Date of Award

6-18-1963

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

This study explores the usefulness of I.Q. designations by examining correlations between I.Q. and academic success. The researcher examines the academic grades/scores of 100 seventh grade students, grouped by I.Q. (as determined by the SRA Verbal Form) to determine correlation. Correlation between I.Q. and grades was both positive and low, indicating that while I.Q. may predict success, it does not determine it. The researcher found a stronger correlation between humanities grades and I.Q. than mathematics grades and I.Q., though there was insufficient data to determine a trend. However, the researcher notes that a person of average I.Q. has an almost equal chance of achieving a high grade as a person of high I.Q. The researcher notes that teacher attitudes towards student conduct had a significant impact on their grading practices, which may affect grade/I.Q. correlations. The author suggests future research on the correlation between student engagement and academic success, and its effect on promoting academic success among lower I.Q. students.

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