Association between Non-Verbal Intelligence and Academic Performance of Schoolchildren from Taza, Eastern Morocco

Interest in identifying factors influencing educational success is growing. It is often observed that a group of students share the same external variables (school environment) yet have different results, which states that individual variables have more impact on the determination of academic perfor...

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Bibliographic Details
Published in:Journal of intelligence 2022-08, Vol.10 (3), p.60
Main Authors: Bouchefra, Said, Azeroual, Amal, Boudassamout, Hassan, Ahaji, Khalid, Ech-chaouy, Abdelhakim, Bour, Abdellatif
Format: Article
Language:English
Subjects:
Academic achievement
Achievement tests
Cognition & reasoning
Cognitive ability
Education
Gender differences
Intelligence tests
Mathematics
non-verbal intelligence
Questionnaires
Raven’s Standard Progressive Matrices
schoolchildren
Schools
Students
Success
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Summary:Interest in identifying factors influencing educational success is growing. It is often observed that a group of students share the same external variables (school environment) yet have different results, which states that individual variables have more impact on the determination of academic performance. Therefore, the present study aimed to substantiate this fact by investigating the association between non-verbal fluid intelligence and academic performance in a population of schoolchildren in Eastern Morocco. The investigation was a cross-sectional study based on a self-administered questionnaire. Items included the standard Raven’s progressive matrices. Students’ grades were collected from the administrative offices of the visited schools. Significant and positive correlations between the non-verbal intelligence scores and the school results were found: for the general average, the correlation was 0.574; for the school subject French, the correlation coefficient was 0.475; and for mathematics, we found a relatively low coefficient of 0.381. Non-verbal fluid intelligence significantly and positively predicted academic performance (β = .574, p = .000). These results call for policymakers to implement the use of intelligence tests with school directors and teachers as a diagnostic tool to guide support efforts for low-achieving children and even to create pilot classes for the best-performing students.
ISSN:2079-3200
2079-3200
DOI:10.3390/jintelligence10030060