Multiple Intelligences as Predictors of Mathematics Achievement
DOI:
https://doi.org/10.54741/SSJAR/6.3.2026.358Keywords:
multiple intelligence, mathematics achievement, gardner's theory, regression analysis, secondary education, predictive modelingAbstract
This paper explores the association between the multiple intelligence types and the performance in mathematics of 1,000 secondary school students from the district of Guntur, Andhra Pradesh, India. Using correlational and regression analyses, we analysed the predictive power of Gardner's nine intelligence dimensions (linguistic, logical-mathematical, bodily-kinesthetic, spatial, musical, naturalistic, interpersonal, intrapersonal, and existential) on mathematics performance. There was a significant positive correlation between the multiple intelligence and the mathematics achievement (r=0.240, p<0.01). The association was significant in the χ2 analysis (χ²=14.06, p<0.01). A stepwise regression analysis indicated that composite of intelligence dimensions accounted for 83.35% of the variance in mathematics achievement (R²= 0.8335) and the strongest predictors were logical-mathematical intelligence ((β=0.459, p<0.01), intrapersonal intelligence (β=0.295, p<0.01), and spatial intelligence ((β=0.270, p<0.01). The findings support Gardner's multiple intelligence theory and the implication that mathematical achievement is influenced by different cognitive factors other than the traditional ones. Implications for `differentiated instruction', curriculum and assessment are discussed.
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Research Articles in 'Social Science Journal for Advanced Research' are Open Access articles published under the Creative Commons CC BY License Creative Commons Attribution 4.0 International License http://creativecommons.org/licenses/by/4.0/. This license allows you to share – copy and redistribute the material in any medium or format. Adapt – remix, transform, and build upon the material for any purpose, even commercially.
