Multiple Intelligences, Critical Thinking and Vocabulary Skills of Senior High School (SHS) Students in San Jose, Camarines Sur, Philippines


Authors : Darwin V. Pacis

Volume/Issue : Volume 10 - 2025, Issue 2 - February

Google Scholar : https://tinyurl.com/bdh2juwy

Scribd : https://tinyurl.com/mt87fkp2

DOI : https://doi.org/10.5281/zenodo.14890833

Abstract : This study assessed the multiple intelligences, critical thinking and vocabulary skills of Grade 12 SHS students under General Academic Strand (GAS) in the selected schools in San Jose, Camarines Sur, Philippines. Descriptive correlational method of research was utilized using the modified critical thinking and vocabulary skills tests, researcher-made multiple intelligences test, questionnaires and unstructured interviews. Findings revealed that the level of Grade 12 SHS students under GAS in critical thinking and vocabulary skills falls under below average. Teacher factors are those that affect the critical thinking skills of students while language factors are those that affect the vocabulary skills of students. The types of multiple intelligences that are prevalent among the student-respondents were musical, existential and intrapersonal. Moreover, it was revealed that the critical thinking skills, vocabulary skills, and multiple intelligences of Grade 12 SHS students have very low correlations. This study recommends that SHS teachers may incorporate learning activities with the intent of improving the critical thinking and vocabulary skills of the students. Administrators may show support and encourage teachers to be updated on the current trends in critical thinking and vocabulary skills through continuing professional development. Teachers may provide learning activities/ tasks that will cultivate students’ dominant intelligences.

Keywords : Multiple Intelligences, Critical Thinking Skills, Vocabulary Skills, Senior High School (SHS) Students

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This study assessed the multiple intelligences, critical thinking and vocabulary skills of Grade 12 SHS students under General Academic Strand (GAS) in the selected schools in San Jose, Camarines Sur, Philippines. Descriptive correlational method of research was utilized using the modified critical thinking and vocabulary skills tests, researcher-made multiple intelligences test, questionnaires and unstructured interviews. Findings revealed that the level of Grade 12 SHS students under GAS in critical thinking and vocabulary skills falls under below average. Teacher factors are those that affect the critical thinking skills of students while language factors are those that affect the vocabulary skills of students. The types of multiple intelligences that are prevalent among the student-respondents were musical, existential and intrapersonal. Moreover, it was revealed that the critical thinking skills, vocabulary skills, and multiple intelligences of Grade 12 SHS students have very low correlations. This study recommends that SHS teachers may incorporate learning activities with the intent of improving the critical thinking and vocabulary skills of the students. Administrators may show support and encourage teachers to be updated on the current trends in critical thinking and vocabulary skills through continuing professional development. Teachers may provide learning activities/ tasks that will cultivate students’ dominant intelligences.

Keywords : Multiple Intelligences, Critical Thinking Skills, Vocabulary Skills, Senior High School (SHS) Students

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