The Relationship between Multiple Intelligences and Participation Rate in Extracurricular Activities of Students from a Catholic Education Institution

Abstract

Multiple intelligences and extracurricular activities are two variables that may affect a student's academic and nonacademic performance in school. This study aimed at describing and finding the relationship between multiple intelligences and participation rates in extracurricular activities of students from a Catholic educational institution. The study also used a descriptive-correlational design. For the respondents, the study randomly selected a sample of 200 students studying within the academic year of 2017-2018 from a Catholic educational institution. For the instrument, this study adapted the Multiple Intelligence Survey developed by Chislett and Chapman (2006) and Extracurricular Activities Survey by Kelley (2012). The study analyzed and treated statistically the collected data using rank and Spearman Rho with the help of SPSS 20. The findings revealed that visual intelligence emerged as the top-ranked multiple intelligences. Dance/ sports club emerged as the top extracurricular activities took part by most of the students. Also, there was no statistical evidence of the relationship between the multiple intelligences and participation rate to extracurricular activities of the students. Based on the result, the researchers provided pertinent recommendations for teachers, students, and the institution.

Psycho-social factors are the key contributory elements toward the academic performance of grade 12 physical sciences learners in the Mandeni circuit in KZN

“…Extracurricular activities assist learners in developing self-esteem because, although they may not be brilliant academically, some learners may have an exceptional talent for a certain sport and perform really well in it. Learners participation in extra-mural activities is the amount of mental and physical energy where learners devotes into their studies (Asio, Francisco, & Nuqui, 2021). Academic success can be influenced by social support, which includes a wide range of elements not directly related to classroom activities.…”