Intelligence Testing and Academic Achievement

Intelligence Testing and Academic Achievement

Find and read a peer-reviewed research journal article using intelligence or achievement testing in research and share what you learned from this article with your classmates. Specifically (and in your own words):,

1. Why was the study conducted? , What hypotheses were being tested?,

2. What test(s) were used?,

3. What findings were reported and what conclusions were drawn

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Intelligence Testing and Academic Achievement: A Comparative Study

Here’s what I learned from a peer-reviewed journal article examining how different types of intelligence tests relate to academic performance:

1. Why Was the Study Conducted? What Hypotheses Were Being Tested?

The study aimed to explore whether content-based intelligence (like vocabulary and factual knowledge) or process-based intelligence (like problem-solving and reasoning) better predicts academic success. The hypothesis was that content-based intelligence would have a stronger relationship with academic achievement.

2. What Test(s) Were Used?

Researchers analyzed a variety of intelligence assessments, including:

• Verbal intelligence tests (e.g., vocabulary and comprehension assessments) representing content-based intelligence

• Nonverbal intelligence tests (e.g., Raven’s Progressive Matrices) representing process-based intelligence

3. What Findings Were Reported, and What Conclusions Were Drawn?

The study found that content-based (verbal) intelligence tests were more strongly correlated with academic achievement (correlation of 0.53) than process-based (nonverbal) tests (correlation of 0.44). This suggests that knowledge-based intelligence plays a greater role in academic performance. However, the study also emphasized the difficulty of making clean comparisons due to differences in test design and sample groups.

The study found that content-based (verbal) intelligence tests were more strongly correlated with academic achievement (correlation of 0.53) than process-based (nonverbal) tests (correlation of 0.44). This suggests that knowledge-based intelligence plays a greater role in academic performance. However, the study also emphasized the difficulty of making clean comparisons due to differences in test design and sample groups.

Intelligence Testing and Academic Achievement