Relationship between multiple intelligences and academic achievement of grade six pupils in Northern Luzon Mission

Abstract

The study explored the relationship of multiple intelligences to the academic achievement of grade six pupils in Northern Luzon Mission. The theory developed by Howard Gardner was the basis of the theoretical concept.

Data were obtained from 310 pupils who were enrolled for the SY 2001-02 in the 24 church schools operated and supervised under the Northern Luzon Mission. This comprised 61.5% of the total population of 504 pupiis in 44 schools.

Participants responded to the Multiple Intelligences Questionnaire (MIQ), a self-construct instrument, which was personally administered by the researcher. It contains 70 items with 10 questions each representing the seven intelligences namely: verbal-linguistic, Iogical- mathematical, bodily-kinesthetic, musical, visual-spatiaI, intrapersonal and interpersonal.

The statistical analyses of the study employed rnean, frequency, percentage, multiple regression and chi-square. Major findings in the study led to the following conclusions: The most dominant intelligences of the grade six pupils were logical-mathematical, musical, bodily- kinesthetic, and intrapersonal. The academic achievement level was 84.09%, which is average in the grading standard of the Mission.

The study also found that logical-mathematical and intrapersonal intelligences were related to the academic achievement with a contribution of 9.25%. The other five intelligences, namely: verbal-linguistic, visual-spatial, musical, bodily-kinesthetic, and interpersonal did not have significant relationships to academic achievement-

Gender among the grade slx pupils does not confine one to a certain specific intelligence. The study found that male and female participants in the study did not have significant correlations in their multiple intelligences.