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 JONATHAN F. TUBLE AURELIO P. VILBAR Panelist Panelist Panelist

PURITA T. BALTAZAR MAY CHRISTINA G. BUGASH English IV Teacher 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 Page

I. 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 pre-

test. 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

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.

0

2

4

6

8

10

12

14

16

18

0-7.5 7.5-14.5 14.5-21.5

21.5-28.5

28.5-35.5

35.5-42.5

Fre

qu

en

cy

Attention Test Scores

18

Student’s 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.

0

2

4

6

8

10

12

14

16

18

20

Fre

qu

en

cy

IQ

19

Student’s Academic Performance for the Second Grading Period

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.

0

2

4

6

8

10

12

14

80.5-82.5

82.5-84.5

84.5-87.5

87.5-89.5

89.5-91.5

91.5-93.5

93.5-95.5

Fre

qu

en

cy

Grades

20

Correlation between Academic Performance and Intelligence Quotient

Correlations

IQ Grade

IQ Pearson

Correlation

1 .214

Sig. (2-tailed) .135

N 50 50

Grade 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 Attention

Grade Pearson

Correlation

1 .222

Sig. (2-tailed) .122

N 50 50

Attention Pearson

Cor4relation

.222 1

Sig. (2-tailed) .122

N 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 IQ

Attention Pearson

Correlation

1 .373**

Sig. (2-tailed) .008

N 50 50

IQ Pearson

Correlation

.373** 1

Sig. (2-tailed) .008

N 50 50

**. Correlation is significant at the 0.01 level (2-

tailed).

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.

REFERENCES

Morsch L. September 2007. Does your GPA really Matter? [Internet] Available from: http://www.careerbuilder.com/Article/CB-469-Getting-Hired-Does-Your-GPA-Really-Matter/

Royal Melbourne Institute of Technology. 2011. What is a grade point average (GPA) and what is it used for? [Internet] Available from: http://www.rmit.edu.au/browse/Current%20students%2FAdministration%2FResults%2FGPA%20-%20Grade%20point%20average/#n01

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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.

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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.

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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.

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APPENDIX C

THE ATTENTION TEST QUESTIONNAIRE

Direction: Identify and underline all syllables with the /I/ sound from the news article below.

Guide:

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 Anti-

Piracy 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.

/I/ as in: i ron (I ´u rn), eye (I ), buy er (bI ´u r)