilities are needed later in life, that the varied and unique capacities of individuals be properly utilized. This study rests on the premise that the relationship of the variables will unravel findings that can serve as basis in the assessment and future of the students. Review of Related Literature
Recently, J.P. Guilford postulated that no fewer than 120 separate factors, or mental abilities, exist. He greatly expanded that intelligence comprises a number of different components. Howard Gardner has also been dissatisfied with current methods of measuring intelligence. He then proposed a theory which he called Multiple Intelligence. Gardner points out that IQ tests measure only those abilities that are valued in a Western culture, and that other cultures have valued different abilities……… This study provides initial account on whether there exist a relationship on multiple intelligence, career choice and academic performance. The main concept of the study can be clearly illustrated in Figure 1. The paradigm illustrates the variables included in the study. They were correlated to determine whether there exist a significant relationship between and among them. It is focused on the relationship of multiple intelligence and career choice, career choice and academic performance and academic performance and multiple intelligence. It also Multiple Intelligences Career Choice Academic Performance
illustrates whether the number of multiple intelligences of the respondents differ significantly with their career choice and academic performance. Statement of the Problem This study aimed to ascertain whether there exist a significant relationship and difference in the multiple intelligence, career choice and academic performance of the graduating college students of Saint Paul University. Specifically, it sought to answer the following questions:
realization of such will lead the way towards the attainment of academic excellence and professional competence. Faculty Members. It will serve as a baseline data for teachers in the design of a more scholarly classroom activities that are geared towards the development of intellectual factors necessary in the students’ field of specialization. Adequate exposure to such activities will enable the students to develop their potentials to the fullest and eventually become globally competitive. Counselors and Psychometricians. The task of the psychometricians will be made meaningful and significant in the design of its testing program. Psychological tests that emphasize areas of intelligence will be singled-out as a better instrument in guiding students in their choice of career and in the prediction of their academic success. It will also enable the counselors to design sessions geared towards the maximization of the students’ potentials. Furthermore, such information will be a springboard for career and placement counseling. Students. It will serve as a baseline data for a better understanding of themselves and their capabilities. Efforts will be directed towards the cultivation of these potentials and in the intellectual choice of their career.
by teachers, standardized tests or by a combination of both (Chaplin, 1985). In this study, it refers to the General Average (GA) of the respondents during the first semester of the School Year 1999 – 2000. Bodily–Kinesthetic Intelligence. It is the capacity to use the complete body in expressing ideas and feelings (e.g., actor, athlete, dancer, mime), including the facility to use the hands to create or transform things (e.g., artistic painter, mechanic, sculptor, surgeon) (Carvin, 1999). Career. It is the totality of work one does in a lifetime; the sequence of occupations and other life roles which combine to express one’s commitment to work in his or her total pattern of self – development (Isaacson &Brown, 1997). Intelligence. It is the global capacity to think rationally, act purposefully and deal effectively with the environment. Interpersonal Intelligence. It is the capacity to quickly grasp and evaluate the moods, intentions, motivations, and feelings of other people (Carvin, 1999). Intrapersonal Intelligence. It is the capacity to understand oneself and to subsequently act adaptively.
Linguistic Intelligence. It is the capacity to effectively employ words, either orally (e.g., politician, public speaker, storyteller, talk show host) or in writing (e.g., journalist, playwright, poet, editor). Logical – Mathematical Intelligence. It is the capacity to effectively employ numbers (e.g., mathematician, statistician, tax accountant and to reason soundly (e.g., computer programmer, logician, scientist). Musical Intelligence. It is the capacity with musical forms to perceive (e.g., music lover), discriminate and judge (e.g., music, critic), transform (e.g., composer), and express (instrument player/performer). Spatial Intelligence. It is the capacity to perceive the visual – spatial world accurately (e.g., guide, hunter, scout) and to perform transformations upon those perceptions. Chapter 2 METHOD
respondents. It is composed of 35 statements which expresses characteristics of a person. The respondents were asked to write “T” if the statement is true for them for most part and “F” if it is not. If the statement is sometimes true or sometimes false for them, they were asked to leave it blank. It was scored by encircling each item they marked as “True”. Each “True” answer was added and a total of four in any of the categories indicates strong ability. Career Choice. It includes the respondent’s chosen course since their first year to fourth or fifth year stay in the University. Individual Student Record. Students’ Grade Point Average (GPA) in their first year to fourth or fifth year served as index of academic performance. GPA was computed by taking the sum of the grades of each respondent in all subjects divided by the number of units taken. An arbitrary scale was made too for the classification of their grades. The scales are: 93% and above for excellent, 87% to 92% for very good, 81% to 86% for good, 75% to 80% for fair and 74% and below for poor. The scales were based from the grading system of the school.
Data Collection The researcher conducted a survey on the number of graduating college students from the different colleges of the university. Having identified the respondents for the study, the questionnaire on Multiple Intelligence was given to them during their free time at the Guidance Center. Their schedule was taken from the secretary of each department. The questionnaire was scored, tallied and summarized by the researcher and was statistically treated. Grades of the students were taken from their academic records available at the Registrar’s Office of the University. The researcher computed for their Grade Point Averages (GPA). A master list of the students’ GPA’s was also prepared for statistical treatment. Data Analysis The data gathered from the respondents were analyzed through the use of the following statistical treatment. For problems number 1 and 2, the frequency and frequency percentage were used to provide the profile of the respondents in terms of multiple intelligence, career choice and academic performance.
