Self-Esteem and Multiple Intelligences of Students With Dyslexia

This study is based on the theory that students' academic performance is dependent on or influenced by factors such as their self-esteem and intelligence. This study is based on Western theory in 1997 explaining the dominance of everyone's hemispheric brain, by Gardner i 1993 in MI theory, by Armstrong in his MI theory, by Levine in 2002, by Lazear in 1993, by Shaw in 1994 and by Pollock , Waller and Pollit in 1994. Multiple intelligence includes linguistics, logic-mathematics, body kinesthetics, music, interpersonal, intrapersonal, spatial and naturist intelligence. This study confirms that there is a significant relationship between self-esteem, dual intelligence and academic achievement of first-year students with dementia at Gingoog City Gingoog City Comprehensive High School for the 2007-2008 school year. The method used is descriptive survey.

This study was conducted at Gingoog Comprehensive National High School, Gingoog City. The respondents were twenty-nine (29) students and twenty-three (23) men while six (6) women were identified as at risk for dyslexia. Three (3) sets of questionnaires were administered to collect the required data such as Adult and Student with Disorders, Bunsdale Self-Assessment (SEI) and Multidisciplinary Intelligence Development Series (MIDAS). The statistical tools used were percentage, frequency, mean, standard deviation, and multiple regression analysis.

The findings reveal that there is a dominance among men with low self-esteem as more men are identified with dyslexia. In addition, women can overcome their difficulties by being diligent, diligent, submissive, patient and hard working in their difficulties.

The results showed that the majority of respondents showed signs of mild dyslexia. Twenty (20) out of 69% of students have no self-esteem. Nine (9) or 31% were men with serious disability. However none of the respondents had linguistic intelligence. This is understood because of the difficulty in reading as experts say that students with learning disabilities influence language processing (Wadlington, 2005).

It is understood that the respondents have a wide range of intelligence. Ten (10) or 34.5 percent of students had intrapersonal skills, 10 or 34.5 percent had interpersonal and musical skills, four (4) or 13.8 percent had logical skills, and spatial skills and only one (10 or 3.4 percent had naturalist intelligence).

The average level of student academic achievement is 75.93 percent. It shows poor results from their academic subjects. There was no significant relationship between self-esteem, dual intelligence and academic achievement.

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