This is a descriptive correlational research aimed to determine the dominant intelligence of college chemistry students. It also sought the relationship between dominant intelligence score and chemistry achievement scores classified into three cognitive levels; knowledge, comprehension, and application. The study was conducted at De La Salle University-Dasmariñas, Cavite, Philippines with a sample composed of a total of 855 students. These students came from a total of 23 different classes with different courses taking general chemistry. A multiple intelligence inventory test and a multiple choice chemistry achievement tests were used to gather data. Pearson r coefficient of correlation was used to determine if there is a significant relationship between the scores in dominant intelligence and the different cognitive levels of chemistry achievement test. The findings of the study revealed that students posses different dominant intelligence. The study also showed that interpersonal, naturalistic, intrapersonal, verbal, and logical students performed better compared to other MI groups in chemistry achievement test. Positive correlations were found between dominant intelligence scores and mean scores in knowledge level of interpersonal, intrapersonal, verbal, logical and visual students. Positive correlations were also found between dominant intelligence scores and mean scores in comprehension level of interpersonal, intrapersonal, verbal, and logical students. Application mean scores have positive correlations with dominant intelligence scores of interpersonal, naturalistic, and logical students. Based on the findings of the study, the following conclusions were made: College students differ in the dominant intelligence they manifest. There is a significant relationship between the scores in dominant intelligence and the scores in each of the three cognitive levels of chemistry achievement test.
Faculty, De La Salle University-Dasmarinas, Dasmarinas, Cavite, Philippines