Triarchic intelligences and engagement: The erratic factors in mathematics

Grace Mae Flores

Volume 5 Issue 2, June 2024

Abstract

This study determined the relationship between triarchic intelligences and engagement as factors in mathematics achievement of 1148 Grade 10 students in the Division of Davao del Norte, Philippines. It also investigated the relationship among the variables utilizing a descriptive-correlational and causal-comparative research design. Modified survey questionnaires were used for triarchic intelligence and engagement scales which were validated by the panel of experts. Standardized Division Unified Test was used to measure the mathematics achievement. Mean and Pearson product moment coefficient correlation were used to determine the proficiency level and the relationship between the variables while multiple linear regression was also used to derive the value and identify the predictor variable. The findings of the study showed that students did not meet the expectations on mathematics achievement; triarchic intelligences and engagement were at moderate level. Among the six indicators, only behavioral engagement was the predictor of the achievement. This indicates that the mathematics achievement of the students is best anchored on engagement. Thus, the result suggests that the more engaged the students are, the better and higher the achievement in mathematics.

Keywords

Author information & Contribution

Disclosure statement

Funding

Institutional Review Board Statement

AI Declaration

Notes

Acknowledgement

References

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Cite this article:

Flores, G. (2024). Triarchic intelligences and engagement: The erratic factors in mathematics achievement. International Journal of Educational Management and Development Studies, 5 (2), 57-76. https://doi.org/10.53378/353055