This study was based on the theory that the academic performance of the students is dependent or influenced by various factors such as their self-esteem and multiple intelligences. This study was anchored on the theory of West in 1997 explaining the brain hemispheric dominance of each person, by Gardner i 1993 in his MI theory, by Armstrong in his MI theory too, by Levine in 2002, by Lazear in 1993, by Shaw in 1994 and by Pollock, Waller and Pollit in 1994.The multiple intelligences includes the linguistics, logical -mathematical, bodily kinesthetics, musical, interpersonal, intrapersonal, spatial and naturist intelligences. The study hypothesized that there is a significant relationship among self-esteem, multiple intelligences and academic performance of first year students at risk with dyslexia at Gingoog City Comprehensive National High School Gingoog City for school year 2007-2008. The method used was descriptive survey.
This study was conducted at Gingoog City Comprehensive National High School, Gingoog City. The respondents were the twenty nine ( 29 ) students and twenty three ( 23 ) were males while the six ( 6 ) were females who were identified at risk with dyslexia. The three ( 3 ) sets of questionnaires were administered to gather the needed data like the test on Identifying Adult and Students with Dyslexia, Barksdale Self -Esteem Evaluation (SEI ) and Multiple Intelligence Development Series ( MIDAS ). The statistical tools used were the percentage, frequency, mean, standard deviation, and multiple regression analysis.
The findings reveals that there was a dominance among males with low self-esteem because more males were identified with dyslexia. Besides, females could handle their difficulties by being studious, diligent, obedient, patient and by trying hard in the midst of their difficulties.
The findings further reveal that majority of the respondents showed signs of mild dyslexia. Twenty ( 20 ) of 69% of the students were lack of self-esteem. Nine ( 9) or 31 % were males who suffered serious handicapped. However none among respondents had linguistic intelligence. This is understandable because of their difficulty in reading as what expert said that learning disability students affects language processing ( Wadlington, 2005 ).
It was found that the said respondents possessed different types of intelligences. Ten ( 10 ) or 34.5 percent of the students had intrapersonal skills, the ( 10 ) or 34.5 percent with interpersonal skills and musical skills too, four ( 4 ) or 13.8 percent had logical skill, and spatial skill and only one ( 10 or 3.4 percent had naturalist intelligence.
The mean of the academic performance level of the students was 75.93 percent. This shows poor result of their academic subjects. There is no significant relationship among self-esteem, multiple intelligences and academic performance.