Learning is a series of activities designed to enable the learning processto occur in students. The implication is that learning habits must bedesigned, developed, and managed creatively, dynamically by applying amulti-approach to create a conducive atmosphere and learning process forstudents. One way to develop learning is to apply multiple intelligences andinvasion of learning.The level of student achievement is determined by curriculum types. Ifthe student's chosen teaching style does not fit the teaching practice or thelearning environment, the results may be negative behavioral reactions anddiminished student engagement. If the conflicts between learning styles andteaching styles persist, and there is no effort to deal with them, students canexperience physical, mental, and emotional problems. The weak students insome subjects may be due to non-parallel learning styles and teaching styles.This indicates that not all teaching methods are considered successful fromthe viewpoint of teachers' pedagogy compatible with students' expected orfavored teaching. Goodnaugh (2001) found out that the learningenvironment is not likely to weaken students' motivational orientation. Theskill of learners who do not dominate orientation-introduced-intelligenceled to chore-chored learning sessions. Leaving the intelligence orientation isa prerequisite for the development of a learning environment conducive tolearning. In shaping educational missions, curriculum creation, andpedagogy, more than ten nations incorporate the concepts of multipleintelligences. According to Hopper and Hurry (2000), the multipleintelligence approach emphasizes their own discovery and comprehension ofthe students in their learning process.Multiple intelligences are referred to by people who occur in nature asvarious abilities, talents, or skills (Armstrong, 2000). There are eight (8) different kinds of intelligence studied in this study, as outlined by Gardner(1993, 1999): verbal-linguistic, logical-mathematical, visual-spatial, musical,interpersonal, intrapersonal, kinaesthetic, and naturalistic.