Grade 12 GAS Learners' Perceptions and Experiences of Multiple Intelligences Learning Indicators at Surigao Del Norte National High School, School Year 2025-2026

This study aimed to explore the perceptions and lived experiences of Grade 12 General Academic Strand (GAS) learners regarding their multiple intelligences learning indicators at Surigao del Norte National High School during School Year 2025–2026. A descriptive phenomenological research design was employed using Colaizzi’s seven-step method of analysis. Eighteen purposively selected GAS learners participated through focus group discussions, in-depth individual interviews, and key informant interviews with teachers. Data were transcribed verbatim, coded, clustered, and validated through member checking to ensure credibility and trustworthiness. Three major themes emerged: (1) recognition of diverse learning strengths, where learners identified dominant intelligence profiles shaping their learning preferences; (2) challenges within traditional instructional and assessment practices that often favor linguistic and logical-mathematical intelligences; and (3) adaptive multiple-intelligences learning strategies, where learners modified study behaviors aligned with their strengths. These results indicate that alignment between instruction and intelligence profiles enhances engagement, confidence, and academic performance. Grade 12 GAS learners demonstrate varied intelligence-based learning patterns that require differentiated and inclusive instructional approaches. Integrating multiple intelligences in classroom practices can significantly improve participation, motivation, and academic success among senior high school learners.