COMMONWEALTH ASSOCATION FOR
EDUCATION, ADMINISTRATION AND
MANAGEMENT
VOLUME 1 ISSUE 3
ISSN NO 2322-0147
November
2013
A study of academic Achievement in relation to
intelligence of class VII students
Excellence International Journal of Education and
Research (Multi- subject journal)
Excellence International Journal Of Education And Research
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A study of academic Achievement in relation to
intelligence of class VII students
Dr Afshan Anees
Ex research scholar
Deptt. Of education
A.M.U
Abstract
The present study, deals with the identification of magnitude of the relationship
between intelligence and academic achievement of class VIII students. The sample
consisted of 180 students from S.Thigh school and AMU Girls high school. The
culture faire intelligent test constructed by R.B Catttell was employed
The analysis of data was done by finding out the correlation coefficient between
intelligence and academic achievement and the “t” values were calculated to the
significant difference. The main findings of the study is that there is positive
correlation beween intellligene and academic achievement and no significant
difference between boys and girls was found on the measure of academic
achievement.
Education takes place, when new ideas combine with old, bringing the in the
behavior. It is needless to emphasize the importance of education in the life of a
nation. The outcome of education determines the level of life progress and status of
the people living anywhere in the word and it is the vital force for the development
of human life and the society at large.
School has a moulding influence on an individual. The kind of school one attends
and the teacher are source of influence and inspiration. Learning of the student,
which is of utmost importace influenced by a number of factors like intelligence,
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adjustment, socio-economic status, social acceptance, neglet or reject, and other
personality factor. Intelligence in one of the most important factors that having an
influence on the academic academic achievement of the students. (Harri 1961)
Academic achievement is the way of knowing learning of different individual and
now it is scientifically established fact that academic achievement is inextricable
bound up with and dependent upon intelligence and ability. Intelligence is the
single most important factor accounting for variation in academic achievement.
Now a days, education has become highly competetitive and commercial on basis
of better academic achievementonly student get selected for better causes of study
and eventually for better job.
It does not however necessary follows that intelegence and achievement are
identical that one can be predicted perfectly from other
Achievement
Achievement has future reference and try to predict degree of attainment for
success of individual or activity after adequate training, ability concern itself only
with the present condition
Acadamic Achivement
Goods (1973) has defined academic achievement as a knowledge attain or skill
develop in the school subject usually designate by test score or by mark assign by
teachers or by both.
Hawes (1982) Achivement is successful accomplishment or performance in
particular subject area or cources usually be reasons of skilled hardwork and
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interest typically summarized in various types of grades, marks score on
descriptive commentary.
Intelligence
Stern (1942) “Intelligence is a general capacity of an individual consciously to
adjust his thinking to new requirements. It is the general mental adaptability to new
problems and conditions of life”
Jean Piaget (1952) “Intelligence is the ability to adapt to one’s surrounding”.
Objectives:
1. To study the relationship between inelegance and acadmic acivement of
class 8th students.
2. To measure the extent of relationship between intelligence and academic
achievement of boys.
3. To measure the extent of relationship between intelligence and academic
achievement of girls.
4. To study the difference between boys and girls on measure of academic
achievement
Hypothesis
1. There would be positive correlation between and academic achievement.
2. There would be positive relationship between score of intelligence and
academic achievement of boys.
3. There would be positive relationship between score of intelligence and
academic achivement of girls.
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4. It is expected that girls will found to be not much difference from boys on
the measures of academic achievement
Sample
The sample consisted of 180 students, which include 90 boys from STS High
School and 90 girls from Girl’s High school, Aligarh.
Collection of Data
Investigator personally went to the school for administration of the test. The
investigator administered the culture fair intelligence test (scale 2 form A)
Analysis and Interpretation
Table-1
Coefficient of correlation between intelligence and academic achievement on
total sample
Variable
Acadimic Achievement
Intellegence
0.70
Table 1 shows a significant positive correlation between intelligence and academic
achievement. The correlation coefficient of 0.70 is significant at 0.01 levels.
Table-2
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Showing coefficient of correlation between intelligence and academic
achievement for boys.
Variable
Academic Achievement
Intelligence
0.68
Table-2 shows that the coefficient of correlation between intelligence and
academic achievement is 0.68 in case of boys and the correlation is significant at
0.01 levels.
Table-3
Showing Coefficient of correlation between intelligence and academic
achievement for girls.
Variable
Academic Achievement
Intelligence
0.72
As can seen table-3 there exist a positive correlation of 0.72 between intelligence
and academic achievement of girls, which is significant at 0.01 level.
Table-4
Showing Significance of difference between the mean scores of the high
intelligent boys and low intelligent boys on the measure of academic
achievement.
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Group
No
Means
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S.D
ISSUE 3
Calculated t Level
value
High
21
71.6
5.54
24
46.4
15.31
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of
significance
6.99
Intelligent
Boys
Low
0.01
Intelligent
Boys
As shown in table-4 high intelligent boys were found to be having higher mean
scores i.e. 71.6, the mean score of the low intelligence boys i.e. 46.4 their S.D.s
were found to be 5.54 and 15.31 respectively, when the significance of difference
between the means was computed. The t value was found to be 6.99 which is
significant at 0.05 and 0.01 levels.
Thus the result reveals, that the high intelligent boys scored significantly higher
then the low intelligent boys scored significantly higher then the low intelligent
boys on the measure of academic achievement.
Table-5
Showing significance of difference between the mean scores of the high
intelligent girls and low intelligent girls on the measure of academic
achievement.
Groups
No
Means
S.D.
Calculated t Level
value
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of
significance
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Intelligent
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18
70.66
8.17
27
49.00
10.95
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6.98
Girls
Low
0.01
Intelligent
Girls
Table 5 shows that the mean value of high intelligent girls is 70.6, which is higher
than that of low intelligent girls. i.e. 49.08 and their S.D. scores were found to be
8.17 and 10.95 respectively, when the significance of difference between means
was computed. The “t” value was found to be 6.98 which is significant at both 0.05
and 0.01 level of significance.
Thus the results indicate that the high intelligent girls scored significantly higher
then that of low intelligent girls.
Table-6
Showing Significance of difference between the mean scores of the high
intelligent Boys and high intelligent girls on the measure of academic
achievement.
Groups
No
Means
S.D.
Calculated t Level
value
High
21
71.6
5.54
18
70.66
8.17
of
significance
0.68
Intelligent
Boys
High
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NS
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Intelligent
Girls
As can be seen from table no 6, the mean scores of high Intelligent boys found to
be 70.66, which is found to be higher than that of higher intelligent girls i.e. 71.63
and their S.D. were found to be 5.54 and 8.17 respectively, when the significance
of difference between the mean was computed. The “t” value was found to be 0.68,
which shows that there is no significant difference between the mean scores of
high intelligent boys and high intelligent girls.
Thus, the result shows that no significant difference was found between the
two group scores of high intelligent boys and high intelligent girls.
Table-7
Showing significance of difference between the mean scores of the low
intelligent boys and low intelligent girls on the measure of academic
achievement.
Groups
No
Mean
S.D.
Calculated t Level
value
Intelligent
24
46.4
15.31
27
49.08
10.95
of
significance
0.7
Boys
Intelligent
NS
Girls
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As can be seen from table 7, the mean value of low intelligent boys i.e. 46.4 is less
than that of low intelligent girls i.e. 49.08 and their S.D scores were found to be
15.31 and 10.95 respectively, when the significance difference between means was
computed. The “t” value was found to be 0.7, which shows that there is no
significant difference between the means scores of low intelligent boys and low
intelligent girls.
Thus, it is clear that no sex difference was found among low intelligent
group where the “t” value of 0.7 is insignificant.
Conclusion
1. High score on intelligence are likely to built high achievers on academic
achievement.
2. There
is
positive
correlation
between
intelligence
and
academic
achievement.
3. Both high intelligence boys and girls are superior to low intelligent boys and
girls.
4. There is positive correlation between the scores of intelligence and academic
achievement of boys and girls.
5. Girls were found to e not much different from the boys on the measure of
academic achievement.
6. No significant difference between boys and girls was found on the measure
of academic achievement.
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References
1. Chopra S.L (1982) a study of some non intellectual correlates of academic
achievement, IIIrd survey of education of education research by M.B Buch
p.659
2. Dhaliwal (1971) A study of some factors contributing to academic success
and failure among high school students –personality correlates of academic
over-under academic achievement Ph.D Psy.A.M.U
3. Furhan,Adrian and Mathabu, Ramy (2004)sex and cultureal differences in
the estimates of general and multiple intelligence:Psy Abs. Vol92 No.1, Jan
2005
4. Goods C.V. dictionary of education, Tata McGraw hill Book Company,
New York
5. Garret, E.Henry, Statistic in education and psychology.
6. Mangal S.K Advance educational psychology, sec.ed. oct 20003
7. Mangal S.K statistics in psychology and education.
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