The Relationship Between Iq, Attention and Academic Performance

THE RELATIONSHIP BETWEEN IQ, ATTENTION AND ACADEMIC PERFORMANCE

A Research Paper Presented to The Faculty of the U.P. High School Cebu Social Sciences Cluster U.P. Cebu Lahug, Cebu City

In Partial Fulfillment of the Course Requirements in Research II

by ADOLPH CYRIL G. ADOLFO MARK JOSHUA R. AVES SHIPHRAH GOLD R. BELONGUEL ALLAINE JOI B. DIAPANA ROI O. ENGKONG April 2012

ii APPROVAL SHEET

This research paper entitled, “THE RELATIONSHIP BETWEEN IQ, ATTENTION AND ACADEMIC PERFORMANCE”, presented and submitted by ADOLPH CYRIL G. ADOLFO, MARK JOSHUA R. AVES, SHIPHRAH GOLD R. BELONGUEL, ALLAINE JOI B. DIAPANA AND ROI O. ENGKONG in partial fulfillment of the requirements in RESEARCH II is hereby approved and accepted.

ANNABELLE G. MAGLASANG Panelist

JONATHAN F. TUBLE Panelist

PURITA T. BALTAZAR English IV Teacher

AURELIO P. VILBAR Panelist

MAY CHRISTINA G. BUGASH Research II Teacher

iii ABSTRACT Everyone aims to get good grades in school to ensure a brighter future. In order to do this, students study hard; listen to the school discussions and reviewing before the test. One of the questions of student’s today is whether or not this success is determined by high attention in class or high IQ. This study hopes to find the answer to this puzzling question. Students from the 3rd year (n=50) in UP High School Cebu were chosen as subjects. They went through a series of tests, such as IQ test and the Attention Test. After taking their scores in these tests, the researchers gathered each of the subject’s GPA in the second grading. After further processing of the data gathered by the researchers, they found out that IQ and attention are significantly related at significance level .008. But none of these factors have a significant relationship with the student’s Academic Performance.

iv TABLE OF CONTENTS Preliminaries

Page

Title Page ………………………………………………………………………………………… i Approval Sheet ……………………………….……………………………………………….. ii Acknowledgement …………………………………………………………………………… iii Abstract …………………………………………………………………………………………... iv Table of Contents ……………………………………………………………………………... v Chapter I.

Page THE PROBLEM AND ITS SCOPE

Rationale of the Study ……………………………………………………………………… 1 Review of Related Literature ……………………………………………………………. 3 Conceptual Framework ……………………………………………………………………. 6 Statement of the Problem ………………………………………………………………… 6 Statement of the Null Hypothesis ……………………………………………………... 7 Assumptions of the Study ………………………………………………………………… 7 Significance of the Study ………………………………………………………………….. 8 Definition of Terms ………………………………………………………………………..… 8 Scope and Delimitation ………………………………………………………………….… 9 II.

RESEARCH METHODOLOGY Research Design …………………………………………………………………….………. 10 Research Locale ……… ……………………………………………………………….…... 10 Research Subjects ……………………………………………………………………………. 10 Materials …………...……………………………………………………………………………. 11

v Preliminary Procedure …...…………………………………………………………………. 11 Conduct of the Study ……………………………………………………………………...… 11 Chapter

Page

Statistical Treatment/Technique ……………………………………………………… 12 III.

RESULTS AND DISCUSSION ……………………………………………………...... 13

IV.

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

REFERENCES ……………………………………………………………………………………….. 21 APPENDICES A- Descriptive Statistics …….…………………………………………………………….. 23 B- Screenshots ……………………………………..…………………………………………. 24 C- Attention Test ……...……………………………………………………………………... 26

CHAPTER I THE PROBLEM AND ITS SCOPE

Rationale of the Study Keeping one’s grade point average (GPA) up can be vital to one’s academic success (Morsch, 2007). A grade point average is a numerical calculation of the mean of the grades received over a defined study period (e.g. semester/term), program or career. The GPA has a number of uses, including: being a measure used to select students for prizes and scholarships, providing the basis for eligibility for awarding degrees with honors and pass with distinction (Royal Melbourne Institute

3 of Technology, 2011). Furthermore, the GPA is also used as basis for employment with 70 percent of hiring managers reporting that they screen applicants based on their GPA (Job Outlook Survey, 2005). Therefore, attaining and maintaining a high grade point average has many advantages that will pan out in an individual’s life. The traits of students that go into making a good grade has been a subject of debate and study among many educators (Kavcic & Zupancic, 2011) along with how the qualitatively different ways students learn affect a student’s actual performance (Marton & Saljo, 1976). There is also the concern that students only create strategies to get good grades at the cost of authentic learning (Crooks, 1988). This research will focus however on the effect of two specific innate traits of students, Intelligence and Attention, in determining their academic performance as opposed to the learning strategies they use because Marton and Saljo’s study said that most subjects would not classify themselves exclusively as a deep learner, one who understands and analyzes a text, or as a surface learner, one who goes through a topic with rote memorization, (Bradford, 2001) and they concluded that, “the subjects perceive their approach to learning as being contextually dependent,” with both approaches being applicable to their learning (Saljo, 1979). Grades have always been identified as a reflection of Intelligence. It has been previously well-documented (e.g. Deary, Fernandes, Smith & Strand, 2007; Neubauer & Rinderman, 2004; Canivez, Lei & Watkins, 2007) that Intelligence has a causal role in academic performance (Kavcic & Zupancic, 2011). Ever since the creation of standardized tests, they have been used to derive a numerical calculation for Intelligence called, “Intelligence Quotient”.

4 IQ is also an important determiner in getting into a job or a profession. The qualification within a job class is also important. There are quite high correlations between the socioeconomic status of a job and the mean IQ of the jobholders. Truck drivers average slightly under 100, while high-paid professionals, such as doctors and lawyers, have averages of 125 or above. It is sometimes asserted that this is because general intelligence is needed to obtain the educational certification required to qualify for a job (Hunt, 1995). Attention, on the other hand, has assumed an almost mystical role in academic performance in the eyes of educators (Binder, Haughton, Van Eyk, 1990), but it has been found that Attention Problems do contribute to academic deficits (Murray, ND) and Attention and Concentration Control can enhance Academic Performance (University of Notre Dame, 2008). The study therefore aims to find out the existing relationships between one’s IQ, Attention and Academic Performance.

Review of Related Literature Intelligence is “a person's capacity to (1) acquire knowledge (i.e. learn and understand), (2) apply knowledge (solve problems), and (3) engage in abstract reasoning” (Boeree, 2003). In a pioneering research in 1904, Charles Spearman showed that “General Intelligence” can be derived from individual differences in school examination scores. General Intelligence is said to be the “underlying latent variable that regulates human performance on cognitive tasks” (Kolata, Matzel, Wass, 2011).

5 Until now, there is a broad agreement that there is a moderate to strong correlation between Intelligence and Academic Performance (Deary, Fernandes, Smith, Strand, 2007). Nowadays, it is measured by the Intelligence Quotient. Intelligence Quotient is the score one gets in an Intelligence Test (Boeree, 2003).

There are many different ‘standardized’ IQ Tests (e.g., Stanford-Binet,

Wechsler Adult Intelligence Test, the Raven’s progressive Matrix). In a study by Duckworth et al, 508 boys took an IQ test in 1987 and were monitored for 12 years. It was found out that, as usual, “their scores predicted their eventual academic performance, the number of years they spent in education, their odds of being employed as adults, and their number of criminal convictions” (Yong, 2011). The same study by Duckworth et al has also taken into account, however, of the contributing factor that is motivation. Duckworth writes, “These findings imply that earning a high IQ score requires high intelligence in addition to high motivation. Lower IQ scores, however, might result from either lower intelligence or lack of motivation,” (Duckworth, Quinn, Lynam, Loeber & Stouthamer-Loeber, 2011). Anxiety has also been found to erode Attention and Academic Performance (Eby, 2009). IQ has become a richer topic to investigate ever since the discovery of the Flynn effect. This was demonstrated in James R. Flynn’s study (1994) of IQ tests scores for different populations over a span past sixty years where he discovered that IQ scores increased from one generation to the next for all of the countries for which data existed (Graham & Plucker, 2002).

6 While studies have repeatedly shown that those who do well in IQ tests generally do well in school, many still argue about the legitimacy of IQ tests (Yong, 2011).

This is in large part due to a lack of consensus on the definition of

intelligence itself. (Kolata, Matzel, Wass, 2011). What most people cannot discount is that IQ can be a predictor of important social outcomes such as educational and career success. (Gottfredson, 1998) as they do appear to characterize a trait captured in most definitions of Intelligence which is the ability to understand, learn and reason (Kolata, Matzel, Wass, 2011), based on different theories of Intelligence as well. A relatively new theory of Intelligence is the Planning, Attention, Simultaneous and Succesive(PASS) theory by Das and Naglieri (1997). This theory proposes that human cognitive functioning is based on the four essential PASS processes that employ and alter and alter an Individual’s base knowledge (Davis & Sparrow, 2000). Attention is another important and somewhat mystical factor that contributes to cognitive performance. The central role of attention in human performance extends back to the start of experimental Psychologyogy (Peterson & Posner, 1989). Attention is defined in the book Principles of Psychologyogy as “taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thought. Focalization, concentration, of consciousness are of its essence,” (James, 1890).

The PASS theory identifies

Attention as a contributing factor to Intelligence and defines it as selectively

7 attending to relevant stimuli while inhibiting or distracting irrelevant stimuli (Joseph, McCachran & Naglieri, 2003). Attention Span, on the other hand, is the degree or span of time to which an individual demonstrates sustained focus on designated tasks and activities. An adequate attention span is an important part of learning in a classroom setting, and for those with short attention spans, learning problems sometimes develop, including over-attention to irrelevant details of tasks and general restlessness and overactive movements that distract them from their focus. (Gottfried, ND). In another recent study published by the Journal of Language Teaching and Research on Active and Passive Students’ Listening Strategies, an Attention Test was administered. This Attention Test tasks the subjects to identify the /I/ sounds in a Persian news article. Each sound corresponded to a point (Taherkhani, 2011). The same measure is used for Attention by the researchers of this study. We find an explanation in the study of David et al as to why we use /I/ sound as a basis for Attention with their study aimed to see the underlying mechanisms of attention such to “selectively extract and listen to one voice in a complex world of multiple, overlapping sounds.” They realized that the neurons of the brain had “chameleon-like” properties. Frontal Cortex Neurons showed rapid “aha!” or “recognition” responses, which allowed the frontal cells to zero in on the sound of interest and categorically distinguish between acoustic foreground and background stimuli – thus acting like “pure” attention cells (David, Elhilali, Fritz, Shamma, Winkowski & Yin, 2010). This

8 is also exhibited in the adaptive brain plasticity of humans during task switching and attentional focus that have been shown by brain imaging techniques. The responses of the frontal neurons were much more abstract and encoded the “meaning” of the sound, often independent of the acoustic properties of the sound and were only interested when the sound was selectively attended (David, Elhilali, Fritz, Shamma, Winkowski & Yin, 2010). Similarly, another study finds that neurons in the ferret frontal cortex typically respond to sound only during trained auditory tasks and that these neurons depict the task-related meaning rather than the acoustical properties of stimuli (Bajo & King, 2010). Furthermore, the results of the study by David et al suggested that there is a sharply tuned interaction between frontal cortex and auditory cortex, in which frontal cortex modulates the specific areas in auditory cortex that respond to a sound of interest by shining an “attentional spotlight” there. (David, Elhilali, Fritz, Shamma, Winkowski & Yin, 2010). Several researches have explored the relationship of Working Memory and Intelligence; a few found out that there is a strong-related construct between them (Ackerman, Beier & Boyle, 2005; Conway, Hambrick & Kane, 2005). Moreover, Working Memory capacity explains reasoning ability (Heinz-Martin, Oberauer, Schulze, Wilhelm & Witmann, 2002) and training in which can improve fluid intelligence (Buschkuehl, Jaeggi, Jonides & Perrig, 2008). A recent study has also found out that current intelligence measures do not assess a wide range of executive abilities that would normally be seen as intelligent

9 behavior including working memory or attention (Corley, DeFries, Friedman, Hewitt, Miyake & Young, 2005). Furthermore, learning, an important aspect of Intelligence, covaries with factors such as the efficacy of selective attention and working Memory or Attention (Kolata, Matzel, Wass, 2011). It has also been said that those with High IQs also require focused attention to perform best (Bates & Stough, 1996). Therefore, Intelligence and Attention must have a relationship of their own.

Conceptual Framework

10 Statement of the Problem Are there existing significant relationships between the three variables: IQ, Attention and GPA? Specifically, this study aimed to answer the following problems: 1. What are the student’s scores in the Attention Test? 2. What are the students’ GPAs? 3. What are the student’s scores in the IQ test? 4. Is there a significant correlation between the student’s IQ and their GPA? 5. Is there a significant correlation between the student’s performance in the Attention test and their GPA? 6. Is there a significant correlation between the student’s performance in the Attention test and their IQ? Statement of the Null Hypotheses HO4. There is no significant correlation between the student’s IQ and their GPA. HO5. There is no significant correlation between the student’s performance in the Attention test and their GPA. HO6.There is no significant correlation between the student’s performance in the Attention test and their IQ.

Assumptions 1. The subjects are capable of answering the tests and have understood the instructions clearly and the tests are suitable to their age and capacity. 2. The subjects answered the tests with complete honesty.

11 3. The subjects answered the tests to the best of their abilities.

Significance of the Study The main goal of studying in school is to equip the youth with knowledge in order to get ready for their future lives and jobs. This study will enable the students to understand the importance of being attentive in class or the importance of improving the IQ to improve their performance in class, especially when are operating under the premise that Intelligence is not necessarily a crystallized characteristic and can be enhanced by learning (Flynn, 1994) and through Attention and Concentration Control (University of Notre Dame, 2008). It can also help educators to adjust teaching methods with what they learn from the study especially with students who have attention problems especially when ones Intelligence could be tied up with his/her Attention.

Definition of Terms Attention. the taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thought. This is scored using the Attention test. Determining whether one’s Attention is high or low will be based on the score of a subject relative to the scores of the rest of the sample. The data will be related to the IQ and the student’s GPA. Attention Test. an article of a newspaper which will ask the subjects to underline the /I/ sound. The measure for Attention we used is modeled after Ramin Taherkhani’s research for the Journal of Language Teaching and Research.

12 Intelligence Quotient (IQ). is a score derived from a standardized designed to assess intelligence. The result is readily-given by a culture-fair IQ test from Denmark. This data will be related to the data in the Attention Tests and with the student's GPA. Grade Point Average (GPA). is calculated by taking the number of grade points a student earned in a given period of time divided by the total number of credits taken. This data is taken from the grade print-outs specifically on the 2nd grading period average. IQ test. is a test of Intelligence. It is a culture-fair standardized test from Denmark, in the style of Raven’s Matrices, with a standard deviation of 15. The data from this test will be used as their IQ then would be related to the attention span and their GPA.

Scope and Delimitation of the Study The Scope of this study covers only the third year high school students of the University of the Philippines High School Cebu and their second grading GPAs. The researchers of this study also delimited it by using only one measure each for IQ and Attention, and did not measure Attention Span.

CHAPTER II RESEARCH METHODOLOGY

This chapter aims to show the study was conducted. It includes the research subject, experimental design, the statistical treatments used, the materials and the procedures of the study.

Research Design The study uses One Group Posttest only design because the study is only seeking to find a relationship between IQ and Grades, Attention and Grades, and IQ and Attention. Only one group of test subjects took a series of tests to determine these.

Research Locale The experiment will be conducted within the grounds of UP High School Cebu. The IQ Test is taken in the Computer Laboratory, while the Attention Test is taken in the subjects’ respective classrooms.

Research Subjects The subjects of the study are the 3rd year students of University of the Philippines High School Cebu.

14 Materials IQ TEST The IQ Test is a Flash-based IQ Test hosted online at iqtest.dk/main.swf. The Test was developed by Anders Ditlev Jensen and Mensa Danmark. It was developed using Macromedia Flash MX and inspired by Raven’s Advanced Progressive Matrices. It is Version 3.0 made May of 2003. Anders Ditlev Jensen is a developer that graduated from Aarhus University, which belongs to the international elite, and one of the top 100 schools in the world and ranked second amongst all Universities in Nordic and Scandinavian countries. Mensa, on the other hand, is the largest and oldest high-IQ society in the world. It is a non-profit organization open to people who score at the 98th percentile or higher on a standardized, supervised IQ or other approved intelligence tests. The test is developed with the aim of measuring your Intelligence Quotient (IQ). The test is Culture Fair, i.e. it minimizes the effect of cultural variables, such as language, mathematics, etc. The test is based on logic, memory, innovative thinking, and the ability to simultaneously address several problems. The test measures the general intelligence –g. The calculation is based on answers from more than 250,000 people.

ATTENTION TEST The Attention Test is modeled after Ramin Taherkhani’s measure for attention for his research on Active and Passive Students’ Listening Strategies. His

15 measure for Attention was an article of a Persian news paper which asked the students to underline the /I/ sound. In his test, the attention tests were checked by accounting the number of the underlined /I/ sounds. This test contained 100 /I/ sounds and each sound received one score. The same measure and scoring was used by our Attention Test, but it had only 40 items and timed at 10 minutes, a time limit we came up with after a pretest. The article we used was entitiled, “Llamas has apologized to Aquino for pirated discs, but probe is still on,” and was written by Christine Avedano for the Philippine Daily Inquirer. The news article was not cited in Taherkhani’s paper, we believe, because any article would work for as long as the measure was predefined and the article was culture-fair and written in English. Ramin Taherkhani is a faculty of Humanities from the Islamic Azad University in Iran.

Below is the ISSN number of Research Jounal:

ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 2, No. 3, pp. 705-708, May 2011 © 2011 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/jltr.2.3.705-708

Note: Both materials have been certified by a Registered Guidance Counselor and a Professor in Psychologyogy to be of legitimate use in the study.

16 Conduct of the Study The students were led to the Computer Laboratory. There they took the IQ Test. There had been at least two facilitators for the IQ test. Once a subject was done with the IQ test, the facilitator would send his answers to be evaluated by the script. The facilitator then recorded the score along with the time left in the 40-minute time interval the subjects were given. On a separate occasion, the subjects took the Attention test together in their classroom. This test was be facilitated by the experimenters and the leader of the group. The results of the tests were correlated to see whether there was a significant relationship between IQ, Attention and GPA.

Statistical Treatment In the analysis of the data to be gathered, for Problems 4, 5, and 6, the researchers employed the following:

r - Pearson Product-Moment Correlation Coefficient To test significance of r, use t-test:

where: t – computed T-Test r – Pearson Product-Moment Correlation Coefficient n – total number of respondents

CHAPTER III RESULTS AND DISCUSSIONS

This chapter presents, analyzes and interprets the data in relation to the specific problem of the study. Student’s Performance in the Attention Test 18 16 14

Frequency

12 10 8 6 4 2 0

0-7.5 7.5-14.5 14.521.5

21.528.5

28.535.5

35.542.5

Attention Test Scores

Figure 1.The graph on the student’s scores on the Attention Test Figure 1 presents the students’ scores based on their frequencies. The graph above is skewed to the left. This means that most of the students did well in the Attention Test. The mean score of the students in the Attention Test is 27.58.

18 Student’s IQ 20 18 16 Frequency

14 12 10 8 6 4 2 0

IQ

Figure 2.The graph on the students IQ Figure 2 presents the IQ of the students based on their frequencies. The graph above is skewed to the right. In other words, most of the students have relatively lower IQs (relative only to each other and not the general average of which is 100). The mean IQ of the students is 105.24.

19 Student’s Academic Performance for the Second Grading Period 14 12

Frequency

10 8 6 4 2 0 80.582.5

82.584.5

84.587.5

87.589.5

89.591.5

91.593.5

93.595.5

Grades

Figure 3. The graph on the student’s grades Figure 3 presents the GPA of the respondents based on their frequencies. The graph as revealed above is bell shaped. Hence, most of the students’ grades are averaged based on their GPAs. Their mean grade is 89.22446.

20 Correlation between Academic Performance and Intelligence Quotient Correlations IQ

Pearson Correlation

IQ

Grade

1

.214

Sig. (2-tailed) Grade

.135

N

50

50

Pearson Correlation

.214

1

Sig. (2-tailed)

.135

N

50

50

The p-value Sig. (2-tailed), 0.135 is greater than alpha level of significance of 0.05. Hence, the correlation is insignificant. Since the correlation is insignificant, we accept the null hypothesis. Therefore, there is no significant correlation between the students’ IQ and their GPA.

Correlation between Academic Performance and Attention Correlations Grade Grade

Pearson Correlation

Attention 1

Sig. (2-tailed) N Attention Pearson Cor4relation Sig. (2-tailed) N

.222 .122

50

50

.222

1

.122 50

50

21

The p-value Sig. (2-tailed), 0.122 is greater than alpha level of significance of 0.05. Hence, the correlation is insignificant. Since the correlation is insignificant, we accept the null hypothesis. Therefore, there is no significant correlation between the students’ performance in the Attention test and their GPA.

Correlation between IQ and Attention Correlations Attention Attention Pearson Correlation

1

Sig. (2-tailed) N IQ

Pearson Correlation Sig. (2-tailed) N

IQ .373** .008

50

50

.373**

1

.008 50

50

**. Correlation is significant at the 0.01 level (2tailed).

The p-value Sig. (2-tailed), 0.008 is less than alpha level of significance of 0.05. Hence, the correlation is significant. Since the correlation is significant, we reject the null hypothesis. A significant difference was established between the students’ IQ and their performance on the Attention Test.

CHAPTER IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Chapter IV summarizes this research paper, through the presentation of the findings,

drawings

of

conclusions

and

implications

and

formulating

of

recommendations. The research was all about the relationship between the IQ, Attention and Grades of the Third Year High School Students of the University of the Philippines High School Cebu. The researchers distributed questionnaires for the Attention Test, and made the subjects take an IQ Test. The Grade Point Averages of the Students were also taken from the High School Principal office, and kept confidential throughout the study. Statistical treatment is used in the presentation, analysis, and interpretation of data. Through the Attention and IQ tests that were given to the respondents, the following questions were answered. 1. What are the student’s scores in the Attention Test? 2. What are the students’ GPAs? 3. What are the student’s scores in the IQ test? 4. Is there a significant correlation between the student’s IQ and their GPA? 5. Is there a significant correlation between the student’s performance in the Attention test and their GPA?

23 Findings 1. The students’ mean score in the Attention Test is 27.58. 2. The mean IQ of the students is 105.24. 3. The students’ mean grade in the Second Grading is 89.22446. 4. There is no significant correlation between the students’ IQ and their GPA. 5. There is no significant correlation between the students’ performance in the Attention test and their GPA. A significant difference is established between the students’ IQ and their performance in the Attention Test 6. Is there a significant correlation between the student’s performance in the Attention test and their IQ? Conclusions Based on the research findings, the researchers were able to draw the following conclusions: 1. The attention of the students is fairly high with their mean score being above the passing rate. 2. The students’ average IQs is relatively higher than the average of 100. 3. The students’ average GPA is relatively higher than the limit of 88 which is the grade needed to be in the Honors’ List. 4. There was no significant correlation between the students’ IQ and their GPA. Thus, a students’ IQ is not a determiner of their GPA.

24 5. There is no significant correlation between the students’ performance in the Attention test and their GPA. Thus, attention is not a determiner of the students’ GPA. 6. A significant correlation was established between the students’ performance in the Attention test and their IQ. Thus, the students’ IQ depends on their attention.

Implications In this Research, we have found out that IQ and Attention do have a significant relationship. Because of this, we can infer that performance in any given test is at a maximum when those with High IQs also deploy enough attention, as per Bates and Stough or we could say that Attention and Intelligence do have a more profound relationship, as per the PASS theory of Intelligence. IQ and Attention do not have a significant relationship with GPA. The researchers would like to, however, iterate that still have a relationship. The Researchers hypothesize that because of the small deviation in the part of the GPAs limited the statistical treatment’s to compare values. There is also a huge difference between deploying attention for short-term stand-alone tests as opposed to a whole quarter’s performance which is very much dependent on the student’s discipline as well.

25 Recommendations 1. The researchers suggest for the use of more measures for Attention and IQ, and challenge future researchers to find quantitative measures of Attention Span. 2. The researchers also suggest future researchers to look into the angles of Motivation, Discipline and Emotional Intelligence. 3. The researchers suggest for conduct to be done in other schools as well.

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29 Hambrick M. Kane D. Conway A. 2005. Working memory capacity and fluid intelligence are strongly related constructs: comment on Ackerman, Beier, and Boyle. Psychology Bull; Vol. 131(1), pp. 66-71. Available from: http://www.ncbi.nlm.nih.gov/pubmed/15631552 Heinz-Martin S. Oberauer K. Schulze R. Wilhelm O. Witmann W. 2002. Workingmemory capacity explains reasoning ability—and a little bit more. Intelligence; Vol. 30(3), pp. 261-268. Available from: http://www.sciencedirect.com/science/article/pii/S0160289601001003

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APPENDIX A Descriptive Statistics of the Data in the Study

N

Minimum Maximum

Mean

Std. Deviation

IQ

50

93.00

118.00

105.2400

4.46556

GPA

50

81.81

94.42

89.2245

2.96542

Attention

50

0

39

27.58

9.409

Valid N (listwise)

50

Table 1.The descriptive statistics of the data in the study The table above shows the descriptive statistics of the data in the study. It shows the results from the data gathered from the students’ performance in the IQ test and Attention test. It also shows the results from the data gathered from the students GPAs during the second grading period.

31 APPENDIX B SCREENSHOTS FROM IQTEST.DK/MAIN.SWF

Screenshot 1. This is a screenshot of one of the ‘About’ pages of IQtest.dk/main.swf

Screenshot 2. This is a screenshot of the last item in the test.

32

Screenshot 3. This is a picture that illustrates one of the results of the IQ test.

Screenshot 4. This screenshot explains the deviation used by the site to compute the IQs.

33 APPENDIX C THE ATTENTION TEST QUESTIONNAIRE Direction: Identify and underline all syllables with the /I/ sound from the news article below. Guide: /I/ as in: i ron (I ´u rn), eye (I ), buy er (bI ´u r) News Article: Llamas has ‘apologized’ to Aquino for pirated discs, but probe still on By Christine O. Avendaño Philippine Daily Inquirer MANILA, Philippines—Would an apology to no less than the President save his job? Presidential political adviser Ronald Llamas may know the answer on Monday. Llamas said on Sunday he had apologized to President Aquino over last week’s incident in which he was photographed by the Inquirer’s Bandera editor buying pirated DVDs in a Quezon City mall. Five days after the Inquirer ran the story and a picture of him in the mall, Llamas finally broke his silence on the issue. He said he saw the President last Friday to explain his side. “He told me I had to undergo internal processes and investigation,” Llamas said in a phone interview. Asked whether he apologized to the Chief Executive for the incident, Llamas said he did. Llamas gave no other details on what he talked about with Aquino, saying he did not want to preempt the investigation results the Palace would be releasing by Monday, at the earliest. Executive Secretary Paquito Ochoa Jr. is expected to release a memorandum on the case. “I do not want to preempt them,” Lllamas said. Asked whether he was prepared for whatever decision the Palace would have, Llamas simply said, “Yup.” Llamas has found himself on the hot seat after the controversial photograph and newspaper article by Dona Policar, associate editor of Bandera, appeared in the Inquirer and in its sister publication. Policar saw Llamas buying what turned out to be P2,000 worth of pirated DVDs in a stall at Circle C mall on Congressional Avenue in Quezon City. Llamas was accompanied by his two bodyguards when he bought the DVDs, in violation of the AntiPiracy Law and in the face of a government drive against film pirates so the Philippines would be stricken off the international “piracy watchlist.” When the Philippine Daily Inquirer ran the story last Wednesday, Aquino said he would ask Llamas to explain but added that the controversy was not a top priority given the “many problems” the country was facing, including a bomb explosion in Makati City and the killing of 15 fishermen off Basilan Island by unidentified gunmen. The Palace gave no other details on the investigation into the DVD incident. Deputy presidential spokesperson Abigail Valte said the probe was going on but could not say who or which office was conducting it. Valte said Malacañang would come out with a “notice” on the case “next week.” In an earlier statement, the Optical Media Board (OMB) said buyers of pirated DVDs were “not criminally liable” under the Optical Media Act of 1993. “The purchase of DVDs (that are not original and) not used for commercial activities does not entail liability based on the law on Optical Media. Those in the possession of the same, but who do not sell them, are not penalized,” said lawyer Coco Padilla, chief of the OMB legal division. “That is what is stated in the law. We can only act based on the authority granted us by law,” Padilla said.