Does the IQ level and Family’s Social Economic Status affect the Academic Performance in Girls’ School Students in Kandy Educational Zone?

Abstract

Background: Academic achievements of the school students are vital for their own future and the economic and social development of the country. The individuals who show poor academic performance get stigmatized, depressed and socially isolated and this in turn could affect their personality and higher education. It would be worthy to identify factors that affect the academic performance (AP) of the students. Objectives: The objective of the study was to assess the association of Intelligence Quotient (IQ) level of the schooling students and family’s socio-economic status with the AP. Methodology: Descriptive cross sectional study was conducted with 650 female students who were in Grade 10, 11 and 12 in Kandy educational zone. Convenient sampling method was used to select the sample. A self-administered questionnaire to assess socio-economic status, students’ results records and Standard Thomas IQ test were used to collect data. Data was analyzed using descriptive and analytical statistics (Pearson correlation coefficient, Independent sample t test and ANOVA). SPSS version 20 used as the analytical tool. Results and conclusions: The mean IQ score of the participants was 7.79+1.47 out of 10. There was a positive correlation (r=0.21) between IQ level and students’ AP. Students whose father (p=0.04*) and mother (p=0.01*) were educated up to tertiary educational levels showed significantly higher AP. Those who had no siblings (p=0.02*) and had family income above 35, 000 LKR (p=0.03*) than their counterpart showed better AP. There was no association between parent’s job type and child’s academic performance (p*<0.05). IQ level and socio-economic factors such as parent’s educational status, family income and number of family members had a significant association with the AP of the girls’ school students in Kandy educational zone.