Multiple Intelligences Theory on Academic and Licensure Examination Performance among Nursing Graduates: Correlational Study

Abstract

The objective of this study is to examine the relationship between multiple intelligences and academic performance in the nursing major subjects and licensure examination for thirty BS Nursing graduates. A relational survey model research was used in the study involving the examination of the existing or potential relationships between two or more variables and analyzing their effects on each other. There were 30 BSN graduates as participants and the data utilized were collected from the Multiple Intelligence Scale administered to the graduates in a form of a questionnaire. The major nursing subjects from first year to fourth year cumulative grades were the bases for academic achievement as well as the licensure examination results. Descriptive statistics were employed to analyze the data. The multiple intelligence results of the nursing graduates enhanced the academic performance both in theories and skills as observed and practiced in the hospital, clinic, and community. The teachers’ use of varied teaching strategies created a positive contribution to the successful performance of the graduates in the nursing licensure examination. The specific intelligence/s that each graduate possesses influenced the level of academic achievement contributing to their wholistic development. The results of the study will guide educators to recognize the importance of considering the learners’ multiple intelligences in planning for varied teaching and learning strategies to enhance their academic achievement performance levels. This will also propel more research on the topic focusing on other variables.