Self-Esteem and Multiple Intelligences of Students With Dyslexia

This study was based on the theory that the academic performance of the students is dependent or influenced by various factors such as their self-esteem and multiple intelligences. This study was anchored on the theory of West in 1997 explaining the brain hemispheric dominance of each person, by Gardner i 1993 in his MI theory, by Armstrong in his MI theory too, by Levine in 2002, by Lazear in 1993, by Shaw in 1994 and by Pollock, Waller and Pollit in 1994.The multiple intelligences includes the linguistics, logical -mathematical, bodily kinesthetics, musical, interpersonal, intrapersonal, spatial and naturist intelligences. The study hypothesized that there is a significant relationship among self-esteem,  kk-leap   multiple intelligences and academic performance of first year students at risk with dyslexia at Gingoog City Comprehensive National High School Gingoog City for school year 2007-2008. The method used was descriptive survey.

This study was conducted at Gingoog City Comprehensive National High School, Gingoog City. The respondents were the twenty nine ( 29 ) students and twenty three ( 23 ) were males while the six ( 6 ) were females who were identified at risk with dyslexia. The three ( 3 ) sets of questionnaires were administered to gather the needed data like the test on Identifying Adult and Students with Dyslexia, Barksdale Self -Esteem Evaluation (SEI ) and Multiple Intelligence Development Series ( MIDAS ). The statistical tools used were the percentage, frequency, mean, standard deviation, and multiple regression analysis.

The findings reveals that there was a dominance among males with low self-esteem because more males were identified with dyslexia. Besides, females could handle their difficulties by being studious, diligent, obedient, patient and by trying hard in the midst of their difficulties.

The findings further reveal that majority of the respondents showed signs of mild dyslexia. Twenty ( 20 ) of 69% of the students were lack of self-esteem. Nine ( 9) or 31 % were males who suffered serious handicapped. However none among respondents had linguistic intelligence. This is understandable because of their difficulty in reading as what expert said that learning disability students affects language processing ( Wadlington, 2005 ).

It was found that the said respondents possessed different types of intelligences. Ten ( 10 ) or 34.5 percent of the students had intrapersonal skills, the ( 10 ) or 34.5 percent with interpersonal skills and musical skills too, four ( 4 ) or 13.8 percent had logical skill, and spatial skill and only one ( 10 or 3.4 percent had naturalist intelligence.

The mean of the academic performance level of the students was 75.93 percent. This shows poor result of their academic subjects. There is no significant relationship among self-esteem, multiple intelligences and academic performance.

Susan T. Aparejo, is a Ph.D. graduate at Capitol University, Cagayan de Oro City. She is a master teacher in English and adviser of SPED class for Learning Disability, Self-contained in this city.

How about entertaining your guest creatively with an ancient tea ritual. With its roots in Buddhism, Japanese tea ceremony involves far more than a tea party among friends. It is instead closer to a spiritual experience. The host strives to create the perfect atmosphere for his or her guests, called “wa-kei-sei-jaku” in Japanese, or “Harmony, Reverence, Purity, and Tranquility”. Therefore, the host must give extreme care to all details – the surrounding gardens, the paper walls of the teahouse, the stepping stone path leading to the tearoom, and of course, the tea set itself. On our own side of the pond, we may not have the Zen rock gardens or paper wall panels, but that doesn’t mean we can’t appreciate the details of a beautiful tea ceremony. Since tea gained prominence in Japanese society and the mores of this tea ceremony tradition developed, artists strove to perfect the tea set, and so all over Japan, different localities have developed their own unique styles of teapots – different colors and designs, unusual handles, and distinctive embellishments have become trademarks of different regions. Whatever your taste, Japanese artists have created a nearly endless variety of tea set styles to choose from.

Like Japanese tea sets, the primary focus of Japanese tea ceremony is beauty. Guests and host alike sip their tea while commenting on the beauty of the season. Tea ceremony is often accompanied by admiring flower blossoms or other seasonal fauna. A purist holding a Japanese tea ceremony will invite his or her guests to a space free from distractions, where all can sit and appreciate nature’s beauty, so the ceremony may be held outdoors in the garden, or a dining room adorned with fresh flower arrangements and floral prints. The table can also include pieces of seasonal foliage, but most importantly, the most attractive side of the teacup must face the inside of the table. Hosts often customize their table settings, picking specific teacups for particular guests.

 

Leave a Reply

Your email address will not be published. Required fields are marked *