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VOL. 12, ISSUE 2 (2026)
Study on the impact of logical-mathematical intelligence on academic performance of secondary school students
Authors
Shivani Gavel, Pooja Sahu
Abstract
This study investigates the relationship between
logical-mathematical intelligence and academic performance among secondary
school students in Raipur, Chhattisgarh. Grounded in Howard Gardner’s Theory of
Multiple Intelligences, the study explores how structured reasoning, pattern
recognition, and numerical operations influence overall academic achievement. A
survey methodology was used to examine a sample of 80 Seventh Standard students
(N = 80; 40 boys, 40 girls) selected via random sampling from a prominent CBSE
English medium school in Raipur. Data collection utilized a self-made
closed-ended questionnaire structured on a dichotomous scale, verified for
content validity and internal consistency. Statistical evaluation was completed
using the arithmetic mean, standard deviation, Karl Pearson’s coefficient of
correlation (r), independent sample T tests and paired samples T tests. The
empirical findings reveal an extremely strong positive relationship between
logical-mathematical intelligence and academic achievement for both boys (r =
0.9779) and girls (r = 0.9886), leading to the rejection of the primary null
hypothesis (H01). Furthermore, while significant variations in logical
reasoning capacities were observed across the general student body (t = 9.6484,
df = 79, p < 0.05), comparative gender analysis indicated no statistically
significant difference between male and female cohorts (t = 1.595, df = 78, p
> 0.05). The paper details critical pedagogical implications, advocating for
interactive, problem-based, and strategy driven instructional ecosystems over
conventional rote systems to optimize logical development.
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Pages:305-308
How to cite this article:
Shivani Gavel, Pooja Sahu "Study on the impact of logical-mathematical intelligence on academic performance of secondary school students". International Journal of Humanities and Social Science Research, Vol 12, Issue 2, 2026, Pages 305-308
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