Multiple Intelligences in Relation to the Academic Performance of Humanities and Social Sciences 12 Students f the Balayan Senior High School
Keywords:
multiple intelligences, interpersonal, intrapersonal, verbal, musicalAbstract
INTRODUCTION
The different types of Multiple Intelligences are not recognized by some of the students in Balayan Senior High School. They are not even aware of what really it is all about and what those specific intelligence that go under it are. Every student possesses different kinds of multiple intelligences but only a small portion of those students was able to recognize the kind of multiple intelligence they have. This is the reason why the researchers came up with determining the dominant multiple intelligences existent in students, the multiple intelligences that contribute to their academic performance and the relationship between the multiple intelligences and the academic performance of Humanities and Social Sciences 12 Students.
METHODS
This study is a quantitative research which is a descriptive correlational study. Twenty (20) selected Grade 12 Students of Humanities and Social Sciences Strand served as the respondents of this study. The data gathering instrument used is the survey questionnaire focused on assessing the multiple intelligences of the participants.
RESULTS
When it comes to data obtained, the dominant multiple intelligences are the Intrapersonal Intelligence having the highest average weighted mean which is 3. 97, the Musical Intelligence which is 3. 84 and the Verbal-Linguistic Intelligence which is 3. 78. The multiple intelligences that contribute to the academic performance of students are the Interpersonal Intelligence with the highest average weighted mean which is 3. 88, the Verbal-linguistic Intelligence with 3. 60 and the Intrapersonal Intelligence with 3. 51.
DISCUSSIONS
The results explained that interpersonal, verbal-linguistics and intrapersonal intelligence are the highest contributing factor to the academic performance of a student. It can be drawn that teachers should assess the intelligence one possesses in order to implore various strategies towards improvement in their academic performance.
