PKP RESULTS AND ACADEMIC PERFORMANCE OF COLLEGE OF MEDICAL TECHNOLOGY AND COLLEGE OF

ARTS, SCIENCES AND TEACHER EDUCATION: AN INVESTIGATION OF COURSE DIFFERENCES

THE CORRELATION BETWEEN THE PKP RESULTS AND ACADEMIC PERFORMANCE OF COLLEGE OF ARTS,

SCIENCES AND TEACHER EDUCATION AND COLLEGE OF MEDICAL TECHNOLOGY

https://www.verywellmind.com/theories-of-intelligence-2795035

https://www.sciencedirect.com/science/article/abs/pii/S0160289606000171

https://www.sciencedirect.com/science/article/pii/S1041608015000412

http://www.lifesciencesite.com/lsj/life0701/15_1188_Intelligence_life0701_83_87.pdf

file:///C:/Users/admin/Downloads/965-3355-1-PB.pdf

http://ijaret.com/wp-content/themes/felicity/issues/vol4issue3/dandagal3.pdf

https://www.elsevier.es/es-revista-european-journal-education-psychology-235-articulo-cognitive-

performance-academic-achievement-how-S1888899217300107

https://www.gwern.net/docs/iq/2015-roth.pdf

https://www.researchgate.net/publication/281764945_Intelligence_and_Its_Relationship_to_Achievem

ent
 INTRODUCTION

Is there a link between intelligence and academic performance of students?

Historically, many researchers try to answer this kind of question and to this day there is

still no definitive answer as there is a gradual decrease of correlation coefficients as

schooling advances and technology advances. The relationship between measures of

intelligence and achievement is significant to research, if there is a strong relation

between them, it might be deduced that the intelligence test has an important

contribution in connection with other variables for instance the curriculum, study

program, the teacher, the characteristics of the school, and others in scholastic

performance (Naglieri & Bornstein, 2003).

Different researchers have proposed a variety of theories to explain the nature of

intelligence that can help us in understanding the nature of our investigation. According

to British psychologist Charles Spearman (1863–1945) intelligence is a general cognitive

ability that can be measured and numerically expressed. This definition of intelligence

was contested by another psychologist which he state that instead of viewing intelligence

as a single, general ability, Thurstone's theory focused on seven different primary mental

abilities. The abilities that he described include: verbal comprehension, reasoning,

perceptual speed, numerical ability, word fluency, associative memory, spatial

visualization (Psychologist Louis L.Thurstone, 1887–1955). Another psychologist disputed

their definition and made a broader explanation of what intelligence must be and he

stated that instead of focusing on the analysis of test scores, Gardner proposed that

numerical expressions of human intelligence, such as in the IQ test, are not a full and
accurate depiction of people's abilities. His theory describes eight distinct types of

intelligence based on skills and abilities that are valued in different cultures (Howard

Gardner). After some time Psychologist Robert Sternberg simplified their contests into

the delineation of intelligence as "mental activity directed toward purposive adaptation

to, selection, and shaping of real-world environments relevant to one's life." While he

agreed with Gardner that intelligence is much broader than a single, general ability, he

instead suggested that some of Gardner's types of intelligence are better viewed as

individual talents. Sternberg proposed what he referred to as "successful intelligence,"

which involves three different factors: (1) Analytical intelligence: Your problem-solving

abilities. (2) Creative intelligence: Your capacity to deal with new situations using past

experiences and current skills. (3) Practical intelligence: Your ability to adapt to a

changing environment. In line with this propositions, we came to the conclusion to look

on how intelligence test emerged. Paul Broca (1824-1880) and Sir Francis Galton (1822-

1911) were among the first scientists to think about measuring intelligence. They thought

they could determine intelligence by measuring the size of the human skull. They

assumed that the larger the skull, the smarter the person.

Around the same time, scientist Wilhelm Wundt (1932-1920) used introspection - the

human ability to reflect on their own thoughts - as the measure of intelligence. Nowadays

their methods and ideas are considered to be outmoded and are for sure no longer used

for IQ tests, but they form a fundamental part of the history of the IQ test. The first

modern intelligence test in IQ history was developed in 1904, by Alfred Binet (1857-1911)

and Theodore Simon (1873-1961). The French Ministry of Education asked these
researchers to develop a test that would allow for distinguishing mentally retarded

children from normally intelligent, but lazy children. The result was the Simon-Binet IQ

test. This IQ test consists of several components such as logical reasoning, finding

rhyming words and naming objects. The score for the IQ test in combination with a child's

age, provides information on the intellectual development of the child: is the child ahead

of or lagging other children? The IQ was calculated as (mental age/chronological age) X

100. The test came to be a huge success, both in Europe and America.

Being able to look deeper into the nature of the study the researchers aim to provide

adequate answers as to what the link of intelligence to academic performance of College

of Medical Technology students and College of Arts, Sciences and Teacher Education

students. In line with this, learners of today’s era spend way too much time in their

smartphones searching for information, connecting with friends, looking for what’s

trending or just simply to listen to music. At an early age of 2, most toddlers know how

to operate high end smartphones already, making them the most technologically

advanced generation. According to some studies about learners in this generation, their

attention span are less than their predecessors with the value of 8 seconds only. In these

cases, does answering an intelligence test captures their interest and makes them

attentive for some time? The current study reported here suggested studying the

relationship between intelligence and academic achievement, especially to see if

the relationship could be different for medically inclined students and logically inclined

students.
 STATEMENT OF THE PROBLEM AND OBJECTIVES

Medical Colleges of Northern Philippines and International School of Asia and the

Pacific have implemented a requirement for students that tests their intelligence quotient

level. It's called Panukat ng Katalinuhang Pilipino.

This study aims to critically examine this phenomenon for the academic year 2018-

2019, in order to isolate key factors which may contribute to 2nd year students results.

The presence or absence of the identified factors may be verified by comparisons with

both institutions with comparable perfromances. The study aims to answer the following

quetions:

1. What is the link between the PKP results of Medical Technology Students and Arts,

Sciences and Teacher Education Students to their academic performance?

2. What are the similarities of factors that affects their tests scores and academic

performances?

3. What does high PKP result and low Academic Performance and vice versa

indicates?

4. Is the relationship differ for medically inclined students and logically inclined

students?
 CONCEPTUAL FRAMEWORK

This study focuses on the relationship of PKP test results of College of Medical

Technology and College of Arts, Sciences and Teacher Education students with their

academic performances and if it differs among the group. The researchers aim to provide

adequate answers to questions as to what are the factors affecting both their PKP test

results and academic performances.

Modifying factors such as age, sex, section, course, personality and knowledge

affects the perception of students with answering their survey questions because it differs

from their understanding and attention span.

EFFECTS/OUTCOME
DEPENDENT VARIABLE
INDEPENDENT VARIABLE

• Name • PKP Test • Relationship

• Age • Academic between the
• Sex Performance PKP test
results and
• Course
their
• Section academic
• Personality performance
• Knowledge • Factors
affecting
both results
 SIGNIFICANCE OF THE STUDY

The main rationale of this study is to contribute to the institutions of Medical

Colleges of Northern Philippines and International School of Asia and the Pacific aim to

provide quality education for their students by providing data on the links and factors

that affects or the differences of the students’ from College of Medical Technology and

College of Arts, Sciences and Teacher Education’s PKP Test Results and their academic

performances.

In both institutions, they aim to provide a huge amount of top notchers’ in the

Philippines and in line with this, the researchers involved themselves in helping these

institutions in conducting an investigation on the link between PKP test results of the

students and their academic performances that will be a huge help for the Office of the

Guidance Services and the Registrars’ Office and what would the values mean and how

it will help the said offices.

Moreover, the researchers’ curiosity on what is the real meaning of having the PKP

test in their lives would also enlighten other students in their academic endeavors and

future successes in their lives.

 SCOPE AND DELIMITATION

The study is correlation in nature and in focused on the three (3) sections of

Medical Technology Students namely Yersinia, Vibrio and Ceracia with the counterpart on

College of Arts, Sciences and Teacher Education with the Sections of Freud for BS

Psychology Students, Venice for BPED Students, and Moscow for BSED students and

Social Work students. The research is composed of 246 students from the said sections.

The primary data gathering method used is questionnaire which allowed the researchers

timely management of data gathering.

The study is delimited to the College of Medical Technology students for MCNP

and CASTE students for ISAP.

 DEFINITION OF TERMS

PKP – Panukat ng Katalinuhang Pilipino, is a test designed to measure the mental ability

of a Filipino adult whose age range is 16 years &above, on the basis of his verbal & non

– verbal skills. It is made up of four subtests each separately timed and measures the

following aspects of human intelligence.

ACADEMIC PERFORMANCE - or "academic achievement" is the extent to which a

student, teacher or institution has attained their short or long-term educational goals.

Completion of educational benchmarks such as secondary school diplomas and bachelor's

degrees represent academic achievement.

CURRICULUM – the subjects comprising a course of study in a school or college.

STUDY PROGRAM – is a comprehensive, structured approach for delivering academic

and career and technical education to prepare students for postsecondary education and

career success.

TEACHER - is a person who helps students to acquire knowledge, competence or virtue.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

a. Intelligence quotient analysis and its association with academic performance

of medical students - Veena Yesikar, Sunil Kant Guleri, Sanjay Dixit, Rahul

Rokade, Sachin Parmar

Intelligence is the ability to see meaningful relationships between things that includes

perceiving, knowing, reasoning and remembering. The study was done to know the

duration of preparation, self-study hours, academic performance and its association with

IQ level of medical students, to state how to shorten the duration of completing MBBS

degree. Methods: A cross sectional study done on 300 medical students using structured

questionnaire derived from I Q test.com. Data collection and appropriate statistical test

were applied considering p value ≤ 0.05 as significant. Most of the medical students had

near average intelligence (88.3%) , they undergone one to two years preparation for

medical entrance exams and devoted much time (>6 hrs) in studies. 10% of the students

had higher IQ, spare less time in their self-study but were sincere in the classes. Students

with near average IQ work hard in their studies and their academic performance was

similar to students with higher IQ. So IQ can`t be made the basis for medical entrance;

instead giving weight-age to secondary school results and limiting the number of attempts

may shorten the time duration for entry and completion of MBBS degree.
 b. A Study of Intelligence in Relation to Academic Achievement of Secondary

School Students - I S.N.Dandagal, IIDr.M.C.Yarriswami

The present study aimed at evaluating the academic achievement of high school students

in relation to their intelligence. The study revealed that there is significant relationship

between academic achievements. The study also indicated that there is no significant

difference in academic achievement of boys and girls in case of different levels of

intelligence achievement differs as a classroom which affects the academic achievement

of the students while students with different types of family climate also differs in their

achievements.

c. Cognitive performance and academic achievement: How do family and

school converge? - Ana Filipa Alves, Cristiano Mauro Assis Gomes, Ana

Martins, Leandro da Silva Almeida

Children enter the school system with different educational experiences, leaving also with

different levels of learning and school results. In this study, we intend to understand the

impact of family and school on children's cognitive performance and academic

achievement during elementary education. The sample consists of 406 Portuguese

children, from preschool and the 1st cycle of Basic Education, aged from 4 to 10 years

old. Through full structural equation model, it was observed that the latent variable family

(parents’ schooling and socioeconomic level) and the latent variable school (community

and type of school) have a significant impact on academic achievement. However, only
family presents a significant impact on cognitive performance. These data suggest that

the impact of school on intelligence quotient is not expressive in early academic years,

where family present higher explanation of the variance.

d. Intelligence and academic achievement: an investigation of gender

differences - Habibollah. Naderi, Rohani. Abdullah, H. Tengku Aizan,

Jamaluddin. Sharir

The objective of this research is to examine if a relationship exists between intelligence

and academic achievement and if the relationship differs between males and females.

Two research questions are examined in this paper: (1) what is the relationship between

different aspects of intelligence and academic achievement? (2) Is there any significant

gender differences regarding the relationship between different aspects of creativity and

academic achievement? Participants (N=153; male=105 and female=48) completed

creativity test. Cumulative grade point average (CGPA) was used to select the

participants. Intelligence was measured using the Catell Culture fair Intelligence Test

(CFIT-3a & b). Pearson Correlation analysis indicated that aspects of intelligence were

not related to academic achievement for both males and females. However, implications

of the findings for this study in intelligence and academic achievement are discussed.

[Life Science Journal. 2010;7(1): 83 – 87] (ISSN: 1097 – 8135).

 e. Intelligence and educational achievement – Ian J. Deary Steve Strand

Pauline Smith Cres Fernandes

This 5-year prospective longitudinal study of 70,000 + English children examined the

association between psychometric intelligence at age 11 years and educational

achievement in national examinations in 25 academic subjects at age 16. The correlation

between a latent intelligence trait (Spearman's g from CAT2E) and a latent trait of

educational achievement (GCSE scores) was 0.81. General intelligence contributed to

success on all 25 subjects. Variance accounted for ranged from 58.6% in Mathematics

and 48% in English to 18.1% in Art and Design. Girls showed no advantage in g, but

performed significantly better on all subjects except Physics. This was not due to their

better verbal ability. At age 16, obtaining five or more GCSEs at grades A⁎–C is an

important criterion. 61% of girls and 50% of boys achieved this. For those at the mean

level of g at age 11, 58% achieved this; a standard deviation increase or decrease

in g altered the values to 91% and 16%, respectively.

f. The relationship between intelligence and academic achievement throughout

middle school: The role of students' prior academic performance - Diana

Lopes Soares Gina C.Lemos RicardoPrimi Leandro S.Almeida

The association between intelligence and academic achievement is well established.

However, how this relationship changes throughout schooling remains undefined. In this

3-year longitudinal study, 284 Portuguese middle school students completed three
reasoning subtests (abstract, numerical, and verbal) by the end of 7th grade

(intelligence), and their academic grades were collected at the same time (prior academic

achievement, AA7) and by the end of 9th grade (final academic achievement, AA9). The

main findings show that i) when intelligence and AA7 are analyzed as two independent

predictors of AA9, AA9 is best predicted by intelligence when considering the mediation

effect of AA7, and ii) the inclusion of AA7 in the pathway between intelligence and AA9

produces a considerable increase in the predictive validity of intelligence. Implications for

cognitive assessment and psychological practice are emphasized based on this Gf–Gc

relationship.

g. Relationship between Creativity, Intelligence and Academic Achievement

among School Going Children - Manisha Arya &Suman Prasad Maurya

The present study has been conducted in G.B. Pant University campus, Pantnagar Udham

Singh Nagar district of Uttarakhand on Creativity and Academic Achievement among

School going children. The purpose of the study was to assess association between

creativity, intelligence and academic achievement of children. A sample of 300 students

was collected in the age group of 12-16 years (100 students each from class VII, IX and

X) by simple random sampling technique. The data was collected through survey method

using self constructed questionnaire schedule to elicit information on general information

of the respondents, their family income, information related to their study behavior. The

test of non-verbal test of creative thinking by Baquer Mehdi (1985) and Indian adaptation

of Wechsler Adult Intelligence Scale by Ramalingaswamy (1972) were conducted. Data

was analyzed in terms of frequency and percentage. It was found that there is no

significant association between creativity, intelligence and academic achievement.

h. Intelligence and school grades: A meta-analysis - Bettina Roth, Nicolas

Becker, Sara Romeyke, Sarah Schäfer, Florian Domnick, Frank M. Spinath

Intelligence is considered as the strongest predictor of scholastic achievement.

Research as well as educational policy and the society as a whole are deeply interested

in its role as a prerequisite for scholastic success. The present study investigated the

population correlation between standardized intelligence tests and school grades

employing psychometric meta-analysis (Hunter & Schmidt, 2004). The analyses

involved 240 independent samples with 105,185 participants overall. After correcting for

sampling error, error of measurement, and range restriction in the independent

variable, we found a population correlation of ρ = .54. Moderator analyses pointed to a

variation of the relationship between g and school grades depending on different school

subject domains, grade levels, the type of intelligence test used in the primary study, as

well as the year of publication, whereas gender had no effect on the magnitude of the

relationship.
 i. Intelligence and its Relationship to Achievement – Fatih Kaya, Joyce Juntune,

Laura Stough

This comprehensive literature review examines the link between intelligence and

achievement. It also provides a brief summary of selected psychometric theories of

intelligence. In attempt to gather all relevant scholarly literature, several procedures were

used. A search of the key terms in the ERIC, PsycINFO, and Google Scholar databases

was performed. The literature evidences that verbal abilities have stronger correlation

with academic achievement than nonverbal abilities. Furthermore, verbal abilities are

related to readiness to learn while nonverbal abilities are related to potential to learn. If

intelligence scores are used to predict any kind of future academic performance, both

verbal (readiness) and nonverbal (potential) abilities should be evaluated. Besides, in

order to identify gifted and talented students, assessment of verbal abilities should

accompany with the assessment of nonverbal abilities so that they will be able to survive

in advanced academic programs.

 CHAPTER III

METHODS AND PROCEDURES

This chapter describes the operational plan of work or strategy. A number of

activities in the plan of work include the following operations: a) research design; b)

locale of the study; c) respondents of the study; d) research instruments; e) data

gathering procedures; f) samples and samplings technique; g) statistical treatment.

I. RESEARCH DESIGN

A quantitative and qualitative designs are followed. The researchers will use

quantitative research as a formal, objective and systematic process to describe and test

relationships between the academic performance and PKP results of the students. They

also use qualitative research in the form of survey. It can provide a descriptive,

explanatory and exploratory research. It help the researchers obtain information from a

sample of people by means of self-report, that is, the people respond to a series of

questions posed by the researchers. In this study the information will be collected through

self-administered questionnaires that will be distributed personally to the subjects by the

researchers. A descriptive survey was selected because it provides an accurate portrayal

or account of the characteristics, for example the behavior, opinions, abilities, beliefs,

knowledge and also the profile of an individual, situation or group. The quantitative and

qualitative designs are chosen to meet the objectives of the study, namely to determine
the correlation between the PKP results and academic performance of CASTE and

Selected MedTech students.

II. LOCALE OF THE STUDY

The study will be conducted at International School of Asia and the Pacific (ISAP)

and Medical Colleges of Northern Philippines(MCNP). One of the private school in

Cagayan. This school is now having the name as Home of Mighty Eagles. The twin

institutions are located at Alimannao Hills, Penablanca, Cagayan.

III. RESPONDENTS OF THE STUDY

The target respondents of the study involves the second year MedTech and CASTE

students of MCNP and ISAP. Students in total of 165, specifically MedTech with 150

students and the CASTE with 65 students as the respondents. They were chosen to

provide the vital information about the correlation of the academic performances and PKP

results of the students. These respondents will be selected to generate information of the

effects of PKP and Academic Performance to each other. The result of the PKP of the

respondents can be obtained from the Office of the Guidance Services.

 IV. RESEARCH INSTRUMENTS

The questionnaire will be the major instrument in this study. It is designed to

obtain information on the correlation between the PKP results and academic

performances of CASTE and selected Medtech students. Open-minded questions will be

use to give the respondents the opportunity to give their responses and suggestions. The

questionnaires will prepare by the researchers. It was develop by reading related

literature about PKP and Academic Performance of students. The researcher will provide

the questionnaires to students who were enrolled in Medtech and CASTE because of their

involvement in this study. The handling of questionnaire will be done personally by the

researchers. They will also be the one who'll collect the answered questionnaires.

V. DATA GATHERING PROCEDURES

The researchers selected numbers of students of Medtech and CASTE? As one of

the data collection instrument for this study. The researchers also provided a

questionnaire to be distributed to the selected respondents. To utilize the study, the

researchers asked for the permission of the office of guidance services to allow the

researchers to use the profile of the students of MCNP-ISAP, to get the result of the PKP

and the academic performance as a research instrument. After given permission, the

researchers explained the purpose of the study to the selected respondents and then

they made sure each participant corresponds to their predefined criteria. After the

gathering and all necessary modifications, the questionnaires were administered directly
to the chosen students for the study. Two hundred and forty six copies of the

questionnaire given out were successfully completed and returned.

VI. SAMPLES AND SAMPLING TECHNIQUES

Simple random sampling will be use in this study. We, the researchers, will use it

so that every item in the population will have an even chance and likelihood of being

selected in the sample. Here the selection of items completely depends on chance or by

probability and therefore this sampling technique is also sometimes known as a method

of chances.

VII. STATISTICAL TREATMENT

To interpret the data effectively, the researcher will employ the following statistical

treatment. The Percentage, Weighted Mean and ANOVA are the tools use to interpret

data.

a. Percentage

This will employ to determine the frequency counts and percentage distribution of

personal related variables of the respondents.

Formula: %= F÷N x 100

 % is the percentage

F is the Frequency

N is the total number of respondents

100 is a constant value

b. Average Weighted Mean

This will be used to determine the assessment of the respondents with regards to

their personal profile.

Formula: X= Fx ÷N

X is the weighted mean

F is the frequency

x is the weight of each item

N is the number of cases

 c. Analysis Of Variance (ANOVA)

This will helpful in making comparison of two or more means which enables a

researcherto draw various results and predictions about two or more sets of data.

Steps in ANOVA.

First step is to compute the total sum of the squares.

Second step is to compute the squares between columns.

The third step is to compute for the sum of squares within the column.

To complete the ANOVA table, calculate the mean of sum of squares.