Multiple Intelligences and their Relationship with Academic Engagement of Secondary School Students

Abstract

Background: This research paper explores the relationship between multiple intelligences and academic engagement among secondary school students. Utilizing Gardner’s Multiple Intelligences Theory, the study identifies the predominant intelligences in students and examines how these intelligences correlate with levels of academic engagement. Material and method: Data was collected through descriptive survey method. The total sample used in the present study was 140 students (68 boys and 72 girls). Proportionate random sampling technique was used to select the sample size for the present study. Data were collected by using two standardized scale. Statistical techniques used: Mean, Percentage analyses, t- test, Pearson correlation has been used in this study. Result: Results indicated that linguistic intelligence and intrapersonal intelligence had a moderate correlation with academic engagement. Interpersonal and spatial intelligence also showed a significant positive relationship with academic engagement. On the other hand, logical- mathematical and bodily-kinesthetic intelligences were less correlated with academic engagement. Conclusion: The findings suggest significant links between certain types of intelligences, such as linguistic and intrapersonal, and higher engagement levels in academic activities. The results highlight the importance of recognizing and nurturing diverse intelligences to enhance student engagement and educational outcomes.