Predicting Academic Achievement Using Multiple Intelligence Profile and Career Interest Among Senior Secondary School Students in Enugu State

Multiple intelligence theory offers a more nuanced framework for understanding learning potential and academic achievement compared to traditional cognitive ability measures, with important implications for career guidance in Nigerian secondary schools. This study examined the predictive relationships between multiple intelligence profiles, career interest, and academic achievement among Senior Secondary School students in Enugu State, South East Nigeria. A predictive correlational design was used, with 400 SS2 students from twelve secondary schools in Enugu East and Igbo-Eze Local Government Areas participating. The Multiple Intelligence Development Assessment Scales (MIDAS), the Strong Interest Inventory (adapted for the Nigerian context), and students' mid-term examination results were administered and collected respectively. Stepwise regression analysis was used. Findings indicated that linguistic, logical-mathematical, and interpersonal intelligence dimensions were the strongest predictors of academic achievement. Alignment between multiple intelligence profile and career interest significantly moderated academic achievement, with students whose academic pursuits aligned with their dominant intelligence reporting higher performance. Females demonstrated stronger linguistic intelligence profiles while males showed marginally higher logical-mathematical scores. The study recommended that secondary school counsellors in Enugu State adopt multiple intelligence profiling as a component of career guidance assessments and use results to inform subject selection counselling at the SS1 level. Keywords: multiple intelligence, career interest, academic achievement, secondary school, Enugu State.