The Influence of Students’ Thinking Style and Triarchic Intelligence on their Mathematics Performance Aniceto B. Naval *1 ORCID No. : 0000-0002-7954-4195 Email Address : a.naval@smciligan.edu.ph Charita A. Luna Mindanao University of Science and Technology Lapasan, Cagayan de Oro City 9000, Philippines Abstract. This study endeavors to investigate the contributions of the students’ thinking styles and natural abilities known as the triarchic intelligence on their mathematics performance. Students of different natural abilities from two intact classes of College Algebra course were taken as the participants of the study who underwent different intervention processes. Traditional intervention was applied to control group while experimental group underwent triarchic intervention involving analytical, creative, and practical based instructions. Students’ dominant natural abilities were determined through Stenberg’s Triarchic Human Intelligence Survey, thinking styles were measured through Thinking Style Questionnaire, and their mathematics performance were evaluated via multiple-choice for achievement and open-ended questions for problem solving skills utilizing a validated researchers’ framed Achievement Test in College Algebra. Data analysis was based on Principal Component Analysis (PCA) to obtain a single numerical index on the students’ preferred thinking styles and their most dominant natural abilities based on the thirteen (13) styles categories and the three (3) triarchic intelligences respectively. Findings revealed that thinking styles, triarchic intelligence, and mathematics performance were significantly correlated to each other. Moreover, after controlling the students’ abilities, thinking styles significantly predict their mathematics performance. Keywords: Thinking style, triarchic intelligence, analytical, creative, practical, mathematics performance. INTRODUCTION Quality education has been one of the contributing factors of economic growth and development where mathematics plays an important role. As Kant (1724 – 1804) said, a precise discipline only happens when it employs mathematics. Hence, education which does not commence with mathematics is defective at its foundation. However, students’ mathematics performance has become a major challenge to Philippine educational settings as evidently showed in the deteriorating performance of Filipino students in the national and international mathematics tests for the last two decades. Trends in International Mathematics and Science Study (TIMSS) ranked elementary and high school students in the Philippines as 3rd and 5th respectively among the lowest countries participated the study on mathematics cognitive domains on conceptual understanding, procedural knowledge, and reasoning (TIMMS, 2003). Moreover, based on the 2011-2012 World Economic Forum (WEF) Global Competitiveness Report, Philippines garnered a dismal rank of 115th in terms of the quality of Mathematics and Science education, and a similarly disappointing rank of 110th in terms of the quality of primary education, out of 142 countries. Even Filipino students with advance curriculum in mathematics as TIMSS (2008) study results showed that, Philippines performed least among ten (10) participating countries in mathematics overall as well as in specific content areas in cognitive domains (Ogena, Laña, & Sasota, 2010).  Corresponding Author: Mobile No. +639177261378