Introduction

Multiple intelligences is a theory developed by psychologist Howard Gardner.

According to the theory, intelligence is not a single, fixed trait, but rather a

combination of different abilities or intelligences. Gardner proposed that there are

multiple types of intelligences, such as linguistic, logical-mathematical, spatial,

musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic

[Link] intelligence represents a different way of processing information

and solving problems.

The problem being addressed in this study is the need to understand the

multiple intelligences of academic achievers in Humanities and Social Science. By

exploring these intelligences, we aim to gain insights into how to better support and

nurture the diverse strengths and learning styles of students in these fields. This

research helps us create more effective educational strategies that cater to individual

differences and promote inclusive learning environments.

Moreover, in the literature of Fernando et al., (2009) descriptive- correlation

method of research revealed that the 56 student respondents, sampled purposefully

from Far Eastern University (FEU) had a great deal of multiple intelligences. This

finding was made possible by the lack of knowledge of multiple intelligences in the

Philippines. The academic achievement of the respondents and logical, linguistic, and

visual intelligence were also shown to be significantly correlated by the researchers.

The academic achievement of the responders is significantly predicted by their level

of linguistic and logical intelligence.

The concept of multiple intelligences suggests that individuals have varying

strengths and weaknesses across these different intelligences. By recognizing and

effective learning environments that cater to the unique strengths of each student.

American developmental psychologist Howard Gardner first outlined his

theory in his 1983 book Frames of Mind: The Theory of Multiple Intelligences, where

he concluded that all people have different kinds of "intelligence. According to

Gardner, nine intelligences have been identified in humans, but there may still be

more. The theory of many intelligences divides intelligence into distinct "modalities

as opposed to thinking of intelligence as being governed a single all encompassing

skills.

Research Paradigm Input

•The method to use is empirical method as the qualitative study

• Directly observe the cobradors in their activity in jueteng. Process

Definition of terms: Multiple intelligences refer to the diverse ways in which

individuals demonstrate their intellectual abilities and excel in different areas. It goes

beyond the traditional notion of intelligence as a single, general cognitive capacity.

Instead, multiple intelligences theory suggests that individuals possess various distinct

intelligences, such as linguistic, logical-mathematical, spatial, musical, bodily-

kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences. These

intelligences represent different strengths and capabilities that individuals may

possess to varying degrees. An academic achiever refers to a student who has

demonstrated exceptional performance and success in their academic pursuits,

specifically in the fields of Humanities and Social Science. These individuals have

achieved high grades, displayed a strong understanding of the subject matter, and

shown a commitment to their studies. In Humanities and Social Science, an academic

exceptional performance in subjects such as literature, history, sociology, psychology,

and more. These individuals have shown a deep understanding of the subject matter,

critical thinking skills, effective communication abilities, and a passion for exploring

human behavior, society, and culture.

Chapter ll Research design

The study on multiple intelligences of academic achievers in Humanities and Social

Science, a qualitative research design is being utilized. This means that the study will

focus on gathering in-depth, descriptive data through methods such as interviews,

observations, and analysis of written materials. By using a qualitative approach,

researchers aim to gain a comprehensive understanding of the experiences,

perspectives, and cognitive strengths of these high-achieving individuals. This design

allows for a rich exploration of the multiple intelligences at play in the academic

success of students in Humanities and Social Science disciplines.

DATA GATHERING A request letter will sent to the Barangay Captain for their

approvals and consent on the Empirical reasearch of the engagement of the

community in Jueteng. The researcher can freely to observe the person's involved for

this activity. Researchers will observe jueteng gameplay, interactions, and practices

within the [Link] as to conduct direct observation with players, operators,

and community leaders to gain insights into their experiences and perspectives and to

gather physical artifacts such as betting slips, records, and other materials related to

jueteng. . The researchers will employ direct observation and provide artifacts will be

collected discreetly, documenting their context and [Link] study seeks

tangible artifacts related to Jueteng..The use of journals also can give an acceptable
evidence for them to navigate the engagement of the community in Jueteng. Perhaps

discarded betting slips, whispered conversations, or symbols etched into walls serve

as artifacts. Each artifact tells a story of community engagement.

To the students: Students themselves can benefit from understanding their own

strengths and learning styles, which can guide them in choosing academic paths that

align with their intelligence profiles. Students can play a crucial role in helping this

study by actively participating and sharing their experiences. They can volunteer to be

part of the research sample and provide valuable insights into their own intelligences

and learning approaches in Humanities and Social Science. Students can also

contribute by being open and honest during interviews or surveys, sharing their

perspectives on how different intelligences have influenced their academic

achievements. Additionally, students can provide feedback on the research findings,

helping to validate and refine the conclusions drawn from the study. Their input and

collaboration are essential in shaping the understanding of multiple intelligences and

promoting inclusive learning environments. By actively engaging in the research

process, students can contribute to the overall knowledge and help improve

educational strategies in these disciplines

To the Teachers: This knowledge can help them tailor their teaching methods and

create a more inclusive and effective learning [Link] and school

administrators can gain insights into the different types of intelligence that contribute

to academic success in the Humanities and Social Science field. Teachers also have a

significant role to play in supporting this study. They can provide valuable insights

and expertise based on their experiences working with students in Humanities and

Social Science. Teachers can also collaborate with researchers by sharing their

observations and perspectives on the different intelligences they have noticed among
their high-achieving students. They can also contribute by providing

recommendations for instructional strategies that align with the identified

intelligences.

To the future researchers: Future researchers can contribute to this study in several

ways. They can build upon the existing research by conducting further investigations

into the multiple intelligences of academic achievers in Humanities and Social

Science. They can explore different research methodologies, such as mixed methods

approaches, to gain a more comprehensive understanding of the [Link],

future researchers can expand the scope of the study by including a larger and more

diverse sample of participants. This would provide a broader perspective on the

various intelligences that contribute to success in these disciplines.

Collaboration with educators and institutions can also help in implementing the

findings of the study into practical strategies and interventions that support students'

learning and development. By continuing to explore and advance our understanding

of multiple intelligences, future researchers can make valuable contributions to this

field.

Students can play a crucial role in helping this study by actively participating and

sharing their experiences. They can volunteer to be part of the research sample and

provide valuable insights into their own intelligences and learning approaches in

Humanities and Social Science. Students can also contribute by being open and

honest during interviews or surveys, sharing their perspectives on how different

intelligences have influenced their academic achievements. Additionally, students can

provide feedback on the research findings, helping to validate and refine the

conclusions drawn from the study. Their input and collaboration are essential in

shaping the understanding of multiple intelligences and promoting inclusive learning

the overall knowledge and help improve educational strategies in these disciplines.

Scope and Delimitation

The goal of this study, is to explore the multiple intelligence of Academic

Achiever in Humanities in Social Science.

This study will focus specifically on academic achievers in the field of

Humanities and Social Science. This research will be conducted in Delfin

Albano(Magsaysay) Stand Alone Senior High School during the months of May . The

researchers will employ empirical research methods and the study would be limited to

the students in our school who are pursuing studies in Humanities and Social Science.

This means that the interviews would focus specifically on these students. The study

will not include academic achievers from other fields of study outside of Humanities

and Social Science.

It will explore the multiple intelligences that are most commonly utilized by these
high-achieving individuals.
The scope of the study would be limited to the students in our school who are
pursuing studies in Humanities and Social Science. This means that the data
collection, interviews, and surveys would focus specifically on these students within
our school community. The delimitation of the study would be that it may not
represent the entire population of academic achievers in Humanities and Social
Science, as it is limited to our school. However, the findings can still provide valuable
insights into the multiple intelligences present among our students and contribute to
our understanding of their academic achievements in these fields.
The study will involve gathering data from academic achievers in various educational

institutions. Delimitations: - The study will not include academic achievers from other

fields of study outside of Humanities and Social Science. - It will not delve into the

intelligence of non-academic achievers or individuals with different educational

backgrounds. - The study will not assess the impact of external factors, such as

socioeconomic status or cultural background, on multiple intelligence in Humanities

and Social Science. By setting these boundaries, the study can focus on gaining a
deeper understanding of the multiple intelligence profiles of academic achievers

specifically in the Humanities and Social Science field. Let me know if you have any

other questions!
MULTIPLE INTELLIGENCES IN THE CLASSROOM. Authors Nolen, Jennifer L. Abstract This article

attempts to provide a solution to teaching students with differences. Many teachers struggle with

finding ways to reach individual learning styles and needs. One teaching method that can

accommodate for this variety of learning styles is Howard Gardner's Multiple Intelligences. This article

attempts to provide a brief overview of the eight multiple intelligences connected with Howard

Gardner's theory. Each of the intelligences encompasses certain characteristics and these

characteristics lend themselves to particular professions, discussed in the article. The article also

suggests specific ways for educators to incorporate the intelligences into their daily lesson planning

for practical use in the classroom. This, in turn, allows each child to learn in a way that is associated to

his or her strengths, solving the age-old dilemma of how to meet the individual differences of

individual students.

This study aimed to examine the multiple intelligences among the ninth-grade
students in the North Al Batinah Governorate in the Sultanate of Oman. The study
sample contained 112 randomly selected students. In the North Al Batinah
Governorate of Oman, ninth-grade pupils were the subjects of a study that looked at
multiple intelligences. Eight categories of numerous intelligences—linguistic-verbal,
visual-spatial, logical-mathematical, interpersonal, naturalistic, bodily-kinesthetic,
intrapersonal, and rhythmic-musical—were measured by the researchers using two
various intelligences scales. The findings indicated that among male and female
students, interpersonal intelligence, mathematical-logical reasoning, and visual-spatial
skills were ranked higher. Significant gender variations in the arithmetic means of
multiple intelligences were also discovered by the study. Applying multiple
intelligences scales at the beginning of each school year, categorizing pupils, creating
curricula, varying learning environments, carrying out diagnostic research, and
evaluating how well multiple intelligences contribute to language and interpersonal
skill development are some of the recommendations.

Multiple Intelligences among Ninth-Grade Students in the Sultanate of Oman Al Hosni, Afraa Ali; Al-
Manthari, Rayya Salim World Journal of Education, v11 n2 p15-23 2021 This study aimed to examine
the multiple intelligences among the ninth-grade students in the North Al Batinah Governorate in the
Sultanate of Oman. The study sample contained 112 randomly selected students. For the purposes of
this study, the researchers designed two multiple intelligences scales, consisting of the eight types of
intelligences: linguistic-verbal, visual-spatial, logical-mathematical, interpersonal, naturalistic, bodily-
kinesthetic, intrapersonal, and rhythm-musical. Each type of intelligence includes 8 descriptive items,
with a total of 64 items for the whole scale. The results showed that the first, second, and third ranks
came in favor of interpersonal intelligence, mathematical-logical, and visual-spatial, respectively,
among students in general, whereas the results also revealed that interpersonal intelligence, logical-
mathematical, and naturalistic were ranked in the first three ranks among male students. The
interpersonal intelligence, visual-spatial intelligence, and the mathematical-logic intelligence were
ranked in the first three places, respectively, among the female students. The results showed there
are statistically significant differences at the 0.05 significance level between the arithmetic means of
students in multiple intelligences due to the gender variable in favor of women in each of the visual-
spatial and intrapersonal intelligences. Based on the findings of the study, a number of
recommendations were proposed, most notably the following: Applying multiple intelligences scales
at the beginning of each academic year, classifying students according to their intelligence to build
and implement lesson plans in light of these classifications, preparing educational curricula in light of
students' multiple intelligences to take into account the differences between them, diversifying the
learning environments according to the intelligence differences among students, conducting
diagnostic studies for the prevalent multiple intelligences among all students in all classes and
educational stages, and engaging in studies that test the effectiveness of employing the theory of
multiple intelligences and its educational applications in developing language and intrapersonal skills
and enhancing academic achievement.