This study investigated the multiple intelligence test as predictor of students’ performance in Mathematics in Junior Secondary Schools in Ekiti state. This study specifically examined the contribution of multiple intelligence test variables (verbal, logical, visual, bodily, self (intra-personal), social (inter-personal) and musical) to students’ academic performance in Mathematics; and to determine if multiple intelligence test discriminated between male and female students. The descriptive research of the survey design was used in this study. The population for this study consisted of all Junior Secondary School Two (J.S.S. II) students in secondary schools in Ekiti State, of which 200 was selected using multistage sampling procedure. Two instruments tagged Multiple Intelligence Test (MIT) and Mathematics Performance Test (MPT) were used to collect data. The face and content validity procedure of the instruments were determined by employment of Mathematics Education and Tests and Measurement experts. The test re-test method of reliability was adopted. A correlation co-efficient value of 0.82 and 0.84 were obtained for MIT and MPT respectively. The data collated was analyzed using inferential statistics of multiple regression and t-test at 0.05 level of significance. The findings indicated that multiple intelligence test contributed to students’ academic performance in Mathematics. Also, male students performed better than female students in multiple intelligence test. It was recommended among others that teachers should frequently measure the multiple intelligences among students and use the feedback to improve students’ performance in Mathematics.

Keywords: Multiple Intelligence Test, Performance, Mathematics, Predictor, Academic,

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