A school educator is interested in determining the relation…

A school educator is interested in determining the relationships between grade point average (GPA) and IQ scores among ninth graders. The educator takes a random sample of 40 ninth graders aged 14 years old and administers the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). The WISC-IV includes a Full Scale IQ (FSIQ; however for this assignment we will just call it IQ) that comprises verbal comprehension, perceptual reasoning, working memory, and processing speed skills. See .

In this study, the researcher aims to investigate the relationships between grade point average (GPA) and IQ scores among ninth graders. The sample consists of 40 randomly selected ninth graders aged 14 years old. The research instrument utilized to measure IQ is the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), specifically the Full Scale IQ (FSIQ), which encompasses various cognitive abilities such as verbal comprehension, perceptual reasoning, working memory, and processing speed.

The WISC-IV is a standardized intelligence test designed for children aged 6 to 16 years. It is widely used in research and clinical settings to assess intellectual functioning and cognitive abilities. The FSIQ is derived from subtests that measure different aspects of intelligence. The verbal comprehension subtest assesses the understanding and use of language, while the perceptual reasoning subtest evaluates visual-spatial skills and problem-solving abilities. The working memory subtest measures the ability to hold and manipulate information in one’s mind, and the processing speed subtest assesses the speed and accuracy of information processing.

By administering the WISC-IV to the ninth graders in this study, the researcher intends to obtain IQ scores that reflect the participants’ overall cognitive abilities. The FSIQ is derived by combining the scores from the various subtests, providing a comprehensive assessment of intellectual functioning. This score will be used as a measure of IQ in the analysis.

The researcher is particularly interested in exploring the relationship between IQ and GPA among ninth graders. GPA is a commonly used measure of academic achievement and reflects a student’s performance in various subjects, such as mathematics, science, English, and social studies. It is typically calculated on a scale of 0 to 4, with 4 representing the highest possible GPA.

To determine the relationship between IQ and GPA, the researcher will collect the participants’ GPA scores from their school records. These scores will be used as a measure of academic achievement in the study. By comparing the IQ scores obtained from the WISC-IV with the GPA scores, the researcher can examine whether there is a correlation between these two variables.

Correlation analysis will be employed to examine the relationship between IQ and GPA. Correlation analysis is a statistical technique that measures the strength and direction of the linear relationship between two continuous variables. In this study, IQ and GPA are both continuous variables, as they can take on a range of values rather than being categorical.

The research hypothesis is that there is a positive correlation between IQ and GPA among ninth graders. This hypothesis is based on the assumption that higher levels of intellectual ability, as reflected by IQ scores, are associated with higher levels of academic achievement, as reflected by GPA scores. The researcher anticipates that students with higher IQ scores will, on average, have higher GPA scores, while those with lower IQ scores will, on average, have lower GPA scores.

To test this hypothesis, the researcher will compute the correlation coefficient between IQ and GPA scores. The correlation coefficient is a statistical measure that quantifies the strength and direction of the linear relationship between two variables. It ranges from -1 to +1, with 0 indicating no correlation, +1 indicating a perfect positive correlation, and -1 indicating a perfect negative correlation.

Based on the correlation coefficient obtained, the researcher will assess the statistical significance of the relationship between IQ and GPA. This will be done by conducting a statistical test, such as a t-test or analysis of variance (ANOVA), to determine whether the observed correlation is statistically different from zero. If the p-value associated with the test is smaller than a predetermined criterion (usually 0.05), the researcher can conclude that there is a significant relationship between IQ and GPA.

In summary, this study aims to explore the relationship between IQ and GPA among ninth graders. The researcher will administer the WISC-IV to obtain IQ scores and collect the participants’ GPA scores from their school records. Correlation analysis will be used to examine the relationship between these two variables. The hypothesis is that there is a positive correlation between IQ and GPA, with higher IQ scores associated with higher GPA scores. Statistical tests will be conducted to assess the significance of this relationship.