Judy Ann B. Beriña

This study explores the implementation of Multiple Intelligence (MI)-based learning strategies in enhancing learner development and academic performance in two private schools in Alaminos, Laguna—Palm Valley Multiple Intelligence School and Marcelino Fule Memorial College. Guided by Howard Gardner’s MI theory, which identifies eight distinct intelligences, the study investigates how MI strategies influence various aspects of learner development such as cognitive, emotional, social, and physical and as well as academic outcomes. Using a descriptive quantitative research design and quota sampling of 300 high school students, the study revealed that MI-based learning strategies have a strong and significant relationship with overall learner development, as indicated by a Pearson correlation coefficient of r = 0.770, p = 0.000. Specific correlations were also found between MI strategies and cognitive (r = 0.649), emotional (r = 0.642), social (r = 0.540), and physical development (r = 0.516). In contrast, the relationship between academic performance and learner development was generally weak, with only social development showing consistent significance. These findings suggest that while academic performance alone does not fully capture student growth, MI-based strategies foster holistic development and create inclusive learning environments that recognize diverse student strengths.