For the past decades, the education system diverts attention to understanding multiple intelligences. Many have observed in the years that learners are composed of different exceptional individuals. Learning for others is fast, but some are weak and slows. Some are exciting, but others find it annoying and rather escape classes, preferably sitting all day listening to numbers and equations. Thus, this theory must translate into
Mathematics is the science of expressing and studying the relationships between quantities and magnitudes as represented by numbers and symbols. Mathematics is the science of numbers and their operations, interrelations, combinations, generalizations and abstractions, space configurations, structure, measurement, transformation, and generalization
Thus, this study's formulation is based on the current trends, the multiple intelligence, but correctly applied tertiary students' numeral levels in Northern Iloilo Polytechnic State College (NIPSC). As a lone college in the northern part of Iloilo, NIPSC offers courses in education major in mathematics
Furthermore, this research is planned to identify students' preferred intelligence and maximize their craft's identified skills. This study will also help develop the weakest skills thru remedial class and collaboration to linkages specifically to secondary schools in the district. The issues of NIPSC regarding the National College Aptitude Test (NCAT) are one of the concerns of this study, explicitly to students majoring in Mathematics. Thus, this study aimed to determine the level of multiple intelligences and their relationship to the Mathematics Performance of the firstyear college students taking up a BSEd major in Mathematics in the four campuses of Northern Iloilo Polytechnic State College (NIPSC), 5^{th} District of Iloilo, Philippines.
This study was anchored on the Theory of Multiple Intelligence (MI). Schools and culture focus most of their attention on linguistic and logicalmathematical intelligence. For many years, experts believed intelligence is all about the ability to solve problems
Thus, the concept of MI is the trend in early 2000—the theory of multiple intelligence recommended by Howard Gardner in1983. From then on, the understating of intelligence revolutionized. Human intelligence is composed of numerous types, such as;
and existential intelligence
Thus, the traditional way of running a school proposed a significant transformation in the theory of multiple intelligence. The theory suggested that learnings converted into more activities by integrating different activities from music to dance, games, arts, drama, poetry, and many more. This approach gained worldwide attention
The theory is a guiding ideology in the US that profoundly impacts the education system and regulates teaching reform. Many schools claim to multiple intelligence schools. It was introduced at the end of the twentieth century in China, researches upsurge, but no claims published of the success of the approach in Chinese learners
Using a multiple intelligence approach helps learners become part of society because it will showcase their abilities
Students controlled by different forms of intelligence almost possessed more than one kind of intelligence. Out of the various forms of intelligence, logical/mathematical, musical, and spatial were positively correlated with the IQ score. Also, learners with low IQ have different forms of intelligence. Thus, finding students' intelligence can help enhance their learning process
Bright students tend to go to school longer compared to average learners. After basic education, they incline to go farther to college or even graduate programs. Thus, one of these criteria for aboveaverage students is to go to the best university. Gardner's study to enhance higher education quality in the US is always linked to multiple intelligences. The additional human intelligence from 7 to 9 synthesized from ongoing studies his team conducted
Students must have prior knowledge about their own MI and online activities implementing multiple intelligences inside the classroom. Instructors must be trained with the necessary skills and knowledge to implement MI effectively to elearning
Mathematics is best taught in individualized instruction; however, this suggestion is often neglected. The subjects often followed a teacherled approach by students doing individual activities and group reinforcement. The results revealed logical, spatial, existential, intrapersonal, and naturalist positively correlated with linguistic, bodily, and interpersonal in studying mathematical problem solving for K7
Teachers' role in mathematics education, aside from charts and other traditional instruction modalities, was to use words, pictures, gestures, phrases, rhythmic, and experiences to make learners understand the subject better
One of Gardner's nine multiple intelligence is the logicalmathematical intelligence about one's ability to solve and analyzed logical and mathematical operations. This process involved formal and informal reasoning. People who belong to these MI showed interest in math problems, strategy games, and rational explanations. Teachers organized activities that allow them to hold a collection, figure out different ways to answer a math problem, look for patterns in poetry, come up with a hypothesis and then prove it, work out logic puzzles, and count to 100  or 1,000  by 2's, 3's, 4's, etc.
This study utilized the descriptivecorrelational design to identify the level of multiple intelligences and Mathematics performance as determinants of the Bachelor of Secondary Education major in Mathematics in the four campuses of Northern Iloilo Polytechnic State College.
This study took place in the only tertiary institution in the northern part of Iloilo, the Northern Iloilo Polytechnic State College (NIPSC). Out of 7 campuses, Ajuy, Barotac Viejo, Batad, Concepcion, Lemery, Estancia (Main Campus), and Victorino Salcedo (Sara). Four of these schools are offering a Bachelor of Secondary Education (BSED) major in Mathematics.
Campus 
Number of Respondents 
Ajuy 
20 
Barotac Viejo 
14 
Concepcion 
12 
Main Campus (Estancia) 
20 
Total 
68 
This research was conducted last Academic Year 20152016. The total parameter was used as a sampling technique; thus, all students enrolled in Education major in Mathematics were considered participants.
The tool employed in identifying the level of multiple intelligences used the questionnaire made by Dr. Terry Armstrong. The questionnaires serve as a measure of the MI of the respondents. The instrument has two parts. Part 1 is about the respondents' data, and part 2 is the measurement tools to describe the respondents' multiple intelligences. Likewise, the secondary data for Mathematics performance of the respondents for Academic Year 20152016 was also gathered to complete the BSEd major determinants in mathematics among the four campuses of NIPSC. The researchermade questionnaire was pretested with a Cronbach Alpha of 0.746. To measure the level of multiple intelligences was personally administered by the researcher on a oneshot survey. The instrument for the other determinants, which is the Mathematics performance, was likewise gathered utilizing the researchermade guided questionnaire to supplement the necessary secondary data in the four campuses of NIPSC. ANOVA was used to measure the test of differences, and to test the relationship, Chisquare and Pearson r were employed.
Campus 
Frequency 
Percentage 
Sex Male Female 
54 
79.41 
Total 
68 
100.00 
School campus Ajuy Barotac Viejo Concepcion Estancia 
14 14 20 
20.59 20.59 29.41 
Total 
68 
100.00 
High school graduated from Inland barangay Island barangay Others 
17 2 
25.00 2.94 
Total 
68 
100.00 
The girls are more nervous than boys in learning mathematics at an early age. Furthermore, one predictor for math performance and mathrelated professions is attitude. But in general, gender always has different values, such as women usually work with people, but men work with things. Thus, the gender gap still connects in the selection of mathrelated careers
Category Mean SD Interpretation 1. verballinguistic intelligence 4.37 0.960 Very High 2. mathematicallogical intelligence 3.59 1.011 High 3. visualspatial intelligence 4.13 0.913 High 4. musical intelligence 3.41 1.021 High 5. bodilykinesthetic intelligence 4.21 0.998 Very High 6. interpersonal intelligence 4.09 0.973 High 7. intrapersonal intelligence 4.21 1.140 Very High 8. naturalist intelligence 3.85 1.296 High 9. existential intelligence 4.41 0.868 Very High
Among the nine types of multiple intelligences, existentialists intelligence was dominant among respondents. The study revealed in
Math Score 
Frequency, n = 68 
Percentage (%) 
Interpretation 
14 and below 
19 
27.94 
Failed 
15 – 19 
26 
38.24 
Passed 
20  23 
15 
22.06 
Passed 
24 and above 
8 
11.76 
Satisfactory 
The study depicts the Mathematics performance in the college entrance examination of the respondents. The result shows that eight (11.76%) obtained a score that falls between 24 and above, described to be "satisfactory." On the other hand, fifteen (22.06%) got a score that falls between 2023. Also, 26 (38.24%) obtained a score that falls between 1519, and they were both described as "passed." Results further revealed that the majority of the respondents earned a score below the median. The results showed that most of the respondents have poor preparation in mathematics during their basic education program. Collaboration among DepEd schools in the district is essential, provide remedial classes in Mathematics in the Senior High School program.
Sources of Variation 
Mean 
SD 
Fvalue 
pvalue 
Decision on Ho 
Interpretation 
Mathematics 






Ajuy 
15.20 
0.322 




Barotac Viejo 
21.00 
1.961 
11.985 
0.000** 
Reject Ho 
Significant 
Concepcion 
20.57 
3.251 




Estancia 
18.75 
3.754 




The study reveals the ftest results of the difference between Mathematics Performance and Campus. Ftest results f (68), Fvalue of 11.985, a pvalue of 0.000, p<0.05, supports the decision to reject the null hypothesis and is interpreted as a significant difference. Ajuy campus marked the significant difference because it showed the lowest scores for Mathematics performance than the mean scores of Barotac Viejo campus being the highest, followed by the Concepcion campus as second highest Estancia the third when Mathematics performance is concerned.
Profile/Indicator 
Chisquared 
pvalue 
Decision on Ho 
Interpretation 
Linguistic 
20.153 
0.305 
Do not Reject Ho 
Not Significant 
Mathematical 
24.428 
0.273 
Do not Reject Ho 
Not Significant 
Musical 
19.375 
0.679 
Do not Reject Ho 
Not Significant 
Spatial 
18.865 
0.594 
Do not Reject Ho 
Not Significant 
Kinesthetic 
17.132 
0.703 
Do not Reject Ho 
Not Significant 
Interpersonal 
29.772 
0.028* 
Reject Ho 
Significant 
Intrapersonal 
22.807 
0.246 
Do not Reject Ho 
Not Significant 
Naturalist 
21.108 
0.514 
Do not Reject Ho 
Not Significant 
Existentialist 
20.962 
0.180 
Do not Reject Ho 
Not Significant 
The result revealed that as to sex and interpersonal intelligence, a significant relationship is indicated by the pvalue of 0.028. Therefore, the null hypothesis is rejected. On the other hand, between sex and all other multiple intelligences, no significant relationship was noted.
Profile vs. Math 
Chisquared 
pvalue 
Decision on Ho 
Interpretation 
Sex 
23.044 
0.613 
Do not Reject Ho 
Not Significant 
Campus 
94.229 
0.149 
Do not Reject Ho 
Not Significant 
High school graduated from 
76.682 
0.023* 
Reject Ho 
Significant 
The study discloses the relationships between the profile and Mathematics performance of the respondents. A significant correlation is noted between the high school graduated from and mathematics performance, as indicated in the pvalue of 0.023, less than the 0.05 level of significance, rejecting the null hypothesis. The results imply that a particular high school may produce graduates who perform better in mathematics. Alternatively, one study conducted found out that students' college academic performance is high when their Mathematics admission test score is also high
As to the relationship between the Mathematics Performance (MP) and Multiple Intelligences (MI) of the respondents, the only significant relationship noted is between mathematics performance and the respondents' level of linguistic intelligence. The pvalue of 0.025, which is less than the 0.05 level of significance, prompts the decision to reject the null hypothesis. This means that the respondents possess such linguistic intelligence that can motivate them to read, analyze, and comprehend verbal instructions in solving Mathematics problems, whether expressed in symbols or words.
Every teacher's success in encouraging learners to excel in the class depends on the utilization of MI. Catering all MI inside the class encourages activity participation among learners. Specifically, at tertiary levels, learning is more advanced and sophisticated. Being a future teacher majoring in Mathematics, learning requires more dedication and perseverance. Thus, this study was formulated to help understand the learning of BSEd Mathematics in NIPSC. The results showed more females enrolled in the programs than males in the academic year 20152016. Most of these students were from different barangays in northern Iloilo. Out of the 9 MI, most of the students possessed existentialist intelligence because they wanted to become teachers in the future. However, the majority of these 68 respondents failed the entrance examination. But out of four campuses, Barotac Viejo Campus students have a higher performance in Mathematic class. But no significant difference between sex and MI.
Furthermore, the results also exposed that if students excelled in Mathematics in high school, they were too good in college. Also, most of the respondents possessed linguistic intelligence. During problemsolving activities, most of them can read, analyze, and comprehend verbal instructions.
Based on the study's findings, a proposed action plan for remedial/review class among senior high school students required. They should also conduct training programs among basic education teachers, explicitly in junior high school (JHS) and senior high school (SHS). Learnings acquire those these stages are critical to have excellent students enrolled in BSEd major in Mathematics. If these will not be correct, results in professional licenser will also affect the school.