NOVICE AND EXPERT LEARNERS’ NOTION and MUTIPLE INTELLIGENCES AS DETERMINANTS OF PERFORMANCE IN BASIC CHEMISTRY

Abstract

Poor science performance is prevalent in public schools like Limasawa National High School. To address this issue, this study determined if intelligence type and notion of novice and expert learners have bearing on their performance in chemistry. Intelligence type and notion were gathered through descriptive-survey while chemistry performance was measured through a teacher-made test. Results showed that novice learners’ intelligence type and notion had no significant relationships with their performance while expert learners’ notion and performance showed a significant relationship. Novice learners’ performance therefore does not depend on intelligence types and notion but expert learners’ performance depends on the latter.