Existential Intelligence Research Articles

THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND SUCCESS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

The aim of this paper is to present the research on the relationship between multiple intelligences (MI) proposed by Gardner (1993) and success in learning English as a foreign language (EFL) among 100 grammar school students in Serbia. McKenzie’s (1999) Multiple Intelligences Survey was used in identifying grammar school students’ intelligence profiles, showing that the most prominent types of intelligence are intrapersonal, logical and kinesthetic intelligence. The results of independent samples t-test analysis indicate that gender does not affect MI or language proficiency. The results of Pearson correlation suggest that general language proficiency is positively correlated with visual and existential intelligences, while different types of productive and receptive language skills (together with grammar and vocabulary knowledge) are positively correlated with musical, existential, visual, logical and verbal intelligences. Pearson correlation results also indicate that it is not possible to develop certain types of intelligence by using teaching techniques that engage them. The research has significant educational implications, suggesting that teachers should identify their students’ intelligence profiles and adapt their teaching techniques to them, instead of trying to force the development of verbal and logical intelligences, which are, apparently wrongly, regarded as prerequisites for success in learning.Keywords: multiple intelligences, language proficiency, student-centered teaching

Mengembangkan Kecerdasan Eksistensial Melalui Kegiatan Bermain Peran Pada Anak Usia 4-5 Di PAUD An-Line

Existential intelligence refers to an individual's ability to understand the meaning of life, explore existential goals, and build meaningful connections in everyday life. This research aims to examine the influence of role-playing activities on the development of existential intelligence in early childhood. This research uses a descriptive qualitative approach with participatory observation techniques and in-depth interviews with children involved in role-playing activities in early childhood education environments. Research shows that role-playing activities can significantly develop children's existential intelligence. This research shows an increased ability to interpret and deal with everyday life experiences through roles played. Children develop a deeper understanding of social relationships, values, and ways to overcome challenges in life. These findings show the importance of expanding the approach to early childhood education to include role-playing activities to facilitate the development of existential intelligence. The practical implication of this research is that educators and parents can consider integrating role-playing activities in the early childhood curriculum as a strategy to support children's holistic development and the role of parents and teachers in working together to increase children's existential intelligence.

Exploring Lecturers’ Perceptions of Multiple Intelligence-based Instruction in Teaching English for Islamic Studies

This paper aims to explore lecturers’ perceptions on multiple intelligence-based instruction in teaching English for Islamic studies. The key question is how lecturers understand the concept of MI-based instruction. This study was conducted at one of the Islamic universities in Indonesia involving three lecturers. The instruments used were multiple intelligence inventory questionnaires and interview guidelines. The data found that teaching and learning activities should be designed to enhance each student's different intelligences, facilitating strength intelligence. Students not only have language and mathematics intelligence but also have several different intelligences owned by students, including: verbal linguistic, logical-mathematical, musical, visual-spatial, bodily kinesthetic, naturalistic, intrapersonal, interpersonal, and existential intelligence. MI-based teaching provides a new outlook in improving the quality of teaching and meaningful learning. MI-based instruction respects each student's learning style, which is indicated by the student's preference in learning. Therefore, using MI-based instruction in the teaching and learning process will be easy, fun, and respect everyone's way of receiving material. This study encourages future research on connecting the understanding of the multiple intelligences of lecturers with the needs of students in the process of learning English for Islamic studies.

Development of PHYVAR (Physics in 3d Virtual Reality) on Solar Energy Material to Support Students’ Spatial Intelligence

Spatial intelligence, as proposed by Howard Gardner's theory of multiple intelligences, is one of eight different intelligences that every individual has. The 9 intelligences include: visual-spatial intelligence, linguistic-verbal intelligence, logical-mathematical intelligence, physical-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic intelligence and existential intelligence. Spatial intelligence includes a person's ability to visualize objects complexly in three dimensions, manipulate an object to make it appear realistic and understand spatial relationships with physical phenomena. This form of intelligence plays an important role in various fields, including but not limited to physics, engineering, architecture, and scientific exploration. In this field, the capacity to conceptualize and work with spatial elements is fundamental to problem solving and innovation. Solar energy, also known as solar power or solar radiation, is a renewable and sustainable energy source that comes from the sun. Its significance is critical in overcoming global challenges related to energy security, climate change mitigation and environmental sustainability. The integration of solar energy topics into the class is critical. In particular, point 7 of the goal emphasizes the ambition to achieve universal access to affordable, reliable, sustainable and modern energy services by 2030, making solar energy education an integral part of preparing students for a sustainable future. The main objective of the research discussed is to test the feasibility of PHYVAR (Physics in 3D Virtual Reality) on Solar Energy material to support students' spatial intelligence. This research uses Research and Development (R&D) approach by utilizing the Rowntree development model which includes planning, development and evaluation stages. The software used for development includes: Blender 3D 4.0 and Unity Hub 2022, which is used to create a virtual reality environment, displaying a combination of technological advances in education. The evaluation process for PHYVAR media and solar energy materials is carried out with validation by experts, which include material experts and media experts. Apart from that, input and assessment of media suitability were taken from the responses of 35 Class X students from a high school in Pandeglang. Validation results from both experts and students show a high level of agreement, meeting the criteria for the "very good" category, which shows the potential of PHYVAR media in increasing spatial intelligence and facilitating effective learning experiences. The integration of virtual reality technology and interactive learning materials such as PHYVAR in educational environments offers a transformative learning approach. Not only does it increase students' understanding of complex concepts, but it also fosters creativity, critical thinking, and problem-solving competence. By utilizing innovative educational methods such as virtual reality simulations, educators can create engaging and immersive learning environments tailored to diverse learning preferences and abilities, thereby creating a more engaging and effective educational landscape.

Fostering Multiple Intelligences in Elementary Schools: Harnessing Independent Curriculum-Based Learning in Elementary Schools

This study investigates multiple intelligence learning strategies within the context of independent curriculum-based learning (ICBL) in elementary schools. The case study qualitative research method was employed at SD Islam Nusantara, involving first-grade and fourth-grade teachers. Interviews and document analysis were utilized as data collection techniques. The gathered data was analyzed using Miles, Huberman, and Saldana's interactive model, encompassing data condensation, data display, and data drawing. The findings of the study reveal that ICBL has the potential to enhance students' multiple intelligences. The ICBL process fosters improvements in linguistic intelligence, mathematical-logical intelligence, and interpersonal intelligence. Additionally, the project aimed at strengthening the profile of Pancasila students (P5) demonstrates positive effects on existential intelligence, musical intelligence, interpersonal intelligence, naturalist intelligence, and visual-spatial intelligence.

The Extent to Which Multiple Intelligences Are Catered for in Action Pack Textbooks (Grades 1-10) in Jordan

The main purpose of this study was to explore the extent to which Multiple Intelligences (MI) are addressed in Action Pack textbooks for grades 1-10 in Jordan. It also aimed to identify the most common and least common types of intelligence in the target textbooks. A checklist was developed by the researcher in order to analyze the activities in the textbooks in light of different types of intelligence. Results showed that the types of intelligence addressed in those textbooks were mainly verbal /linguistic, whereas the logical /mathematical, spatial /visual, and intrapersonal intelligences were fairly addressed. On the other hand, the results revealed that interpersonal, bodily/kinesthetic, musical, and naturalist were the least common types of intelligence, while existential intelligence was not catered for in any of the textbooks. Based on those results, it was recommended that EFL curricula developers, textbook authors, and teachers should include a wider range of activities that reflect a more balanced focus on the all types of intelligence. Keywords: Multiple intelligences, Action Pack textbooks, EFL, Basic Stage, Jordan.

Implementasi Model Project based learning Sebagai Upaya Mengembangkan Multiple Intelligences Siswa

This research is motivated by the statement that every human being has multiple intelligences called multiple intelligences, meaning that every human being has their own superior intelligence. This intelligence should be developed in schools. Unfortunately, not all teachers know the right method to develop this intelligence. Therefore, the purpose of this study is to find out what aspects of multiple intelligences develop during the implementation of project based learning at MI Al Fithrah Surabaya and the implications of implementing project based learning. The implementation of Project based learning learning is only limited to gadget addiction material which is carried out in class 3C MI Al Fithrah Surabaya. The research approach used is descriptive qualitative with the case study method. The instruments used were observation, interviews and documentation. The results showed that during the implementation of project based learning learning all aspects of students' multiple intelligences developed, namely logical mathematical intelligence, linguistic intelligence, kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, visual spatial, except for existential intelligence which was not develop. Mathematical logical intelligence and linguistic intelligence can develop very well. In addition, the impact of the implementation of the project based learning learning model is that there are five products produced by students, namely: Madasi Medicine (Siri Leaf Eyes), Gadget Addiction Danger Videos, Puppet Games, Wormat (Tomato Carrots), Gadget Diet Benefit Posters, as well as increased academic and non-academic achievements of students.
 

Section Articles ICT Integration in Islamic Education for Elementary Schools

In Indonesia, learning practices often categorize students as either intelligent or unintelligent based on their performance in monotonous school exams. This is especially evident in Islamic Education, where intelligence is often seen from memorization abilities. However, students possess diverse intelligence potentials that go beyond one particular skill. Thus, this research aims to explore the implementation of multiple intelligence-based learning in Islamic education for elementary schools, along with the integration of technology to support it. The study used library research, gathering data from magazines, journal articles, and books. The findings emphasize the importance of integrating information and communication technology to foster students' logical-mathematical, linguistic, musical, interpersonal, intrapersonal, kinaesthetic, visual, naturalist, and existential intelligence in Islamic education at the elementary level.

MANFAAT PENERAPAN OUTDOOR LEARNING DALAM MENINGKATKAN KECERDASAN SPASIAL

Education is important to be applied from an early age. Through the Educator, the concentric intelligence that a child possesses can be developed. Howard Gardner argued that there are nine types of intelligence: musical intelligence, kinesthetic, logical-mathematical, verbal-linguistic, visual-spatial, interpersonal, intra-personnel, naturalistic, and existential intelligence. At SD Muhamaddiyah 01 Field, we saw a low level of student spatial intelligence due to the fact that so far students were only shown shapes through two-dimensional pictures. Spatial intelligence or the ability to understand and organize information in spatial forms (spaces and shapes) has many benefits and relevance in everyday life. Outdoor learning, or outdoor learning, has been studied extensively and has proven to provide a variety of benefits to the learning-teaching process. Here are some backgrounds why outdoor learning can help enhance spatial intelligence: Direct interaction with the physical environment: In an outdoor environment, students have the opportunity to interact directly with a physical environment, such as a park, forest, or playground. This activity is well run. The activities carried out as a guard of activity are walking around Cadika Medan Park while singing and enjoying. Then look and observe the circumstances and pour them into a bowl using their own language. The students were instructed to smell the leaves that sprang up on the ground in different colors and shapes. Then the students and the accompanying teachers sat together somewhere in a group way. Each group has one mentor or dedication executor. After that activity each group starts doing other activities, such as cooking, playing pompa, guessing the names of plants and animals. The last activity of this implementation each child in the group has a task to write down and tell the experiences he has gained through this activity. Most students feel happy and happy to have been given the opportunity to pursue their learning outside of school.

Profile of Students’ Mathematical Understanding through Diagnostic Tests Viewed from Multiple Intelligences

Mathematic has characteristics of abstract objects, so mathematical understanding is needed in studying mathematics. Until now, no research has examined students’ mathematical understanding viewed from multiple intelligences. This study aims to determine the profile of students’ mathematical understanding through diagnostic tests reviewed from multiple intelligences. This was a quantitative approach with population of all students in one of the junior high schools in Banda Aceh, Indonesia, and sample was 44 students selected by purposive sampling. Data collection was carried using multiple intelligence questionnaire and mathematical understanding test. Data analyzed using descriptive statistics. The results showed that students with mathematical logic intelligence able to define concepts verbally, interpret, identify, and distinguish concepts; students with linguistic, naturalistic, and existential intelligence able to define concepts verbally, interpret, and distinguish concepts; students with musical and kinesthetic intelligence able to define concepts verbally and interpret concepts; students with spatial intelligence able to interpret, identify, and distinguish concepts; and students with interpersonal intelligence able to interpret and distinguish concepts. The implication of this research is that teachers need to understand and realize that students' multiple intelligences are an important aspect that needs to be considered in delivering class material to improve students' mathematical understanding.

Senior High School Students' Multiple Intelligences and their Relationship with Academic Achievement in Science

Purpose of the study: This study aims to investigate senior high school students’ multiple intelligences and their academic achievement in science.
 Methodology: This study employs a descriptive correlational research design. The respondents of this study were 300 in the 11th Grade of senior high school students. The Multiple Intelligences Inventory is used to assess students' intelligence, while their final grade in science measures academic achievement.
 Main Findings: The results of this study showed that senior high school students possess all intelligence to a great extent. Existential intelligence obtained the highest mean score of 3.96, as possessed by the respondents. On the other hand, musical intelligence got the lowest mean score of 3.60. It also showed that all multiple intelligences correlate with academic performance achievement. The correlation analysis showed that all multiple intelligences were statistically significant and could positively predict academic achievement in science.
 Novelty/Originality of this study: This present study may give insights to teachers about integrating multiple intelligences in the classroom.

Kecerdasan Eksistensial Terhadap Pemahaman Materi Fiqih Tentang Shalat Jenazah Dengan Praktek Sebagai Variable Moderasi

In the world of education the level of intelligence of students is usually measured by the level of maturity of students' thinking. One of the intelligences that students need is existential intelligence. Existential intelligence is characterized by the ability to think something right. The purpose of this study is to determine the influence and how much influence existential intelligence has on the understanding of fiqh material about corpse prayer in students and to describe whether practice can moderate the influence of existential intelligence on the understanding of fiqh material about corpse prayer in students. This research was designed using a quantitative approach with a correlative type. The free variable (X) is existential intelligence, while the bound variable (Y) is the fiqh material understanding of the corpse prayer and the moderation variable (Z) is the practice. This research used a population type of 18 respondents. Data collection techniques use the questionnaire method, and the documentation method. The data analysis technique is a linear regression test with the help of Statictical Package For Social Science (SPSS) For Windows Version 24.0. The conclusion of the study is that there is an influence of existential intelligence on the understanding of fiqh material about corpse prayer in class VII students of MTs. Nurulhuda. This is evidenced by the sig value of 0.001 being below 0.05. The magnitude of the influence of existential intelligence on the understanding of fiqh material about corpse prayer in class VII students of MTs. Nurulhuda was 73.2%. This corresponds to the value in column R is 0.732. While practice can moderate the influence of existential intelligence on the understanding of fiqh material about corpse prayer in class VII students of MTs. Nurulhuda Pakandangan Barat Sumenep in the 2020/2021 regression, this can be seen from the R2 value in the first regression of 0.536 or 53.6% while after there is a second regression equation the R2 value increases by 0.602 or 60.2%

The effect of the imagination strategy in the achievement of the middle school students and their existential intelligence in science

The study aims to identify the impact of the imagination strategy in the achievement of the second -grade students and their existential intelligence in science, as the research sample included two groups, one of which was the experimental group. The number of its students was (40) students, and the other represented the control group, and the number of its students was (36) students, and in the way the researcher chose (Al -Hassan bin Ali High School) from the research community represented by middle schools of the Directorate of Education in Diyala Governorate/Baquba. The researcher adopted the experimental research curriculum as a curriculum to conduct her research, which includes a single independent variable (imagination strategy) and two dependent variables (academic achievement, existential intelligence). The researcher chose the experimental design to control the research variables, and before starting the application of the experiment, the researcher between the two research groups has been rewarded for the purpose of obtaining accurate results with the following variables: (time -lifetime calculated months, previous achievement of students, previous information test, Raven test for intelligence).

A Comparative Study of Multiple Intelligence of Government and Private Secondary School Students

The present study was undertaken to compare multiple intelligence of Government and Private Secondary School Students. Multiple—Intelligence is both innate and acquired mental abilities that human beings use and develop through education. They are combination of physical, biological and social domain. Descriptive Survey method was used in this study with the sample of 50 boys and 50 girls in secondary school. Howard Gardner’s Multiple Intelligence Test (1983) was used for data collection. It was found that there is significant difference between the secondary school students of Government and Private. So, we can say that multiple intelligence of Government and private secondary school students differ significantly. It was also inferred that the Linguistic/verbal intelligence of girls is higher than boys. The Logical/Mathematical intelligence of boys was greater than girls where Musical intelligence of girls is greater than boys. The spatial and kinesthetic intelligence of boys was greater than girls. Intrapersonal and interpersonal intelligence of girls were greater than boys, whereas existential intelligence of boys and girls is equal.

EXISTENTIAL INTELLIGENCE AND PRO-ENVIRONMENTAL BEHAVIOR OF STUDENTS IN ADIWIYATA AND NON-ADIWIYATA SCHOOLS: ARE THEY DIFFERENT?

This study aims to analyze differences in existential intelligence and pro-environmental behavior of students in Adiwiyata and non-Adiwiyata schools. The article describes a new idea of predicting pro-environmental behavior based on existential intelligence among high school students at Adiwiyata and non-Adiwiyata schools. This idea allows us to determine the differences in pro-environmental behavior between adiwiyata and non-adiwiyata schools. A total of 1,539 respondents participated in April-June 2021, consisting of students of Adiwiyata and non-Adiwiyata high schools in Semarang. The data were analyzed using Mann Withney Statistic Non-Parametric method. The new method effectiveness evaluation is confirmed by the calculation hypothesis testing using non-parametric statistics with the Mann-Whitney test. If significance (Sig.) < 0.05, then the hypothesis is supported empirically, and if Sig. > 0.05, then the hypothesis is not supported empirically. The results show that the existential intelligence of students in Adiwiyata schools is higher than the ones in non-Adiwiyata schools. Further, the pro-environmental behavior of students in Adiwiyata schools is also higher than the ones in non-Adiwiyata schools, confirming the differences in pro-environmental behavior of Adiwiyata and non-Adiwiyata schools through existential intelligence contribute to scientific novelty in this study. Increasing pro-environmental behavior can be done by increasing existential intelligence.

Vitamin D Status and Its Association with Multiple Intelligence among Arab Adolescents.

Studies investigating the association of vitamin D on intelligence is limited. The present study therefore aims to determine the association of vitamin D status with the different domains of intelligence among Saudi Arabian adolescents. This study used relational survey method among 1864 Saudi adolescent, including 549 boys and 1315 girls (mean age 14.7 ± 1.7 years) recruited using a multistage, stratified cluster randomization of 47 public and private schools in Riyadh in Saudi Arabia. A general questionnaire was used to collect demographic information. Intelligence was assessed using multiple intelligence inventory. Anthropometrics were measured and fasting blood samples collected for assessment of glucose and lipid profile. Vitamin D deficiency (25(OH)D <50 nmol/L) was observed in 84.2% of boys and 93.5% of girls. Girls had higher levels of verbal, kinesthetic, musical, naturalist and existential intelligence than boys, while boys have higher logical intelligence than girls (p-values < 0.05). Mixed regression analysis controlled for age, BMI and sex revealed that kinesthetic intelligence was significantly associated with 25(OH)D in boys (β 5.6 (2.8–8.5; p < 0.001)) and inversely associated with musical intelligence (β −1.2 (−2.3–0.1; p = 0.03)) and positively with naturalist (β 2.3 (0.5–4.2; p = 0.01)) in girls. Vitamin D status is associated with several domains of intelligence in adolescents and is sex-specific. Development a specific domain of intelligence may indirectly affect vitamin D status among adolescents, but needs to be proven prospectively.

THE EFFECT OF EXISTENTIAL INTELLIGENCE, PERSONALITY, AND SELF-DETERMINED MOTIVATION ON PRO-ENVIRONMENTAL BEHAVIOR: A THEORY-OF-PLANNED-BEHAVIOR-BASED EXAMINATION

This study aims to analyze the effect of existential intelligence, personality, and self-determined motivation on pro-environmental behavior of students at Adiwiyata schools, also analyzes the variables of a theory of planned behavior (TPB) as the intervening variables. The novelty describes a new idea of predicting pro-environmental behavior, especially among high school students, by integrated analysis of existential intelligence, self-determination motivation and personality, and mediation of planned behavior, which is rarely used. 886 respondents consisted of Adiwiyata high schools students in Semarang City who participated in March-April 2021. The data was analyzed using AMOS-SEM, and the results show that existential intelligence and self-determined motivation positively affect pro-environmental behavior. Meanwhile, the personality of extroverted intuitive thinking judging (ENTJ), extroverted intuitive feeling perceiving (ENFP), extroverted sensing feeling perceiving (ESFP), introverted sensing thinking judging (ISTJ), an introverted intuitive feeling perceiving (INFP) type also has a positive effect on the pro-environmental behavior. Further, attitude, subjective norm (SN), and perceived behavioral control have a significant positive effect in mediating the existential intelligence, self-determined motivation, and personality of ENFP, ESFP, ISTJ, and INFP on the pro-environmental behavior. Meanwhile, the SN does not have a significant effect in mediating the ENTJ personality. In addition, the intention has a significant positive effect in mediating the existential intelligence, self-determined motivation, and personality of ENTJ, ENFP, ESFP, ISTJ, and INFP type on the pro-environmental behavior.

A Counseling System of Multiple Intelligence Theory Combined With kNN Classification Algorithm

Choosing the right career is always a big issue, an important concern for everyone. To have a job, which is suitable for you, firstly you must look at yourself, called the self, and you should be aware of what the self is then you can promote the strength of your own self and avoid your weakness. To help discover more about yourself, during researching and studying, we come up with the idea that we would propose a career counseling system based on Howard Gardner's theory. The system uses the theory of multiple intelligences (Abenti &amp; Daradoumis, 2020) which is combined with the K-nearest neighbors (KNN) (Tang, Ying; Tang, Ying; Hare, Ryan; Wang, Fei-Yue;, 2020) algorithm to assist people and to give out a suitable suggestion about career path for them. We use the results of the eight intelligences retrieved from the KNN classification algorithm to give users the consulting for their career paths. This system is built with a dataset based on 56 multiple-choice questions. These include 48 multiple choice questions based on Howard Gardner's theory of multiple intelligences (Bravo, Leonardo Emiro Contreras; Molano, Jose Ignacio Rodriguez; Trujillo, Edwin Rivas, 2020), (businessballs, 2017) and 8 multiple choice questions which are the labels of the classifier. We divided the dataset into 8 subsets corresponding with 8 Intelligences defined by Howard Gardner with the collected dataset. In each subset, we build the KNN classifier model using KNN classification algorithm. This processing of 8 subsets come out with the results accuracy for the 8 Intelligences: linguistic intelligence (80.95%), logical-mathematical intelligence (82.14%), musical intelligence (96.43%), bodily-kinesthetic intelligence (82.14%), spatial-visual intelligence (82.14%), interpersonal intelligence (89.29%), intrapersonal intelligence (88.1%), existential intelligence (78.57%). With the outcome of 8 models, we have tested with 5 students and compared them to their actual intelligences. The comparison results tell us about the valuable potential in career path of the proposed counselling system, the advantages of this combination between Multiple Intelligence and KNN classifier.

Are Students of Secondary Schools of Seven Districts Different on Their Self-Estimates of Multiple Intelligences? A Case Study of Southern Districts of Khyber Pakhtunkhwa

Self-assessment of intelligence is a personal belief of ability, which is counted for an important portion of success in life. With 905 students of secondary schools of seven districts of Khyber Pakhtunkhwa, a survey study was conducted in order to find out students’ self-estimates and the differences of self-estimates on multiple intelligences. Data were collected from the subjects through a valid and reliable inventory. For a selection of the sample, a stratified, random, and proportion allocation technique was used; tests of between-subject effects, analysis of variance, and post hoc were applied as an inferential statistical test. The result of the study revealed that students of Lakki Marwat estimated their logical/mathematical, intrapersonal, verbal/linguistic, and visual/spatial intelligence to be higher than those of the students in the other districts. Students of Bannu rated their musical intelligences higher than that of the students of other districts. Students of Hango estimated their bodily/kinesthetic intelligence higher than that of the students of other districts. Students of Kohat estimated their existential intelligence higher than that of the students of other districts. Researchers suggested that schools should give such an environment of learning to the students where all the intelligences can be focused and promoted.

MULTIPLE INTELLIGENCES OF UNDERACHIEVERS AND OVERACHIEVERS IN SECONDARY SCHOOL ENGLISH

Underachievement as a phenomenon among school students exists in all subjects,but it is more pronounced in English, especially among students whose medium of learning is vernacular.The multiple intelligences-based instruction has been suggested as a remedy for overcoming the achievement discrepancy in English among EFL learners.This requires understanding the multiple intelligences of underachievers in English in comparison with their overachieving counterparts. The study aims to compare underachievers and overachievers in English with respect to their multiple intelligences.The participants of the study consisted of 85 underachievers and 77 overachievers in English, separated statistically by employing regression method from a larger sample of 447 ninth grade students of Kerala. Data were collected by administering Multiple Intelligences Scale for Secondary School Students,developed by the investigator. Inferential analysis by employing independent sample t-test revealed that underachievers and overachievers in English differed significantly in their Verbal-linguistic intelligence, Visual-spatial intelligence, Intrapersonal intelligence, Interpersonal intelligence and Naturalistic intelligence. The overachievers excel the underachievers in all the five components of multiple intelligences.The underachievers and overachievers in English were found almost alike in their Logical-mathematical intelligence, Bodily-kinesthetic intelligence, Musical intelligence, Existential intelligence and Moral-ethical intelligence.