Multiple Intelligences, Critical Thinking Skills, and Academic Performance of Students in Mathematics

Abstract

This quantitative descriptive-correlational study examined the relationships among multiple intelligences, critical thinking skills, and academic performance in Mathematics among Grade 9 students at a private institution in Negros Occidental. Guided by the Theory of Multiple Intelligences and a critical thinking framework, the research utilized an adopted Multiple Intelligence Inventory, a critical thinking skills questionnaire, and students' Mathematics grades to gather data. The respondents were Grade 9 students who had previously completed the Multiple Intelligence Inventory. Descriptive statistics revealed varied intelligence profiles, generally high critical thinking skills, and satisfactory academic performance in Mathematics among the students. However, correlational tests indicated no statistically significant relationships between the independent variables (multiple intelligences and critical thinking skills) and academic performance. These findings suggest that Mathematics achievement may be influenced by a complex interplay of cognitive, instructional, learner-related, and environmental factors, rather than solely by multiple intelligences or critical thinking skills. The study offers insights for educators to develop more diverse and responsive Mathematics learning experiences and encourages further research into the multifaceted factors contributing to students' academic success.