JOURNAL OF INFORMATION, KNOWLEDGE AND RESEARCH IN
HUMANITIES AND SOCIAL SCIENCES
CORRELATIONAL STUDY OF INTELLIGENCE AND
ACADEMIC ACHIEVEMENT OF SCHOOL GOING
CHILDREN IN RELATION TO GENDER, HABITAT,
TYPE OF SCHOOLS AND SOCIOECONOMIC
STATUS
DR. DINESH PATEL
Principal, Vijaynagar Arts College, Vijaynagar, Dist. Sabarkantha, Gujarat
vijaynagarartscollege@gmail.com
1. INTRODUCTION :
Children are the future of the nation. It is the duty of
every country to provide educational opportunities to
all its children. Therefore all efforts should be
directed through the system of education for their
academic enhancement and personality development.
The importance of curiosity, intelligence, problem
solving ability and personality traits can not be
denied because all these factors are responsible for
academic achievement. They discovered several
cognitive and non-cognitive factors, which contribute
to academic achievement. But there is a paucity of
research attempting to study the contribution of
children’s curiosity, intelligence, and problem
solving ability in academic achievement.
Academic achievement is the indicator of the
candidates’ level of acquired knowledge or skill,
which has been gained as a result of training or
experience. High academic performance is not
possible in the absence of intelligence but the
presence of high intelligence is no guarantee of high
academic performance.
Socio-economic status is also one of the most vital
factors, which is considered as a determinant of one’s
nature of adjustment. The SES of the family does not
only go with the chance of getting college education
but it is also found to be related to the level of one’s
academic achievement, because higher socioeconomic status means better educational facilities
and more intellectual stimulation.
Predicting academic achievement of the students is a
major task before the educational psychologists and
as such the researchers in this field have focused their
attention to explain the relationship of academic
achievement to various psychological variables.
Academic achievement is the indicator of the
students’ level of acquired knowledge or skill, which
has been gained as a result of training or experience.
High academic achievement is not possible in the
absence of intelligence but the presence of high
intelligence is no guarantee of high academic
achievement.According
to
Wechsler
(1975)
intelligence is the aggregate or globle capacity to an
individual to at purposefully with his environment.
IQ scores are fairly good predictors of academic
achievement the correlation between school grades
and IQ score is about 0.50. Neisser (1996) indicate
that intelligence test scores are related to a wide
range of social outcomes including job performance,
income, social status and year of education
completed.
Maw and Maw (1964) conducted a preliminary study
on five classes of elementary school children and
found positive moderate correlations between
teacher’s judgment of curiosity and IQ and somewhat
lower positive and less consistent correlations
between peer judgment of curiosity and IQ.
Kakkar (1977) conducted his study on 122 eight class
male students and found significant differences in
intelligence between the means of high. Medium, and
low curiosity students. Statistically significant
relationship between intelligence and curiosity was
obtained. Thorndike’s intelligence test (non-verbal
form-A) was used as a measure of intelligence.
Peenney and McCann (1964) found no relationship
between IQ and their children’s reactive curiosity
scale.Kakkar (1977) found a significant relationship
between curiosity and achievement in his study with
122 eighth class students. Maw and Maw’s 41-items
self-rating instrument of curiosity and students’
aggregate marks in the school examination were used
for the assessment of curiosity and achievement
respectively.Beall (1984) found no significant
differences among high, normal and science
achievers in terms of science curiosity. This finding
is not in tune with all the findings reported earlier.
Sharma (2000) concluded that the youth has high
aspiration and the girls are more high aspiration than
boys and science students are high aspiration than
arts boys. The achievement and socio-economic
status has positive effect on aspiration separately and
cobinedly and this can be inferred that achievement
and socio-economic status are important factors in
marking or making the level of operations.
Gakhar and Aseema (2004) revealed that rural
adolescents had greater academic achievement than
urban ones and interaction also existed between sex
and area. While affecting academic achievement. In
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JOURNAL OF INFORMATION, KNOWLEDGE AND RESEARCH IN
HUMANITIES AND SOCIAL SCIENCES
addition to it self-concept stress, and locality both
affects the reasoning ability.
The main aim of the present investigation has been to
comparative study of intelligence and academic
achievement of school going children in relation to
gender, habitat, type of schools and socioeconomic
status.
2. PROBLEM OF THE STUDY
The exact problem of the present investigation is
“Correlational study of intelligence and academic
achievement of school going children in relation to
gender, habitat, type of schools and socioeconomic
status”.
3. OBJECTIVES OF THE STUDY :
To find out the relation between intelligence and
academic achievement of of various groups of school
going children in relation to gender, habitat, type of
schools and socioeconomic status.
4. HYPOTHESIS
HSES
MSES
LSES
Total
Male
Urban
Govt.
Schools
30
30
30
90
Pvt.
Schools
30
30
30
90
Rural
Govt.
Schools
30
30
30
90
Pvt.
Schools
30
30
30
90
7. TOOLS
For the present research work following tools were
used for data collection:
7.1 General Intelligence test
General intelligence test by S.M. Mohsin (1990) was
used to measure intelligence level of the students.
The test has consisted 6 sub test each test has
separate instruction and scoring key. The test retest
reliability is .89. Splite half reliability is .68. With a
view to ascetaining validity co-efficient of the
general intelligence test alonge with the Menglus
general intelligence test is .54 and Terman arithmetic
reasoning test is .63, Raven matrisis is .65.
7.2 Academic Achievement
Average percentage results of last 3 years annual
exams of each students was considered as academic
achievement.
8. PROCEDURE
After establishing rapport general intelligence test
was administered to the students in small manageable
group. Scoring was done as per scoring key of GIT.
Last 3 years annual exam results were taken from
each students to find out academic achievement.
9. STATISTICAL ANALYSIS
Product Moment correlation technique was used in
order to find out correlation between intelligence and
academic achievement among various groups of
student.
There will be no significant correlation between
intelligence and academic achievement of various
groups of school going children in relation to gender,
habitat, type of schools and socioeconomic status.
5. VARIABLES
In present research gender (male, female) habitat
(urban, rural) type of school (government and
private) and socio economic status, (HSES, MSES
and NSES) were taken as independent variables and
the scores of intelligence and academic achievement
and correlations of intelligence and academic
achievement of various group was dependent
variable.
6. SAMPLE
For the present research work the sample was
randomly taken from various schools of Sabarkantha
district. The educational status of the students was
controlled. They were from 7th standard. The sample
was categorized as under
Female
Urban
Govt.
Schools
30
30
30
90
Pvt.
Schools
30
30
30
90
Rural
Govt.
Schools
30
30
30
90
Pvt.
Schools
30
30
30
90
Total
240
240
240
720
10. RESULTS AND DISCUSSION
Correlation between intelligence and academic
achievement among various groups of school
going children
Various
Groups
Correlation of
Intelligence –
achievement
MUP-HSES
MUP-MSES
MUP-LSES
MRP-HSES
MRP-MSES
MRP-LSES
MUG-HSES
MUG-MSES
MUG-LSES
MRG-HSES
MRG-MSES
MRG-LSES
FUP-HSES
FUP-MSES
FUP-LSES
FRP-HSES
FRP-MSES
FRP-LSES
FUG-HSES
FUG-MSES
FUG-LSES
FRG-HSES
0.45*
0.44*
0.17
0.40*
0.34
0.43*
0.83**
0.75**
0.03
0.68**
0.38*
0.13
0.18
0.63**
0.53**
0.27
0.62**
0.50**
0.69**
0.63**
0.47**
0.57**
FRG-MSES
FRG-LSES
0.52**
0.54**
academic
* significant at .05 level, **significant at .01 level
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JOURNAL OF INFORMATION, KNOWLEDGE AND RESEARCH IN
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Correlation between intelligence and academic
achievement of male urban private school students
belonging to HSES can seen in the Table of
correlation. The correlation between intelligence and
academic achievement of male urban private school
students belonging to HSES is 0.45 which is
significant at .05 level. It means intelligence and
academic achievement is positively correlated. The
correlation between intelligence and academic
achievement of male urban private school students
belonging to MSES is 0.44 which is significant at .05
level. It means intelligence and academic
achievement is positively correlated. The correlation
between intelligence and academic achievement of
male urban private school students belonging to
LSES is 0.17 which is not significant. It means
intelligence and academic achievement is positively
correlated.
The correlation between intelligence and academic
achievement of male rural private school students
belonging to HSES is 0.40 which is significant at .05
level. It means intelligence and academic
achievement is positively correlated. The correlation
between intelligence and academic achievement of
male rural private school students belonging to
MSES is 0.34 which is not significant. It means
intelligence and academic achievement is positively
correlated. The correlation between intelligence and
academic achievement of male rural private school
students belonging to LSES is 0.43 which is
significant at .05 level. It means intelligence and
academic achievement is positively correlated.
The correlation between intelligence and academic
achievement of male urban Government school
students belonging to HSES is 0.83 which is
significant at .01 level. It means intelligence and
academic achievement is positively correlated. The
correlation between intelligence and academic
achievement of male urban Government school
students belonging to MSES is 0.75 which is
significant at .01 level. It means intelligence and
academic achievement is positively correlated. The
correlation between intelligence and academic
achievement of male urban Government school
students belonging to LSES is 0.03 which is not
significant. It means intelligence and academic
achievement is positively correlated.
The correlation between intelligence and academic
achievement of male rural Government school
students belonging to HSES is 0.68 which is
significant at .01 level. It means intelligence and
academic achievement is positively correlated. The
correlation between intelligence and academic
achievement of male rural Government school
students belonging to MSES is 0.38 which is
significant at .05 level. It means intelligence and
academic achievement is positively correlated. The
correlation between intelligence and academic
achievement of male rural Government school
students belonging to LSES is 0.13 which is not
significant. It means intelligence and academic
achievement is positively correlated.
Correlation between intelligence and academic
achievement of female urban private school students
belonging to HSES can seen in Table.... The
correlation between intelligence and academic
achievement of female urban private school students
belonging to HSES is 0.18 which is not significant. It
means intelligence and academic achievement is
positively correlated. The correlation between
intelligence and academic achievement of female
urban private school students belonging to MSES is
0.63 which is significant at .01 level. It means
intelligence and academic achievement is positively
correlated. The correlation between intelligence and
academic achievement of female urban private school
students belonging to LSES is 0.53 which is
significant at .01 level. It means intelligence and
academic achievement is positively correlated.
The correlation between intelligence and academic
achievement of female rural private school students
belonging to HSES is 0.27 which is not significant. It
means intelligence and academic achievement is
positively correlated. The correlation between
intelligence and academic achievement of female
rural private school students belonging to MSES is
0.62 which is significant at .01 level. It means
intelligence and academic achievement is positively
correlated. The correlation between intelligence and
academic achievement of female rural private school
students belonging to LSES is 0.50 which is
significant at .01 level. It means intelligence and
academic achievement is positively correlated.
The correlation between intelligence and academic
achievement of female urban Government school
students belonging to HSES is 0.69 which is
significant at .01 level. It means intelligence and
academic achievement is positively correlated. The
correlation between intelligence and academic
achievement of female urban Government school
students belonging to MSES is 0.63 which is
significant at .01 level. It means intelligence and
academic achievement is positively correlated. The
correlation between intelligence and academic
achievement of female urban Government school
students belonging to LSES is 0.47 which is
significant at .01 level. It means intelligence and
academic achievement is positively correlated.
The correlation between intelligence and academic
achievement of female rural Government school
students belonging to HSES is 0.57 which is
significant at .01 level. It means intelligence and
academic achievement is positively correlated. The
correlation between intelligence and academic
achievement of female rural Government school
students belonging to MSES is 0.52 which is
significant at .01 level. It means intelligence and
academic achievement is positively correlated. The
correlation between intelligence and academic
achievement of female rural Government school
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JOURNAL OF INFORMATION, KNOWLEDGE AND RESEARCH IN
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students belonging to LSES is 0.54 which is
significant at .01 level. It means intelligence and
academic achievement is positively correlated.
Thus, it may be said that the variable intelligence and
scholastic achievement have significant positive
moderate relationship. This finding is in accordance
with the findings of the previous studies undertaken
in this regard including that of Kakkar
(1977).Deb,Ghosh and Manjulika (1971) found a
significant relationship between intelligence score
and achievement. Brondy and brondy (1976) reaveled
that higher the child’s IQ the more years of school
they are likely to complet. Verma (1966) stated that
intelligence, study habits and ego involvement had
positive
and
significant
relationship
with
achievement. Pereira (1974) found that in case of
maladjusted children, significant correlation exists
between intelligence and academic achievement
whereas, in case of well adjusted group significant
corelation does not exist between intelligence and
academic achievement.
Maqsud (1983) found positive correlation between
SES and scholastic achievement. Rao (1965) found
that intelligence, study habits, attitude of pupils
towards school jointly contribute 60% of the
predictability of scholastic achievement while the
contribution of SES had not come out to be
significant.
11. REFERENCE
[1]
Beall, Dwight. (1985). “Attidues toward
science, interest in science and science curiosity as
they relate to science achievement of upper
elementary students.” Ph.D. Indian University,
(1984) Indissertation abstracts international, 45 (8) :
2387-A.
[2]
Brody, E.B. and brody, N. (1976).
Intelligenece
:
Nature,
determinants
and
consequences. New York, Academic Press.
[3]
Deb, Gosh and Manjulika (1971). Relation
between scholastic achievement and intelligence.
Behaviourometric, 1 (2) : 136-137.
[4]
Gakhar and Aseema (2004). Influence of
self-concept stress, locality and gender on the
academic achievement and reasoning ability of
adolescents. Praachi journal of psycho-cultural
dimensions. Vol. 20 (1) : 25-28.
[5]
Kakkar, S.B. “Intelligence, curiosity and
achievement.” ISPT journal of research, (1977), 1(1),
13-16. In Indian psychological abstracts, Sept.
(1978). 15(3), 193.
[6]
Maqsud, M. (1983). Relationship of locus of
control to self esteem, academic achievement and
prediction of performance of Nigerian secondary
school pupils. British journal of educational
psychology, 53 (2) : 215-221.
[7]
Maw, W.H. and Maw, E.W. (1964). An
exploratory investigation into the measurement of
curiosity in elementary school children. Cooperative
research project No. 801, Newwark : University of
Delaware.
[8]
Pereira, O. (1974). A study of five major
factors contributing to certain psychological
problems of pre-adolescents. research bulletin,
educational research innovation committee, 2(1&2) :
52-53.
[9]
Prakash, S. (2000). “A study of
mathematical creativity and achievement of
elementary school students in relation to problem
solving ability, anxiety and socio-demographic
variables.” Ph.D. (Edu.) P.U. Chandigarh
[10]
Rao (1965). relationship of intelligence,
study habits, atitude of pupils towards school and
SES with academic achievement. Survey of research
in education, first Edn. Boroda society for
educational research and education.
[11]
Verma (1966). factors responsible for poor
results. Second survey of research, first edn., Boroda
society for educational research and development.
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