Intellectual quotient and school performance in basic education

Abstract

he aim of the study was to determine the relationship between the Intelligence Quotient (IQ) measured through the Wechsler Intelligence Scale for Children (WISC-IV) and school performance, expressed through the final grades of the current year. We conducted a quantitative and cross-sectional study, with a sample of 32 students who finished the 5th. elementary grade of a public school in the municipality of San Juan del Río, Queretaro. It was found that the school performance measured through the general average was 8.72, including the subjects of Spanish, Mathematics, Natural Sciences, Geography, History, Civic and Ethical Education, Physical Education and Artistic Education. On the other hand, the IQ results were 91.9. To analyze the results, the Pearson correlation coefficient was used at a significance of (r=0.05). The resulting correlation was (R=0.66). For its part, the Verbal Comprehension Index (ICV) was the one that presented the highest correlation with different subjects, (Spanish (r = .73), Mathematics (r = .62) and Civic and Ethical Training (r = .68)). While the Processing Speed ​​Index (IVP) and the Working Memory Index (IMT) do not present correlations with any subject or with the general final average. Which means that IQ is a good predictor of school performance, but in turn, if students obtain higher levels of achievement in school performance, this will also be reflected in their IQ; highlighting the incidence of Verbal Comprehension as the main predictor of school performance.