Multiple Intelligences, Teaching Styles, and Triarchic Intelligence of the Grade 6 Learners

Abstract

Teaching styles play a crucial role in aligning with students’ diverse learning preferences by fostering their strengths and addressing their learning challenges. This study has determined the level of Multiple Intelligences of teachers, teaching style, and triarchic intelligences of Grade 6 learners.  This quantitative study utilized descriptive and correlational research designs to assess the levels of multiple intelligences and teaching styles among teachers, alongside the triarchic intelligence of learners in the Tboli West District for the school year 2024–2025. Results revealed that teachers exhibited very high levels of visual-spatial, intrapersonal, and bodily-kinesthetic intelligences, with high levels also observed in musical, linguistic, logical-mathematical, interpersonal, and naturalist domains. In terms of teaching styles, educators predominantly adopted authority and facilitator approaches at very high levels, while hybrid, demonstrator, and delegatory styles were also employed consistently. Learners, on the other hand, demonstrated a high level of triarchic intelligence, marked by their capacity for analytical, creative, and practical thinking. However, regression analysis indicated that teachers’ multiple intelligences significantly predict their chosen teaching styles. Additionally, a moderate negative correlation was found between teachers' multiple intelligences and learners' triarchic intelligence. Notably, the authority teaching style showed a significant inverse relationship with students’ analytical intelligence, suggesting that highly structured instructional methods may restrict opportunities for critical thinking and problem-solving. These findings underscore the importance of incorporating more flexible, learner-centered strategies to better support intellectual development.