Students' Multiple Intelligences and Teachers' Teaching Styles in Kalangyawon National High School

Abstract This study explores the application of Howard Gardner’s Theory of Multiple Intelligence and Teaching Styles in Kalangyawon National High School for the School Year 2024-2025. The research aims to identify the relationship between multiple intelligence among students and teaching styles of the teachers utilizing a Quantitative Correlational Method. The data revealed that students’ intelligence indicates their preferences for nature-related activities, musical skills, reasoning abilities, existential interests, interpersonal skills, kinesthetic abilities, verbal-linguistic abilities, intrapersonal abilities, and visual-spatial abilities. Naturalistic Intelligence, with the overall weighted mean of 3.76, indicates a preference for nature and environmental activities, while Musical Intelligence with the overall weighted mean of 2.90, indicates a moderate inclination towards sound patterns. Intrapersonal Intelligence indicates limited self-awareness. The study scores teachers' commitment to improving teaching methods, resource availability, personal development, impact of teaching on holistic development, and student engagement. Teachers are actively pursuing self-improvement and career development, with interactive teaching methods ensuring student engagement. The correlation between Multiple Intelligence and Teaching Styles confirms a moderate positive correlation between Multiple Intelligence and Teaching Styles with the r-value of 0.593 and a p-value of 0.292 that leads to the rejection of the null hypothesis and confirming a meaningful relationship between the two variables, indicating that the teaching approaches significantly impact the development and expression of students' multiple intelligence. It is recommended that the teachers from Kalangyawon National High School should incorporate activities catering to diverse intelligence to engage all students effectively. Additionally, enhancing technology integration in the classroom can provide students with more dynamic learning experiences. Furthermore, ensuring the availability of necessary resources will support the holistic growth and development of students. Keywords: Multiple Intelligence, Teaching Styles, Mixed-Correlational Method, Kalangyawon National High School, Carcar City Division