Intelligence and academic achievement are two distinct yet complementary constructs that play a crucial role in primary education. Malhotra’s (2020) article examines the relationship between Intelligence Quotient (IQ) and academic performance of primary school students in different types of schools in India. The study, using the Raven’s Colored Progressive Matrices and the Singh Achievement Test Battery (ATB-SR), found that IQ and academic achievement are positively correlated, suggesting that increasing IQ tends to increase academic achievement.
IQ and the Impact of School Type
Malhotra (2020) found that students in private schools performed significantly better on IQ tests and in several academic subjects compared to students in NGO-run schools and public schools. The research highlights the significant role that school type plays in children’s intellectual and academic development. Private schools in India, often equipped with better infrastructure and more qualified teachers, appear to offer a more conducive environment for intellectual growth and academic success.
Implications for Educational Policy and Practice
Malhotra’s (2020) findings have significant implications for educational policy and practice. They emphasize the need for policies that aim not only at high academic achievement, but also at meeting students’ individual learning and motivational needs. The study suggests that safe, caring, and orderly environments are conducive to learning, and socially engaging strategies, such as cooperative learning, contribute to academic achievement.
Recommendations for Improvement
To improve the performance of schools run by NGOs and public schools, Malhotra (2020) proposes a Government-NGO-Community partnership model. This model aims to combine government funding with NGO management expertise and community engagement to create a more effective learning environment.
Conclusion
In conclusion, Malhotra’s (2020) research contributes significantly to our understanding of the relationship between IQ, academic achievement and the role of school type in primary education. The findings emphasize the need for educational policies and practices that promote the intellectual and academic development of all students, regardless of the type of school they attend. The proposed Government-NGO-Community partnership model offers a potential solution to improve the performance of NGO-run schools and government schools in India. However, the effectiveness and sustainability of this model need to be investigated in future research.
Reference:
Malhotra, S. (2020). Psychometric Intelligence and Academic Achievement, A Comparative Analysis of Elementary Schools. Volume 3 Number 2 March 2020, 83-95.
