Background/purpose: The study aimed to investigate the effectiveness of teaching based on multiple intelligences in acquiring chemical concepts and the ability to explain household chemical phenomena among basic-stage students. Materials/methods: The study employed an experimental method with a quasi-experimental design for two non-equivalent groups to achieve its aims. The sample consisted of two ninth-grade classes of female students from a school in the Al-Koura District, selected by convenience sampling, with a total of 64 students (32 in each class). One class was randomly assigned as the experimental group and was taught using the multiple intelligences approach, while the other class served as the control group and was taught using the traditional method. Two multiple-choice tests were prepared: the first to measure the acquisition of chemical concepts, and the second to assess the ability to explain household chemical phenomena. The validity and reliability of both tests were verified. Results: The study's results revealed a statistically significant difference in the acquisition of chemical concepts by the study subjects, both individually and collectively, and their ability to interpret household chemical phenomena between the two study groups, favoring the experimental group. Conclusion: The study concluded that teaching based on multiple intelligences is effective in acquiring chemical concepts and enhancing the ability to interpret household chemical phenomena among basic stage students.