The relationship between intelligence and achievement in fourth year high school students

The problem of this study was to determine the relationship existing between academic achievement and mental ability of 80 senior high school girls in order to present a picture of the group with regard to their general level of ability and their level of intellectual development. The California Short-Form Test of Mental Maturity was administered to determine the mental ability of the subjects. To test their school achievement, the Stanford Achievement Test, which sampled achievement in the four basic skills of reading, arithmetic, language, and spelling, was selected. On the basis of the data gathered about the 80 subjects, the investigator concludes that with intelligence quotient as the predictor variable, the predicted achievement for 80 students was found to be markedly significant. A positive relationship of .5593 was evident between the subjects ’ intelligence and their achievement as measured by the Stanford Achievement Test. Revealing a substantial correlation, this study lends further support to the well established positive relationship between intelligence and school achievement