The relationship multiple intelligence with achievement student's girl and boy majoring at Humanities, Mathematics and Science

This study aimed at studying the relations of multiple intelligence to male and female high school students majoring at Humanities¡ Mathematics or Science. 320 students (176 male and 144 female) were selected through cluster sampling.
The methods used in this study is descriptive. Samples responded to questionnaires which assessed multiple intelligence. Student''s achievement was assessed by their GPA (Grade Point Average) at the end of the academic year.
Findings: Pearson Correlation analysis showed Mathematics Intelligence¡ Visual Intelligence and Verbal Intelligence were significantly and positively related to academic achievement while the relation between musical intelligence and academic achievement was negative. On the other hand¡ No relations were found between other components of intelligence¡ including visual¡ intrapersonal¡ physical and natural intelligence and academic achievement. Results of Multiple Stepwise Regression Analysis revealed Math intelligence and Verbal intelligence¡ as components of multiple intelligence were respectively the most powerful predictors of academic achievement. Multivariate Analysis of Variance also revealed there was significant difference among the three groups in terms of their major of studies. Tukey follow -up test showed students majoring in humanities had significantly higher mean scores in verbal intelligence as compared to the two other groups. In addition¡ Math students outperformed the two other groups in math intelligence scores. MANOVA also indicated a significant difference between male and female students.