A Study on Multiple Intelligences and its Relationship to the Academic Achievement of Grade V Pupils in Selected Public Schools in the Division of Olongapo City Academic Year 2012-2013.

This study explores the relationship between multiple intelligences and academic achievement among grade five pupils in selected public schools in Olongapo City, Philippines. Grounded in Howard Gardner's Theory of Multiple Intelligences, the research examines the profile of 321 respondents, including age, gender, parents' educational attainment and occupation, and family monthly income. The study describes the students' multiple intelligences across nine dimensions: naturalistic, linguistic, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, logicalmathematical, and existential. Additionally, it assesses the academic performance of the pupils as reflected in their general point average grades. Employing a descriptive survey method, the research utilizes a questionnaire composed of demographic information and McKenzie's (1999) Multiple Intelligences Survey. Data analysis involves various statistical tools, including frequency counts, percentages, weighted means, t-tests, Analysis of Variance (ANOVA), and Pearson Product Moment Correlation Coefficient. Results indicate that respondents predominantly possess Naturalistic, Musical, Verbal, and Interpersonal intelligences. Surprisingly, no significant differences were observed in the perception of multiple intelligences when grouped according to profile variables such as age, sex, parents' educational attainment and occupation, and family monthly income. A slight negative correlation (r = -0.213, p < 0.01) was found between academic performance and multiple intelligence, suggesting that as multiple intelligence scores increase, there is a slight decrease in academic performance. The study concludes with recommendations for educators and schools to incorporate multiple intelligence theory into teaching strategies and curriculum development. These include enhancing course syllabi, providing necessary facilities and equipment, encouraging teacher professional development, and creating special programs for children with unique intelligences. The findings contribute to the ongoing dialogue about the role of multiple intelligences in education and its potential impact on academic achievement in the Philippine context. [ABSTRACT FROM AUTHOR]