The study investigated the relationship between multiple intelligences and academic performance of 80 fourth year students at Makiling National High School. Students completed a multiple intelligences inventory and academic performance was measured using first grading grades. Results found the students' multiple intelligences to be slightly correlated with academic performance. It is recommended teachers incorporate learning styles related to different intelligences. Knowing students' intelligence profiles can help teachers tailor instruction to strengths and improve academic achievement.

3. The present study investigated the relationship of
Multiple Intelligence to the Academic Performance of the
first two sections of the fourth year high school students
of Makiling National High School. The researchers used
the Multiple Intelligences Inventory by Walter McKenzie.
The first grading grades were used as a measure of
academic performance. A total of 80 students were
selected as sample of this study. Results of the study
revealed that Multiple Intelligence is slightly correlated to
the academic performance. Since the Multiple
Intelligences correlate to the Academic Performance, it is
recommended that teachers, whenever possible, must
incorporate in their teaching strategies specific methods
that are reflective of visual, auditory, tactile, and
kinesthetic styles of learning. Students must also provide
contribution as to their preferred learning style in
designing the syllabus to be used by the teacher in the
course.

4. Introduction

5. From birth, all human beings have different abilities and every child
has unique properties. How children perceive themselves and their
educational experiences establish their self concept and also prior to the
development of self-efficiency. Until 1940s, as Rogers stated that children
are meritorious because of their inner potentials, creativity, power to
learn, ability to learn languages, potential to use brain (Akboy, 2004;
Akboy & Ikiz, 2007).
A successful transition from childhood to adolescence partially
depends upon the academic preparation and the motivation of student as
well as the school’s effectiveness in helping the student acquire life survival
skills. Do the schools use testing, orientation and advising programs to
help them take full advantage of the environmental and personal resources
necessary for their success? Since every individual has unique set of
experiences, a variety of responses to any given stimulus is possible.
Learning is essentially an active process that the attention, curiosity and
interest of the perceiver often increase. Therefore, provision for individual
differences in learning is crucial (Fraenkel, 1994). The special academic
and personal characteristics of students and how these characteristics
affect their success have to be taken into consideration.

6. In his theory of multiple intelligences, Gardner (1999) argued that
certain intelligences were valued in the schools while others were not.
Gardner (1983) claims that intelligence is comprised of multiple modules or
types, which are largely independent and functionally separate from each
other. To briefly describe these intelligences (Barnard & Olivarez, 2007):
Linguistic intelligence generally refers to sensitivity to spoken and written
language, the ability to learn languages, and the capacity to use language to
accomplish certain goals. Bodily-kinesthetic intelligence involves the
potential to use one’s whole body or parts of the body. Musical intelligence is
self-explanatory and consists of skill in the performance, composition and
appreciation of music. Intrapersonal intelligence consists of the capacity to
understand oneself, to appreciate one’s feelings, fears and motivations.
Logical–mathematical intelligence entails the capacity to analyze problems
logically, carry out mathematical operations and investigate issues.
Interpersonal intelligence entails the capacity to understand the
intentions, motivations and desires of other people. Spatial intelligence
refers to the potential to recognize and use patterns. Naturalistic intelligence
refers to the capacity to recognize, categorize and draw upon certain features
of the environment. The inclusion of spiritual, existentialist and moral
intelligence types creates some problems because person’s spirituality is
privileged to the privacy of the human mind and not visible.

7. Out of these eight multiple intelligences, Gardner (1999)
proposed that linguistic and logical-mathematical intelligences
are the “coin of the realm”, having traditionally dominated
intelligence testing and are the ones that have typically been
valued in school. Recognizing that students have different
strengths and providing activities to accommodate those
strengths while bridging to the weaker areas is at the heart of
diversified instruction based on multiple intelligences theory
(Barnard & Olivarez, 2007). Students are not merely receivers
of the given information; they should be encouraged to
construct meaning for themselves. Since, teachers should move
from the role of dispensers of knowledge into the role of
facilitators of learning (Gullatt, 2008). Therefore during
assessment procedure, intelligence types, creativity, problem
solving and wisdom should be taken into consideration.

8. As Gullatt (2008) indicates, scientists have found that most
thought occurs on a level well below conscious control and awareness
that involves processing of a continual stream of sensory information;
abstract thought is represented through metaphors that are
associated with physical experiences and emotions; physical
sensation and emotions are integral to thought and learning. Thus
without sensation and emotion logic may not be possible for some
researchers. It is supported that the arts may be used as a means of
making meaning of what is learned as well as to synthesize what had
been thought in schools (Gullatt 2008; Eisner, 1998; Aprill, 2001), arts
subjects are great potential partners in academic learning, arts have
impact upon numerous social and cognitive dimensions across many
academic disciplines (Gouzouasis et al., 2007). It is explained that
there is a relationship between spatial and logical mathematical
intelligences, as Gullatt (2008) indicates, as well as a strong
relationship between spatial and musical intelligences, besides the
literature. It is emphasized that a.) in order to make literature
meaningful, students must be given aesthetic opportunities; their
comprehension of text was increased and motivation for reading was
enhanced; b.) the more intelligences students were required to use for
learning, the deeper their understanding of the content presented.

9. The secondary level clearly brings unique challenges for
student’s learning and adjustment, associated with the major
psychological, social and biological changes that impact them
(Munoz, Ross & McDonald, 2007). The researchers support the
belief that knowledge can be gained in more than one way; as the
ability to learn is derived from multiple resources
(Gullatt, 2008). The estimates of intelligence have become a key
issue in educational assessment. It shows the educational
attainment levels of nations. In our society, a problem with
teaching and assessing more broadly is that the kinds of
standardized assessments we currently use are quite narrow
(Sternberg, 2008). Elementary and secondary school curriculum
is changed through the effects of multiple intelligences theory
and constructivism. Therefore it has to be determined whether
the present assessment results in the first grading grades of
students are in relation with their intelligence type and the other
variables affect them. Indeed, it is suggested that future research
should examine the relationship between school valued
intelligences and academic achievement scores through their
first grading grades (Barnard & Olivarez, 2007). The purpose of
this study is to determine the relationship of academic
achievement with multiple intelligence profile of students.

10. Profiling of the students’ multiple intelligences serves
as basis in knowing more of the students’ characteristics.
Teachers should be aware of the student’s characteristics to
serves as basis for the method and strategy to be used in
delivering classroom instruction. Multiple intelligences
profiling is a significant approach towards knowing
personally the students capability to succeed in the field of
profession they are preparing through tertiary education.
Thus, determining students' multiple intelligences profiles
can increase teachers' understanding of their cognitive
abilities and eventually help them to succeed (Burke 1998).
Result of this study contributes awareness to the self
knowledge and self efficacy of the students as well as to
develop suggestions for programs to enhance their
academic achievement levels and to be a reference for
further studies.

11. 1. What is meant by Multiple Intelligences?
2. What is meant by Academic Performances?
3. What are the Multiple Intelligences of the first two sections of the Fourth
Year students at Makiling National High School; School Year 2012-2013?
4. What is the importance of knowing the Multiple Intelligences of these
students?
5. Is there any relationship between Multiple Intelligences to their Academic
Performances?
6. What is the relationship between Multiple Intelligences and Academic
Performances of the students?
7. What is the level of their academic performances as regards their Multiple
Intelligences is concern?

12. Generally, this study aims to know the Multiple
Intelligences Profile of Selected Fourth Year Students in
Makiling National High School, Makiling, Calamba
City, School Year 2012-2013 and Its Relevance to Their
Academic Performances: A Survey.

13. Specifically, this study seeks to:
1. give the meaning Multiple Intelligences
2. define Academic Performances
3. find out the Multiple Intelligences of the first two sections of the
students at Makiling National High School, School Year 2012-
2013
4. cite the importance of knowing the Multiple Intelligences of these
students
5. determine the relationship between Multiple Intelligences to their
Academic Performances
6. state the relationship between Multiple Intelligences and Academic
Performances of the students
7. identify the level of their academic performances as regards their
Multiple Intelligence is concern

14. This study is limited to the Multiple Intelligences
Profile of Selected Fourth Year Students at Makiling
National High School, Makiling, Calamba City, School
Year 2012-2013 and Its Relationship to Their Academic
Performance: A Survey

15. This study, Multiple Intelligences Profile of Selected
Fourth Year Students at Makiling National High
School, Makiling, Calamba City, School Year 2012-2013
and Its Relationship to Their Academic Performance: A
Survey, as a requirement is significant to the following:
1. Students- to let them know their Multiple Intelligence
and to become aware of their strengths and weaknesses.
2. Instructors- to have an idea on how they can enhance
their students of different intelligences.
3. University- to be able to provide activities that will
improve the Multiple Intelligences of the students.
4. Future Researchers- to provide information for their
researches.

16.  Multiple Intelligences – pluralized way of understanding intellect.
 Multiple Intelligences Profile – personal intelligence profile that is consist of
combinations of different intelligence types.
 Academic Performance – refers to how students deal with their studies and
how they cope with or accomplish different task given to them.
 Relationship – the way in which two or more concepts, objects, or people
are connected, or the state of being connected.
 Makiling National High School – is a public national high school located in
Makiling, Calamba City.
 Fourth Year Students – pertaining to the students in the fourth and final year.
 Survey – a general view, examination or description of someone or
something.
 Pearson Coefficient Correlation – is a measure of correlation between two
variables (x and y), giving a value between +1 and -1 inclusive. It is used in
the sciences as a measure of the strength of linear dependence between two
variables.

17. Research Design and Methodology

18. The researchers used the descriptive method.
According to Calmorin (1995), descriptive method
focuses at the present condition. The purpose is to find
new truth. This approach to problem-solving seeks to
answer questions to the real facts relating to existing
condition. This is a technique of a quantitative description
which determines the prevailing conditions in a group of
cases chosen for this study. This method is employed to
obtain information regarding the relationship of Multiple
Intelligences to the Academic Performances of the first
two sections of the fourth year students at Makiling
National High School, Makiling, Calamba City School
Year 2012-2013.

19. The questionnaires and evaluation of the learning
outcomes of the students were the instrument used to
gather the needed data. In its preparation, the researchers
read and studied standard criteria and consulted
knowledgeable authorities in the formation of
questionnaires.
With the cooperation of the guidance councilor of the
school, the researchers were able to get hold of the
evaluation of the learning outcomes of their students.
Then the researchers proceeded to their research.

20. The respondents of this study were composed of the
students from the first two sections, namely; Section
Einstein and Section Sampaguita. They were chosen
because they can understand the questionnaires very well
about Multiple Intelligence. Their maturity was also
considered.

21. The researchers made use of purposive sampling
method. Purposive sampling method is based on the
certain criteria laid down by the researchers. It is
utilized in this study to meet the purposes and to have
homogeneity.

22. The researchers prepared the questionnaires which
were validated by their research team
leader/adviser, language editor, and the guidance councilor
of the school. They constructed their questionnaires based
from the unpublished theses and from the internet and
then passed it to the team leader/adviser. Their team
leader/adviser made some clarifications and corrections on
the questionnaires. After that, they have made revisions
based from the suggestions by their team leader/adviser.
Finally, their team leader/adviser validated the
questionnaires and later on gave the approval for the
distribution. Then the researchers proceed to their survey.

23. The research was conducted at Makiling National
High School, Makiling Calamba City.

24. Letter-requesting permission to administer the
questionnaires was forwarded to the guidance councilor.
The guidance councilor allowed the researchers to
disseminate questionnaires to the respondents. They were
given an hour to conduct their survey. They form a single
group out of the two sections and were able to forward
questionnaires. After half an hour, the respondents were
able to answer all the questions and the researchers
collected the questionnaires. The responses were
verified, tallied, and tabulated to reveal the detailed
presentation of the data gathered. Survey questionnaires
were used as the primary instrument supported by
information gathered from references and other sources
were used as secondary instrument.

25. 1. Sample Percentage
This technique is used to determine the proportion of
the total number of respondents to the number of
respondents to each section. In particular, it is used to
analyze specific items in the profile of the respondents.
P=f/n X 100
where:
 p= percentage
 f= frequency
 n=number of respondents

26. 2. Percentage of GWA in first grading
__
X = ∑x / n
where:
__
X = percent of the GWA in first grading
x= grade in first grading
n= total number of respondents

27. 3. Correlation
This formula is used to find the relationship between
Multiple Intelligence and Academic Performance.
r= ∑xy/√(∑x2)(∑y2)
where:
x= percentage of the Intelligence of the respondents
y= General Weighted Average of the respondents per subject

28. 4. The researchers made use of this key to identify the
Multiple Intelligence of the respondents:
 Section 1 – This reflects Naturalist strength
 Section 2 – This suggests Musical strength
 Section 3 – This indicates Logical strength
 Section 4 – This illustrates Existential strength
 Section 5 – This shows Interpersonal strength
 Section 6 – This tells Kinesthetic strength
 Section 7 – This indicates Verbal strength
 Section 8 – This reflects Intrapersonal strength
 Section 9 – This suggests Visual strength

29. General Weighted Average
93-98
87-92
81-86
75-80
69-74
Verbal Interpretation
Excellent
Good
Fair
Passing
Failed
5. To evaluate and analyze the level of Academic
Performance of the respondents, the following scale was
used.

30. 1. Demographic Profile of Student Respondents
According to
Age
Frequency Percentage
15-17 74 92.5%
18-20 6 7.5%
TOTAL 80 100%
92.50%
7.50%
Ages
15-17
18-20

31. 2. Demographic Profile- According to Gender
According to
Gender
Frequency Percentage
Female 46 57.5%
Male 34 42.5%
TOTAL 80 100%
57.50%
42.50%
Gender
Female
Male

32. 3. Multiple Intelligences Profile of the First Two Sections
of the Fourth Year Students of Makiling National High
School
0%
10%
20%
30%
40%
50%
60%
46% 54% 47%
59% 52% 58% 54% 54% 51%
Multiple Intelligence

33. 4. Level of Academic Performance of the First Two
Sections of the Fourth Year Students of Makiling
National High School- According to General Weighted
Average
Level of
Academic
Performance
Frequency Percentage
Excellent 1 1.25%
Good 52 65%
Fair 23 28.75%
Passing 2 2.5%
Failed 2 2.5%
TOTAL N=80 100%
1.25%
65%
28.75%
2.50%
2.50%
General Weighted Average
Excellent
Good
Fair
Passing
Failed

34. 5. Level of Academic Performance of the Fourth Year
Students of Makiling National High School – According
to Average Academic Performance
Subject Lowest Grade Highest Grade Mean
English 75 92 84.74
Mathematics 74 97 87.04
Science 75 95 85.76
Filipino 83 97 90.33
Makabayan 78 94 89
AVERAGE 77 95 87.37
75
74
75
83
78
92
97
95
97
94
84.74
87.04
85.76
90.33
89
0 20 40 60 80 100 120
English
Mathematics
Science
Filipino
Makabayan
Mean
Highest
Lowest

35. 6. Pearson Coefficient Correlation
Average of Grades
(x)
Percentage of
Intelligence (y)
r= ∑xy /
√(∑x2)(∑y2)
Verbal
Interpretation
90 58
.19 Slightly
Correlated
85 54
87 47
86 46
82.5 59

36. Summary of Findings

37. Based from the data gathered, the following were
found out that:
 The age of the respondents’ ages 15-17 has the
frequency of 74 or 92.5% and ages 18-20 with 6 or 7.5%.
It appeared that 15-17 has the greatest number of
respondents. It could be assumed that on the process
of administering survey question, it showed that the
number of respondents ages 15-17 is dominant

38.  Female gender has a frequency of 46 or 52.5%, male
gender has 34 or 47.5%. It reflected that female gender
has the greatest number of respondents. It could be
interpreted that on the process of administering the
survey question, it showed that the number of female
respondents is dominant.
 Among the overall multiple intelligences of the
respondents, existential ranked number 1 with 59%;
intrapersonal ranked number 2 with 58%; bodily-
kinesthetic, musical, and verbal ranked number 3 with
54%; visual ranked number 4 with 51%; logical-
mathematical ranked 5 with 47%; and naturalist
ranked the least with 46%.

39.  The findings revealed that majority of the students are
fair to excellent performers. 28.75% are fair
performers, 2.5% obtained a passing rate, 65% are
good performers, 1.25% are excellent performers while
another 2.5% obtained failing grades.
 The findings further revealed that the respondents
obtained an average academic performance of 84.74 in
English, 87.04 in Mathematics, 85.76 in Science, 90.33
in Filipino, and 89 in Makabayan. The highest grade
obtained was 92 for English, 97 for Mathematics, 95
for Science, 97 for Filipino, and 94 for Makabayan
while the lowest grades obtained by respondents are
75, 74, 75, 83, and 78, respectively.

40.  The obtained r-value is 0.19 which is interpreted as
slightly correlation. It shows that there is a slight
relationship that exists between the academic
performance and the multiple intelligences of the
respondents. The academic performance level is in
some way accounted for the multiple intelligences of
the students.

41. Suggestions and Recommendations

42. Based from the findings of this study, the researchers
suggested that:
 Parents should see the value of the MI approach in
education and educators should help them
understand how MI can help their children to be
successful.
 Teachers of the high school department should attend
seminars on Multiple Intelligence.

43.  Teachers need to help administrators understand that
students will perform better on any measure
particularly those students for whom success in school
is elusive, the kinds of students who typically fare
poorly on a standardized test – by creating a rich,
nurturing, and stimulating school environment filled
with interesting materials, activities and books, which
lays foundation for brighter students.
 Teacher Improvement Program should be
implemented and evaluated at the end of every
grading.

44. Based on the findings, the researchers
recommend to enhance the course syllabi to include
teaching methodologies that utilizes multiple
intelligences, develop multiple-intelligences-based
curriculum, develop instructional materials that
focuses on multiple intelligences.
The researchers also recommend conducting
further studies on the effect of multiple intelligences
on the academic performance of the students in other
schools and conducting a study on the predictive value
of multiple intelligences to get a high academic
performance.