Relationship Between Academic Achievement

When one speaks of intelligence or how bright another person is, the often quoted figure is the IQ or intelligence quotient. It is the most often used standard of how smart a person is. This paper shall look at what intelligence tests measure, how the IQ tests measure intelligence and interrogate their history. It shall then apply the tests to school policy and hence evaluate their validity.

whether intelligence has had a major increase over the past century. The data reviewed includes

Parents push their children to excel in sports and other activities, so why don’t they push them to excel in academics? Students’ View of Intelligence Can Help Grades, an article by Michelle Trudeau, talks heavily on this topic. Trudeau uses Psychologist Carol Dweck’s very compelling and factual arguments in support of this topic.

As Martin Luther King Jr. said “The function of education is to teach one to think intensively and to think critically. Intelligence plus character- that is the goal of true education”. Some may say, that standardized testing is beneficial. However, standardized testing has no good use and should be eliminated from schools. The current routine of standardized testing in schools is taking away from student and teacher creativity and innovation. Students often don’t score well, so standardized test results aren’t an accurate picture of a student’s overall intelligence.

Intelligence is most important in today's society. Some individuals have high intelligence, some have low intelligence. An appropriate environment plays an important role in the development of a child’s intelligence. Stephen Jay Gould exchanged many views on intelligence in his book The Mismeasure of Man

All the intelligences can be brought from different types of backgrounds, they can stem from formal schooling, life experiences or just an individual having a certain aptitude towards a certain type of intelligence. Many aspects of the test were influenced through formal education. Five different subtests; mathematics, general knowledge, classification, verbal and pattern recognition are influenced through formal education. School curriculums are designed to train students in subjects such as mathematics, sciences and social studies that seem to overlap in the areas that are tested in the intelligence test. So an individual that isn’t formally trained in these areas if tested would be able to perform better as opposed to students that aren’t formally trained and they are given primarily the same exams that cover the same topics. Logic is the purest type of research that a person is able to display. If an individual lacks logic, they are unable to rationally reach a conclusion. It can be utilized in many areas of life which include but not limited to everyday life such as developing arguments and also being able to solve everyday

In today’s modern world, recent scientific research has been conducted, which reveals that world-wide IQ test scores have risen, and continue to rise every year. In Alison Gopnik’s article, “Smarter Every Year? Mystery of the Rising IQs,” she discussed how these recent scientific discoveries relate to our society throughout the last century. It is evident that in our society a person’s level of intelligence is extremely important in our culture which is obsessed with being knowledgeable. In her article, Gopnik addresses the historical evidence that supports the conclusion that people are getting smarter as the years go on because of today’s society. Gopnik effectively explains the fact that people’s IQs are rising every year, by using the results of scientific research to support her point, and by explaining theories which state how the world’s social and economic environment are significant factors towards a person’s level of intelligence.

According to Mc Loughlin and Lewis, (2009), “standardized test are great sources of information when assessing a child”. However, there is no one to one determination between performance on an intelligence test and performance in school. Other aspects for consideration, includes motivation, life experiences, one’s health and emotional state and the individual’s talents and interests. Methods of Assessment Formative assessment techniques monitor student learning during the learning process. The feedback gathered is used to identify areas where students are struggling so that instructors can adjust their teaching and students can adjust their studying, (Wechsler 4th ed., 2003).

There is a relationship between intelligence and culture because intelligence is culturally shaped and defined and some cultures support and identify it as very vital in the context of social and ecological aspects. In the early years, there was a bias towards intelligence tests because they used English language and culture. The formation of Wesler Adult Intelligence Scale, Fourth Addition (WAIS,IV) in 2008 by David Wesler was meant to minimise the bias. According to Westen, Burton and Kowalski (2006), intelligence assists human beings to take control of their lives and it varies cross culturally because the power dynamics differ in each society and this leads to differences in behaviour and line of thinking. These authors describe intelligence as multifaceted, functional and can be defined by culture because it is universal and studying intelligence using different culture as a sample that can be used to question Western ideas about intelligence with some emphasis on the assessment of skills and abilities using culturally appropriate methods (Benson, 2003)

The results of the study show that the goal of girls and boys when they are going to school, is different. The number of the girls who come to school to get good grades is 130 and the number of boys who come to school for the same purpose is 117. The difference was

This theory agreed with the multiple intelligence theory on intelligence being a much broader general ability, but the latter’s intelligences were better perceived as individual talents. This theory explains successful intelligence as involving factors including analytical intelligence which is the problem- solving abilities, creative intelligence which involves the capacity of dealing with new arising situations by using current skills and past experience as well as practical intelligence which is the ability of adapting to change in one’s environment. The third theory is that of multiple intelligences by Howard Gardener which proposes that human intelligence’s numerical expressions are not an accurate depiction of the people's abilities. This theory describes several distinct intelligences which are based on the abilities and skills which are valued in the different cultures including visual-spatial intelligence where thinking is in terms of physical space, verbal-linguistic intelligence where words are used effectively, bodily-kinesthetic intelligence where the body is used effectively, logical-mathematical intelligence where abstract, conceptual and calculations are used, interpersonal intelligence which entails one’s understanding of their goals and interests, musical intelligence where sensitivity to sound and rhythm is shown, intrapersonal intelligence which involves interaction and understanding of others as well as naturalistic intelligence. These differences related to strengths of intelligence are said to challenge the educational system which assumes that every individual can learn similar materials in a similar manner and that a universal, uniform measure does suffice in testing student

When one speaks of intelligence, it is easy to assume that it is a reference to how smart an individual is. For students that may have intellectual disabilities, intelligence takes on a different meaning because in this case, one would be looking to see if the student is learning at the average pace of

Academic success is largely attributed to intellectual ability in everyday life, even though this supports the literature that is intellectual ability does have a large role over academic success it is only one of many factors that can influence academic success, in this study the effect of intellectual ability will be tested against academic success of students to verify and reproduce the results that exist in abundance within multiple studies (Chamorro-Premuzic & Arteche, 2008). Therefore, we will be testing whether the relationship between intellectual ability and academic performance is significant or not. This constructs the first hypothesis for the study:

In comparison to Individual Testing, Group Intelligence and Scholastic Aptitude tests are used more frequently within school settings as administration requires little training on the examiners part since directions are outlined clearly in their respective manuals. Such tests are cost efficient, requires simpler materials, evaluate students’ performance and include; Cognitive Abilities test (CogAT), Kahlmann-Anderson Test, Test of Cognitive Skills (TCS/2) and The Otis-Lennon School Ability Test, 8th edition (OLSAT8). The CogAT has a multilevel edition applicable for use with grades 3 through 12 and is comprised of three batteries for evaluating children’s verbal, quantitative and nonverbal abilities. The nonverbal category calls for geometric figures from tasks requiring classification, analogies or figure synthesis (Hood & Johnson, 2006). The Kuhlmann-Anderson Test on the contrary is consisted of seven different levels for kindergarten through grade 12 each having eight tests. It is considered one of the most popular group intelligence test for usage in schools is less relied upon language and produces verbal, nonverbal and total scores. The scores are then presented as confidence intervals and cognitive skills quotient.

Education plays a vital role in the human and country development at all stages. There are key determinants that affect the education level which ultimately translate into human and country 's development. Quality education ensures the achievement of knowledge and required skills that enable individuals to enhance the productivity and improve their living standard and access to basic needs. This increase in productivity further translate towards new sources of earning which also further enhances the economic growth of a country (Saxton, 2000). Student performance is a key component of quality education that result in better outputs in the long run. Student intellectual performance measurement has received substantial consideration in previous research literature, it is a challenging aspects of academic literature. Student performance are affected by many factors including social, mental, economic, environmental and personal factors. These factors strongly influence on the student intellectual performance, but these factors vary from person to person and country to country.