The multiple intelligences of the High School Students of a college as basis for the selection of appropriate teaching strategies in mathematics

Understanding students’ multiple intelligences is crucial in designing effective teaching strategies that cater to diverse learning needs, particularly in Mathematics. However, there is limited research on how multiple intelligences influence the selection of instructional methods in this subject. This study investigated the multiple intelligences of high school students at Saint Ferdinand College and their implications for selecting appropriate teaching strategies in Mathematics. Utilizing a descriptive correlational research design, data were gathered from 455 randomly selected students across two campuses. The study employed the Multiple Intelligence Test based on Gardner’s MI Model, a teaching-style analysis questionnaire, and students' academic records. Statistical tools such as percentage and frequency counts, weighted mean, chi-square, and ANOVA F-test were used for analysis. Findings revealed that students exhibited diverse intelligences, with musical and bodily-kinesthetic intelligences being the most prominent. The study suggests integrating auditory and physical activities into mathematics instruction to enhance student engagement and learning outcomes. It recommends teacher training on multiple intelligences, incorporating music in lessons, and conducting further research on the interplay between learning styles, teaching strategies, and academic performance.