Abstract
This is an empirical study which examined the relevance of intelligence tests (verbal and non-verbal) in different academic subjects. A sample of 200 students (100 males and 100 females) of Eleventh class from different schools of Shimla district in Himachal Pradesh (India) were tested on Standard Progressive Matrices (SPM) and General Mental Ability Test (GMAT) together with their scores on different subjects. A multiple regression analysis revealed an interesting pattern of relationship. SPM has been found to be the best correlate of Mathematics and Science subjects contributing 53% and 58% of variance in males' sample and 32% and 36% of variance in females' sample. Whereas, GMAT, correlated best with languages and social science subjects accounting for 28% to 44% in males' sample and 28% to 56% in females' sample.
Highlights
DesignA co-relational design was used to find out the pattern of relationship between academic achievement and intelligence tests
This is an empirical study which examined the relevance of intelligence tests in different academic subjects
Multiple regression analysis was computed separately for males and females sample to find out the exact variance shown by different intelligence tests in different academic subjects
Summary
A co-relational design was used to find out the pattern of relationship between academic achievement and intelligence tests. The study was conducted on 200 subjects comprising of equal number of males and females of eleventh class from different schools of Shimla district of Himachal Pradesh, India. Multiple regression analysis was computed separately for males and females sample to find out the exact variance shown by different intelligence tests in different academic subjects. Multiple regression allows us to identify a set of predictor variables which together provide a useful estimate of a participants likely score on a criterion variable
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