Abstract
This study explored the relationship between multiple intelligences and academic performance among Junior high school students at Al-Hamlan National High School during the Academic Year 2023-2024. Employing a descriptive-correlational research design, respondents were selected via simple random sampling to ensure a representative sample from the entire population. Results unveiled sex as a notable predictor, with females demonstrating higher academic achievement compared to males. Furthermore, parental education levels emerged as influential factors, with children of college-educated parents exhibiting lower academic performance. However, demographic variables like age group, along with teaching styles and various types of multiple intelligences, failed to significantly predict academic outcomes. The findings underscored the necessity of integrating diverse teaching methodologies and recognizing individual cognitive strengths in educational practices. By considering the multifaceted nature of intelligence and its impact on academic success, educators could tailor their approaches to better meet the diverse needs of students, thereby fostering a more inclusive and effective learning environment.
