Strategies Based on Multiple Intelligences for Strengthening Academic Performance in Rural Secondary Education Students

Abstract

The purpose of this research was to determine the impact of the integration of the theory of multiple intelligences on the academic performance of fifth grade students in a rural educational institution located in Montería, Colombia. The study was based on a mixed approach with a concurrent design, descriptive and correlational, which allowed the phenomenon to be approached from quantitative and qualitative dimensions simultaneously. The sample was made up of 120 students and 5 teachers. Instruments such as the IAMI-R questionnaire, semi-structured interviews, and participant observation were used, which facilitated the characterization of multiple intelligence profiles and the assessment of academic performance before and after the implementation of the strategy. The expected results indicate that the application of the theory of multiple intelligences will allow the identification and strengthening of individual potentialities, diversifying pedagogical strategies and improving academic performance from a comprehensive and contextualized perspective. It is expected to find a positive correlation between students' perception of this methodology and their levels of academic performance. The research contributes to the transformation of pedagogical practices in rural contexts, promoting a fairer, more inclusive education that respects the cognitive diversity of students.