ABSTRACT
This descriptive correlational research study aimed to investigate the correlation between the Mathematics performance and multiple intelligences of the Grade 10 students in Lian Institute School Year 2022-2023 and design a regression equation model for critical analysis of their relationship. A total of one hundred fifty-eight (158) Grade 10 students were the sample respondents. Their final grades in Mathematics completed in Grade 9 School Year 2021-2022 were collected as their Mathematics performance. To measure the extent of the level of their multiple intelligences, they were requested to do self-evaluation using the M.I. Test which was the main research instrument.
The results revealed that most of the respondents have a Satisfactory and Outstanding Mathematics performances with grades of 81-84 and 90-97, respectively. Moreover, they perceived to have a great extent of all the intelligence types wherein existential intelligence was the most dominant and verbal-linguistic intelligence was the least. Using Pearson r, it was learned that there is a significant relationship between the grades and each of the nine (9) multiple intelligences of the respondents supported by p-values of 0.000, thus, rejecting the null hypothesis. The computed r-values also identified a positive correlation between them. The regression analysis showed that each intelligence profile had an impact on the Mathematics performance wherein naturalistic intelligence was the most significant factor. The findings implied that multiple intelligences influenced the mathematics performance. It was recommended to determine the multiple intelligences of the students and use this as a basis for instructional planning. The regression equation model should also be utilized as a guide in strengthening the Mathematics performance of the Grade 10 students in Lian Institute. Further studies were encouraged to explore the impact of naturalistic intelligence in learning Mathematics.
Keywords: M.I. Test, Mathematics performance, multiple intelligences