Average Cognitive Ability Research Articles

Delayed Milestones and Demographic Factors Relate to the Accuracy of Autism Screening in Females Using Spoken Language.

Examine how milestone development, demographics, and emotional/behavioral functioning predict autistic females meeting the cutoff on a commonly used Autism screening tool (Social Communication Questionnaire: SCQ). We hypothesized that autistic girls with fewer developmental delays, whose parents have lower education, or are Black or Multiracial would be less likely to meet the SCQ cutoff. Further, those with more symptoms of Withdrawal/Depression, Social Problems, Thought Problems, and Attention Problems on the (Child Behavioral Checklist: CBCL) would be more likely to screen positive. A subset of participants enrolled in a large national cohort (SPARK) were included (5,946 autistic females). A cutoff score on the SCQ of 11was used to form groups: Meet (M: N = 5,186) and Not Meeting (NM: N = 760). Autistic girls who had delayed toileting and motor milestones and whose parents attained higher education were more likely to screen positive. Girls who scored within the clinical range on the CBCL Thought Problems and Attention Problems syndrome scales were more likely to screen positive. Race and reported symptoms on the Withdrawn/Depressed and Social Problems syndrome scales did not relate to screening status. Results further support the existing literature suggesting that autistic girls must present with more significant delays/symptoms to be screened and diagnosed with autism, which can could impact their access to early intervention services and future skill development. Future research should examine additional factors that specifically put females at a disadvantage for being accurately identified, particularly for those who are speaking and/or of average cognitive ability.

The Religious Cognition: A Meta-Analysis Study of Indonesian Students' Religious Learning Achievement

The large number of published studies related to religious learning achievement in the cognitive domain certainly raises questions in the minds of research users, especially if the conclusions produced vary from one study to another. Therefore, to find out the average of students' religious learning achievement in Indonesia on the cognitive aspect, it is necessary to carry out a meta-analysis. The meta-analysis in this study aims to determine the average effect size of the aggregate Islamic learning achievement of students in Indonesia. This research uses a quantitative approach using meta-analysis. Research data was collected from various studies including journal articles, theses and student theses from 2009-2023 which were obtained through internet searches using the keyword Islamic learning achievement. The results of the research show that the average Islamic learning achievement of Indonesian students is 83.00 with a standard error of the weighted random model of 1.526 with a combined average score of 80.05 and an upper limit of 85.95. This shows that the ability/achievement in learning the Islamic religion of Indonesian students at the elementary to middle school levels has exceeded the minimum completeness, namely 75. Based on the Regression Method and Trim and Fill analysis, it was found that there was no publication bias. So the conclusions made based on the random effect model regarding the average cognitive abilities of students are valid.

Human capital indicators as influenced by SES, cognitive and non-cognitive skills: evidence from Taiwan’s PISA performance

Taiwan’s high performance in the PISA surveys has not been unnoticed by researchers. However, both individual level research and cross-national research which is relevant for Taiwan’s PISA achievement is typically lacking, especially as regards later surveys. This article examined Taiwan’s PISA mathematics and reading achievement in 2018, using individual level data (Valid N = 6863) and cross-national data with aggregated data for 77 countries. At the individual level, socioeconomic and non-cognitive variables explain the most variance of PISA mathematics and reading. At the cross-national level, cognitive ability and average income were statistically significant with cognitive ability as the strongest predictor. As Taiwan has a high level of average cognitive ability it may regarded as a strong comparative advantage with regard to human capital.

THE EFFECT OF PjBL-STEM LEARNING MODEL ON STUDENTS’ COGNITIVE SKILL IN MATTER SUBSTANCES AND THEIR CHANGES SUBJECT

The background of this research was the results of the researcher's observations on 8th grade students of SMPN 14 Padang. Based on the results of observations, information was obtained that teachers had previously implemented the PjBL learning model but never had implemented the STEM approach, and teachers had never combined the learning model with the STEM approach. The purpose this research was to examine the effect of the PjBL-STEM learning model on students' cognitive skill regarding substances and their changes subject. The type of research used was Quasi Experimental, design, using a Posttest Control Group Design. This research used two classes, there were experimental and the control class. The experimental class uses the PjBL-STEM learning model, while the control class used a conventional approach learning model. Sampling in this study was carried out using a purposive sampling technique, based on almost the similliary average daily test scores. The instrument of this research were multiple choice test with 20 questions. The results of data analysis show that the cognitive skill of students in the experimental class are higher than those in the control class. The used of the PjBL-STEM learning model makes a good difference in students' cognitive abilities. The results of hypothesis testing based on posttest data obtained from the two sample classes showed that, H0 was rejected and H1 was accepted, so it can be interpreted that there is a difference in the average cognitive abilities of students in the experimental class and the control class. There is an effect of the application of the PjBL-STEM learning model on the students’ cognitive skill on substance material and its changes subject.

THE GLOBAL PREVALENCE AND DIAGNOSIS OF AUTISM SPECTRUM DISORDER (ASD) AMONG YOUNG CHILDREN

Autism Spectrum Disorder (ASD) refers to a group of developmental disorders. Although the global prevalence of ASD is reported to be between 3-6 children per 1000, there is difficulty in comparing the prevalence of ASD across countries because of the variation in methodology, age group of population and the sample size studied. The prevalence of ASD shows an increasing trend and factors attributing to the rise in prevalence include the increase in awareness on the signs and symptoms of ASD, the increase in access to services, the changes in the definition of autism over time and the broadening of the diagnostic criteria. Among the administrative factors also linked to the increase in prevalence were changed in reporting practices and availability of records. Before1990’s diagnosis of ASD was more often after the entrance to the school. Currently, there are diagnostic tools available and the diagnosis can be made among toddlers. However, for those on the milder end of the spectrum with average or above-average language and cognitive abilities, the diagnosis is still made after school entry. Early detection, diagnosis, and intervention are important in promoting better long-term outcomes and as such screening programs need to be in place. Sustainability of the program requires training of primary care providers, the use of specially designed tools for screening and protocols for referral, and a multidisciplinary diagnostic team. This paper shares the Malaysian experience in implementing a screening program since 2011 and the outcomes of the screening program for ASD in primary care.

The Impact of Peacekeeping on Post-Deployment Earnings for Swedish Veterans

ABSTRACT We study the effect of peacekeeping on post-deployment earnings for military veterans. Using Swedish administrative data, we follow a sample of more than 11,000 veterans who were deployed for the first time during the period 1993-2010 for up to nine years after returning home. To deal with selection bias, we use difference-in-differences propensity score matching based on a rich set of covariates, including measures of individual ability, health and pre-deployment labour market attachment. We find that, overall, veterans’ long run post-deployment earnings are largely unaffected by their service. As such, our findings challenge the notion that Swedish veterans struggle on the labour market. At the same time, we find indications that the zero effect for the full sample hides interesting patterns in the effects from deployment, across sub-groups of veterans. Veterans deployed to Bosnia in the 1990s appear to have suffered a transitory earnings penalty, whereas veterans deployed to Afghanistan in the 2000s, as well as veterans with below average cognitive ability, and veterans with low-educated parents, appear to have earned a long run earnings premium.

Assessing the Concept Understanding Abilities of Prospective Biology Teachers

This study aimed to identify the levels of understanding of prospective biology teacher students on the concept of invertebrates based on the cognitive process dimensions of Bloom’s Taxonomy. The method used in this research was descriptive qualitative. This research was conducted on 15 prospective biology teacher students. The instrument used was a multiple choice concept mastery test. Based on data analysis, the average cognitive ability of students is 69.10. The acquisition of conceptual understanding based on the dimensions of cognitive processes includes C1: 74,69; C2: 73.67; C3: 57.34; C4: 56.08, and C5: 22.34. The average score of cognitive ability showed that students’ cognitive abilities were still below the criteria for completeness set in the invertebrate zoology course. Keywords: assessing, concept, understanding, abilities, prospective teachers, biology

A Comparison of Gifted Children and Children With Low, Average, and Above-Average Cognitive Abilities in Sensory Processing Sensitivity in the Primary School Context

High sensitivity is often considered a characteristic of giftedness, but scientific evidence for this is limited. Therefore, this study aimed to investigate whether gifted children rate themselves higher in sensory processing sensitivity (SPS) than their peers. A total of 882 children from Grades 4, 5, and 6 of primary school participated. They all completed a cognitive ability test (COVAT-3) and two self-report questionnaires to assess SPS (HSC scale and ChiSSEQ). The results revealed that the 10% best-performing children on the cognitive ability test did not differ significantly from their peers in SPS. There was one exception: Only on the HSC scale did children with high cognitive abilities score higher than those with low abilities (not higher than those with average and above-average abilities). However, this difference disappeared when applying stricter cut-offs to define high cognitive abilities.

The Relationship of Text Inference Abilities and Reading Comprehension in Children with High-Functioning Autism Spectrum Disorder

Objectives: Reading comprehension in school-age children is an essential ability facilitates acquisition of information from general education. Yet, even with average or above cognitive and word recognition abilities, children with High Functioning Autism Spectrum Disorder (HF-ASD) demonstrate difficulties with reading comprehension. The purpose of the this study was to investigate that identifying the reading comprehension competence with a focus on text inference abilities (coherence processing, metalinguistic, theory of mind) in children with HF-ASD in the lower grades of elementary school.Methods: 15 HF-ASD and 15 age matched typically developing peers (TD) participated in this study. The participants performed reading comprehension tasks and text inferencing tasks (coherence processing, metalinguistic, theory of mind).Results: First, the reading comprehension accuracy of the HF-ASD group was significantly lower than the TD group. Second, the text inference accuracy of the HF-ASD group was significantly lower compared with the TD group. Third, in the TD group, there was a significant correlation between all text inference abilities (coherence processing, metalinguistic, theory of mind) and reading comprehension competence. In contrast, in the HF-ASD group, there was a positive correlation between coherence processing, metalinguistic and reading comprehension competence; however no significant relationship was found between theory of mind and reading comprehension competence. Finally, the coherence processing task predicted reading comprehension competence of children with HF-ASD by 52.2% and TD children by 42.1%.Conclusion: This study suggests that supporting connecting information within a text, local inferencing, and focusing on the coherence processing intervention is necessary for reading comprehension of children with HF-ASD in the lower grades of elementary school.

Three year outcomes in infants with a family history of autism and/or attention deficit hyperactivity disorder.

Most research on early outcomes in infants with a family history (FH) of autism has focussed on categorically defined autism, although some have language and developmental delays. Less is known about outcomes in infants with a FH of attention deficit hyperactivity disorder (ADHD). Infants with and without a FH of autism and/or ADHD, due to a first-degree relative with either or both conditions, were recruited at 5 or 10months. Three year outcomes were characterised using latent profile analysis (LPA) across measures of cognitive ability, adaptive functioning and autism, ADHD and anxiety traits (n=131). We additionally ran an LPA using only autism and ADHD measures, and the broader LPA in an independent cohort (n=139) and in both cohorts combined (n=270). A Low Developmental Level+High Behavioural Concerns class had elevated autism, ADHD and anxiety scores, low cognitive and adaptive function, and included all but one child with autism. A Low Developmental Level+Typical Behaviour class had average cognitive ability and typical behaviour but low adaptive function. A Typical Developmental Level+Some Behavioural Concerns class had average cognitive and adaptive function but slightly elevated behaviour scores. A High Developmental Level+Typical Behaviour class had above average cognitive ability and typical behaviour. All four LPAs identified classes characterised by combinations of either, or both, Low Development Level and elevated behaviour scores, as well as a typically developing class. No classes had elevated autism or ADHD traits in isolation. Some infants with a FH of autism or ADHD have atypical developmental and behavioural outcomes, but do not show strong autism or ADHD traits in isolation. The field needs to recalibrate aims and methods to embrace the broader transdiagnostic pattern of outcomes seen in these infants.

Impact of cognitive abilities on performance in organic chemistry

Abstract The purpose of this study was to observe the relationship between students’ cognitive abilities and their performance in organic chemistry. We were interested in measuring whether some cognitive composites were more predictive than others on organic chemistry performance, whether group differences existed between males and females, and whether group differences existed between students with above and below average cognitive abilities. For Study 1 and Study 2, our participants included 48 and 60 sophomore organic chemistry students respectively. We used the Woodcock-Johnson Test of Cognitive Abilities-IV to measure cognitive composites. ACS organic chemistry exam scores and scores on an organic chemistry concept inventory were used to measure student performance. We ran a correlational analysis between the cognitive composites and organic chemistry scores, and t-tests for group comparisons. For Study 1, we found a significant moderate correlation between long-term retrieval and organic chemistry scores. For Study 2, we found a significant small to moderate correlation between comprehension knowledge and short-term working memory, with organic chemistry scores. We did not find any significant gender differences, except on comprehension knowledge. The differences between above average and below average cognitive abilities were only seen in relation to the concept inventory and not ACS exam scores.

Characteristics of Students’ Cognitive Ability on the Hyperopia Concept: Rasch Analysis

Knowing the characteristics of students' cognitive abilities is very useful for designing appropriate learning so that students can achieve holistic cognitive abilities. This study aimed to analyze the characteristics of students' cognitive abilities on the hyperopia concept. Rasch analysis includes person and item analysis, which is used to analyze the characteristics of students' cognitive abilities. The research subjects were 64 K-10 students consisting of 38 female students and 26 male students at a public high school in West Bandung Regency. The instrument used to identify students' cognitive abilities on the hyperopia concept is an essay test consisting of 6 items from levels C1-C6 according to the revised Bloom's taxonomy. The results show that the student's cognitive abilities at the level of remembering (100%), understanding (94%), and applying (91%) are in the very good category. Meanwhile, the cognitive abilities at the analyzing, evaluating, and creating levels were below the average cognitive abilities of the students (logit value 0.79). The cognitive ability of female students at the analyzing level is significantly higher than that of male students. The results of this study can be used as an assessment to develop learning activities.

A Pilot Trial of SPACE (Supportive Parenting for Anxious Childhood Emotions) in Autism.

Family accommodation describes changes parents make to their behavior, intended to alleviate their child's distress, which stems from a psychopathology. In anxiety, studies show that accommodation alleviates distress in the short term but is associated with increased symptom severity, greater functional impairment, poorer treatment outcomes, increased caregiver burden and disruption to family functioning longitudinally. Research shows high prevalence of family accommodation of anxiety in autism. While the most common treatments for anxiety in autism are cognitive-behavior therapy and pharmacology, research is limited and other approaches must be considered. Supportive Parenting for Anxious Childhood Emotions (SPACE) is a parent-based, manualized treatment for anxiety targeting family accommodation, which has been found to be acceptable and efficacious in treating childhood anxiety. This pilot trial examined the feasibility, acceptability, treatment-satisfaction, and preliminary efficacy of SPACE for anxiety in autism. Parents of 15 autistic children (ages 6-10years) with at least average cognitive abilities exhibiting high levels of anxiety participated in 13 weekly sessions of SPACE. Feasibility and acceptability were assessed through enrollment, attrition rates, and adverse events. Of 26 eligible families, 22 (84.62%) elected to participate, 15 of whom (68.18%) completed treatment. Parents rated the treatment as highly satisfactory. Anxiety symptom severity and family accommodation were significantly reduced following treatment, with 86.66% of participants showing reliable change post-treatment, and this reduction was preserved at 2-month follow-up. This study provides preliminary evidence that SPACE is feasible, acceptable, satisfactory, and produces improvement in anxiety in the autistic population.Trial registration number: NCT04747262 Date of registration: February 10, 2021.

Positive reading achievement outcomes in children who experience out-of-home care: Characteristics and predictors

BackgroundChildren who enter out-of-home care (‘care’) are at increased risk for low academic achievement. Nonetheless, some children who have experienced out-of-home care achieve highly. Several qualitative studies of academically successful young adults with care histories have highlighted factors that may contribute to positive outcomes; however longitudinal cohort research is needed to identify characteristics and predictors of higher achieving younger children who experienced care. ObjectiveTo describe characteristics and circumstances of children with higher reading achievement who had entered care, and predictors of higher achievement. Participants and settingThe study included 778 children from the Pathways of Care Longitudinal Study (POCLS) in New South Wales, Australia. MethodsProspective cohort data from interviews and linked administrative child protection and education data were used to identify factors associated with higher Year 3 reading achievement among Aboriginal and non-Aboriginal children that may assist in improving outcomes. ResultsAlthough a lower proportion than the general population, almost half (46 %) of children who entered care were in the higher achievement group. Higher achieving students were a diverse group and faced many adversities commonly found among children who experienced care generally. Multivariable logistic regression showed higher achievement in the cohort was significantly associated with: average or above cognitive ability, low externalizing behaviour, highly-educated carers, and non-Aboriginal students. Several supports and services were associated with higher achievement, but inconsistently across analyses. ConclusionsResults indicate potential interventions could target cognitive ability, wellbeing and environmental factors, and involve interventions directly with children and via carers to improve student outcomes.

Health‐related lifestyle behaviors predict changes in cognitive status in older adults: A latent transition analysis of data from the Mexican Healthy Aging Study 2012‐2018

AbstractBackgroundHealth behaviors, such as exercise, smoking, and alcohol consumption, are potentially modifiable risk factors for cognitive impairment and dementia. The effect of these behaviors on cognitive function is important to examine in Mexico, which faces a rapidly aging population.MethodData came from the 2012, 2015, and 2018 waves of the Mexican Health and Aging Study. The final sample included 8,112 participants aged 60 and older. We used latent transition analysis (LTA) to identify latent statuses of cognitive functioning using standardized scores for five cognitive tasks (orientation, visual scanning, verbal learning, delayed verbal recall, and verbal fluency). We evaluated associations between baseline lifestyle behaviors and transition probabilities for latent statuses of cognitive functioning across observation waves.ResultWe identified a three‐status model across the three waves with support for measurement and stationary invariance. Latent statuses were characterized by low (24% at baseline), average (55%), and high cognitive abilities (21%). With probabilities of .66, .78, and .90, respectively, individuals’ statuses tended to stay the same between time periods. The probabilities of an individual with these statuses transitioning to death were .15, .07, and .02, respectively. For individuals with a low cognition status, reporting exercising or doing hard physical work three or more times a week on average during the two years preceding baseline was associated with lower odds of transitioning to either death (OR = 0.551, p<.001) or a high cognition status (OR = 0.006, p<.001), in relation to staying in the same status. Similarly, alcohol use for this group was associated with decreased odds of transitioning to either death (OR = 0.74, p = .040) or a high cognition status (OR = 0.005, p<.001). Finally, for individuals with a low cognition status, reporting reading regularly was associated with increased odds of transitioning to average cognition status (OR = 1.44, p<.046), in relation to staying in the same status.ConclusionFindings suggest that individuals tended to stay in the same cognitive status over time and that reading regularly predicted favorable changes in cognition. LTA may be useful for identifying discreet statuses and subsequent transitions in older adults’ cognitive functioning as determined by performance on cognitive tasks.

Looking for Flynn effects in a recent online U.S. adult sample: Examining shifts within the SAPA Project

Compared to European countries, research is limited regarding if the Flynn effect, or its reversal, is a current phenomenon in the United States. Though recent research on the United States suggests that a Flynn effect could still be present, or partially present, among child and adolescent samples, few studies have explored differences of cognitive ability scores among US adults. Thirteen years of cross-sectional data from a subsample of adults (n = 394,378) were obtained from the Synthetic Aperture Personality Assessment Project (SAPA Project) to examine if cognitive ability scores changed within the United States from 2006 to 2018. Responses to an overlapping set of 35 (collected 2006–2018) and 60 (collected 2011–2018) items from the open-source multiple choice intelligence assessment International Cognitive Ability Resource (ICAR) were used to examine the trends in standardized average composite cognitive ability scores and domain scores of matrix reasoning, letter and number series, verbal reasoning, and three-dimensional rotation. Composite ability scores from 35 items and domain scores (matrix reasoning; letter and number series) showed a pattern consistent with a reversed Flynn effect from 2006 to 2018 when stratified across age, education, or gender. Slopes for verbal reasoning scores, however, failed to meet or exceed an annual threshold of |0.02| SD. A reversed Flynn effect was also present from 2011 to 2018 for composite ability scores from 60 items across age, education, and gender. Despite declining scores across age and demographics in other domains of cognitive ability, three-dimensional rotation scores showed evidence of a Flynn effect with the largest slopes occurring across age stratified regressions.

Cognitive and Developmental Functions in Autistic and Non-Autistic Children and Adolescents: Evidence from the Intelligence and Development Scales-2.

Autistic individuals often show impairments in cognitive and developmental domains beyond the core symptoms of lower social communication skills and restricted repetitive behaviors. Consequently, the assessment of cognitive and developmental functions constitutes an essential part of the diagnostic evaluation. Yet, evidence on differential validity from intelligence and developmental tests, which are commonly used with autistic individuals, varies widely. In the current study, we investigated the cognitive (i.e., intelligence, executive functions) and developmental (i.e., psychomotor skills, social-emotional skills, basic skills, motivation and attitude, participation during testing) functions of autistic and non-autistic children and adolescents using the Intelligence and Development Scales-2 (IDS-2). We compared 43 autistic (Mage = 12.30 years) with 43 non-autistic (Mage = 12.51 years) participants who were matched for age, sex, and maternal education. Autistic participants showed significantly lower mean values in psychomotor skills, language skills, and the evaluation of participation during testing of the developmental functions compared to the control sample. Our findings highlight that autistic individuals show impairments particularly in motor and language skills using the IDS-2, which therefore merit consideration in autism treatment in addition to the core symptoms and the individuals' intellectual functioning. Moreover, our findings indicate that particularly motor skills might be rather neglected in autism diagnosis and may be worthy of receiving more attention. Nonsignificant group differences in social-emotional skills could have been due to compensatory effects of average cognitive abilities in our autistic sample.

Cognitive Improvement Of Students Through Empowerment Of Physical Education Technology Based On Interactive Gysternal Learning Media

This research is a quantitative descriptive study using a variable, namely cognitive ability. The sample used in this study amounted to 63 respondents. The research instrument used in collecting data is a questionnaire or questionnaire. To analyze the collected data, the researcher used ANOVA analysis with SPSS version 25 software. The aim of the study was to find out the cognitive improvement of students through the empowerment of physical education technology based on interactive gymnastics learning media. The results showed that if there was an increase in students' cognitive abilities in empowering physical education technology based on interactive learning media, which was shown from 63 physical education students at Musamus University, 49 students (77.78%) were in the very high category, 6 students (9.53%) were in the high category, 4 students (6.35%) were in the moderate category, 2 students (3.17%) were in the low category and 2 students (3.17%) were in the very low category. So that the average cognitive ability of students through the empowerment of physical education technology based on interactive learning media is in the very high category

Predicting low cognitive ability at age 5 using machine learning methods and birth cohort data

Abstract Background Early intervention is essential to address disparities in cognitive development. Current developmental screening will not detect the vast majority of children who go on to have below average cognitive ability at school age. In this study, we applied the random forest (RF) algorithm, a highly interpretable machine learning method, to birth-cohort data to train a model to predict low cognitive ability at 5 years of age using perinatal features. Methods Data was from 1,070 participants in the Irish population-based BASELINE birth cohort. A RF model was trained to predict an intelligence quotient (IQ) score <90 at age 5 years using a broad selection of maternal, infant, birth, and sociodemographic features, all of which could be easily measured at a population level in the perinatal period. Feature importance was examined using mean decrease in Gini impurity, mean decrease in accuracy, and mean minimal depth. Recursive feature elimination was used to develop a parsimonious model. Internal validation was performed using 10-fold cross validation repeated 5 times. Results The most predictive features for low cognitive ability at 5 years of age were the total years of maternal schooling, infant Apgar score at 1 minute, socioeconomic index, maternal BMI, and units of alcohol consumed in the first trimester. A parsimonious RF model based on 11 features showed excellent predictive ability, with a sensitivity of 0.89 and a specificity of 0.98, providing a foundation suitable for external validation in an unseen cohort. Conclusions Machine learning approaches to large existing datasets can provide accurate feature selection to improve risk prediction. Further validation of this model is required in additional cohorts, representative of the general population. Accurate risk prediction can facilitate targeted screening and intervention. Key messages • The application of machine learning to large population-based data can improve feature selection and accuracy in risk prediction models. • Accurate risk prediction may enable early intervention to address disparities in cognitive development. Individual interventions must occur in conjunction with population level policy changes.

Cognitive Ability Level and Academic Achievement of Senior Secondary Students in physics in Akwa Ibom North-west district.

This study investigates the influence of cognitive ability on academic achievement among senior secondary two students in Physics in Akwa Ibom North -West District. A quasi experimental pre-test post-test non-randomised control group design was adopted for the study. Two research questions and two null hypotheses were formulated to guide the study. Physics Achievement Test (PAT) and Cognitive Ability Test (CAT) instruments were used for data collection from sample size of 91 students. The instruments were validated by three experts. A reliability of 0.73 for PAT and 0.74 for CAT were obtained with split half method using Pearson Product Moment Correlation, which were converted using Spearman Brown formula to have reliability co-efficient of 0.84 and 0.85 respectively. Mean and Standard Deviation were used in answering all the research questions and Analysis of Covariant was used for testing all the hypotheses at 0.05 significant level. The results obtained show that Students with low cognitive ability level performed significantly better than those with high and average cognitive ability level, male students with average cognitive ability level significantly performed better than those with high and low cognitive ability and female with low cognitive ability level performed significantly better than those with high and average cognitive ability level. It is therefore concluded that students academic achievement is not entirely dependent on high cognitive ability level. It was therefore recommended that educational administrators and teachers should use the appropriate teaching techniques to get the best out of students without necessarily considering their cognitive ability levels.