Standardization of Raven's standard progressive matrices test for a Libyan sample

Background: Until date, no IQ test has been standardized to be used to test the intelligence of Libyan students. Lack of standardized intelligence tests creates many problems such as the misuse of some non-standardised tests. These tests are carried out to estimate the mental ability of mentally retarded or gifted children. This problem prompted the researcher to study the SPM test which is considered by many researchers as one of the most used culturally-fair tests. The aim of this study was to standardize the SPM test to a Libyan setting to develop norms for the classic form of the SPM test to identify the distribution of IQ scores within Libyan students. Sample and methods: a total sample size of 2600 students (aged 8 to 21 years) was chosen using a multi-stage, cluster-disproportional stratified sampling method. During September and November 2007, the SPM test was administered to 1800 school students from 72 schools from 11 settlements (two cities and nine villages). In addition, during September and November 2008, the SPM test was administered to 800 university students from two different branches of Omar El-Mukhtar University located in two cities (Al-Baida and Al-Marj). Quantitative research designs (descriptive and comparative survey, correlational and cross-sectional) were used. In addition, a meta-analysis was performed to compare SPM test results with studies carried out in other countries. Data collected were imported into (SPSS) (version 16)software. Normality testing was carried out, the collected data were normally distributed which warranted the use of parametric tests. Results and conclusions: the main study showed that the results of SPM reliability, validity and item analysis indicated that the SPM test may be considered as an appropriate measure of mental ability for Libyan students. The average IQ for the fourteen tested Libyan age groups (8 years to 21 years) was 81. Gender and region variables were not important factors affecting Libyan students' scores on the SPM test. Gender differences in variability results indicated no consistent tendency. Age, academic discipline and study levels variables were an important factor affecting the Libyan students' scores on the SPM test. In general, all correlation coefficients between SPM and students' academic achievements were statistical significant for all groups. Age and achievement variables were predictors for SPM results, whereas gender and region variables were not significant predictors. The performance of Libyan students on the SPM can be considered lower than students from other countries. Meta-analysis study showed that the average IQ score for developed countries was 95, whereas the average IQ score of developing countries was 82. The IQ score of Libya was similar to that of developing countries. Development status and age variables were concluded as being important factors affecting the SPM. Gender variable was concluded as not being an important factor affecting the SPM. Gender differences in variability on SPM test thus results indicated no consistent tendency. Age and development status variables were predictors for SPM results. Whereas gender variable not significant predictors.The over all results were explained in terms of variation in education, environment,nutrition, child rearing, social income, confidence in test taking, family size, the "individual multiplier" and "social multiplier" and heterosis.EThOS - Electronic Theses Online ServiceGBUnited Kingdo