Profiling Multiple Intelligences of Senior High School Students: Basis for Differentiated Instruction in a Philippine Diocesan School
Keywords:
Multiple Intelligences, Senior High School, Intrapersonal, Interpersonal, Logical-Mathematical, Differentiated Instruction, Sustainable Development Goal 4Abstract
This study examined the multiple intelligences of 100 Grade 12 Senior High School students at a private school in Rizal, Zamboanga del Norte during the school year 2025–2026. Employing a quantitative descriptive survey design with total enumeration sampling, the research utilized the Multiple Intelligences Survey (McKenzie, 1999) to measure eight domains: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. Results revealed that intrapersonal intelligence (M = 3.65, High) and interpersonal intelligence (M = 3.46, High) were the most dominant, while logical-mathematical intelligence (M = 2.71, Moderate) was the least developed. Other intelligence, including naturalistic, musical, bodily-kinesthetic, linguistic, and spatial, scored at moderate levels, indicating a balanced but varied profile. The findings suggest that learners excel more in reflective and relational capacities than in analytical reasoning. These results reinforce the value of differentiated instruction in addressing diverse learner needs. The study contributes to the realization of Sustainable Development Goal 4 (Quality Education) and aligns with the Philippine Harmonized National R&D Agenda (2022–2028) by promoting inclusive, learner-centered pedagogy.