Guru Gobind Singh Indraprastha University

Institute of Vocational Studies

(A unit of Awadh Centre of Education)

BACHELOR OF EDUCATION
2024-2026
Course Title – Learning and Teaching
Course Code – B.Ed. 102

Submitted By : Submitted To :

Chanchala Bisht Ms. Neetu Sharma

Introduction :
One of the most important single variables, which affect schooling, is intelligence.
Intelligence is the ability to acquire and apply knowledge. Success in school and
colleges and in one’s own profession, social adjustment, possession of general
information etc. are all associated with the concept of “intelligence”. The word
intelligence is derived from the Latin verb ‘intellegere’ which means understanding.
Intelligence is defined as mental capability that involves the ability to reason, to plan,
to solve problems, to think abstractly, to comprehend complex ideas, to learn quickly
and to learn from experience. It is not merely book learning, a narrow academic skill,
or test-taking smartness.
In simple words, intelligence is nothing but thinking skills and the ability to adapt to
and to learn from life’s everyday experiences.
Wagnon
Intelligence is the capacity to learn and adjust to relatively new and changing
conditions.
Alfred Binet
Intelligence is a capacity to think well, to judge well and to be self critical .
TYPES OF INTELLIGENCE

Some Psychologists, notably Thorndike believe that several kinds of intelligence

should be distinguished from each other. According to him intelligence is of three
kinds:
1. Social Intelligence :
It refers to the knack of getting along with people. Socially intelligent person
makes friends easily and understands human relations.
2. Mechanical Intelligence :
It is the ability to deal effectively with machines or mechanical contrivances .
3. Abstract Intelligence :

Abstract intelligence is a form of driving force that transfers information into

behaviours or actions. It is the ability to respond to words, numbers, letters, etc. It is
the ability to carry on abstract thinking.
CHARACTERISTICS OF INTELLIGENCE :
1. It is an ability to abstract thinking.

2. It is a capacity to adjust in new situation.

3. It is a general mental adaptability.

4. It is an ability to relate diverse situations.

5. It is the capacity to acquire capacities and origins.

6. It is the innate disposition and flexibility of mind.

7. It is a concentration of energy and global capacity.

8. It is a resistance to emotional forces.

9. It is a power of self-criticism or auto-criticism

10. It is an inborn capacity to perceive the right thing at the right place and maintain
definite direction.

11. It is an ability to reduce relationship.

12. It is an ability to learn from experience.

13. It is an ability to carry on higher process of thoughts.

14. It is an ability of verbal and numbers reasoning.

15. It involves inductive and deductive reasoning or thinking.

16. It is a perceptual ability or capacity or insight.

17. It is characterized by difficulty, complexity, economy, abstractness, and

adaptations to a good social value.

18. It is ability of relation thinking.

19. It is an ability to solve problems.

20. It is a mental power and capacity.

What is an intelligence test?

An intelligence test is a psychological assessment tool designed to measure an

individual's cognitive abilities, such as reasoning, problem-solving, and memory, by
presenting a series of tasks or questions, usually resulting in a score that indicates
their level of intelligence compared to others within a similar population; often used
to identify learning disabilities, assess potential for educational programs, or diagnose
developmental abnormalities.
An intelligence test is a psychological assessment that measures a person's cognitive
abilities. It is used to determine a person's intellectual potential and capabilities.
THEORIES OF INTELLIGENCE :
SPEARMAN’S TWO-FACTOR THEORY OF INTELLIGENCE
Charles Spearman published an epoch-making study in 1904, which indeed proved to
be the crucial step toward quantitative testing of theories, as opposed to simple
quantification or measurement. He used the techniques of correlational analysis and
factor analysis, both of which had been developed earlier by Karl Pearson, in relation
to the scores obtained by groups of children on various intelligence tests. His
historical significance can be seen in the development of the factor analytical method
and in its explicit use for the first time. It is with regard to such importance that
Guilford (1954, p. 472) has stated: “No single event in the history of mental testing
has proved to be of such momentous importance as Spearman’s proposal of his
famous two-factor theory in 1904.”
In 1904, Charles Spearman proposed the two factor theory of intelligence. This
theory divides the intellectual abilities in two factors namely:  General (G) factors
 Specific (S) factors.
According to Spearman all intellectual activities depends primartur a general factor of
intellegence which is represented by the symbol 'G
According to him, all intellectual abilities are the result of GerDislike and Specific
(S) factors, provided that they are related to that specific ability
Intelligence=G+S1+S2+S3.....Sn
(1) General factor (G): The first factor is a general or common c of an individual,
which is mainly a reasoning factor.

Characteristics of General (G) factors:

 All mental abilities involve a General factor (G), which it shares with other mental

activities.

 It is involved in all activities and also accounts for its success.

 The general factor is innate.  It is universal, but differs from individual to

individual.
 It is constant factor which cannot be modified by the effect of learning.

 No cognitive activities can be performed without its involvement.

(2) Specific factor (S): It is a specific or special capacity of an individual.

Characteristics of Specific (S) factors:

 This factor is involved only in specific type of activities, not in all activities.
 This factor is shared with none. Transfer of this ability is not possible from one
field to other.
 It is not innate, but learned. This factor can be influenced and modified by
learning.
 It differs from individual to individual. For example: An individual may be a very
good artist and the other can be average.
 The success of an individual in a specific field depends upon the amount of S
factor.

Thus, according to spearman performance in any situation is predicted by the

amount of share of general and specific factor in different intelligence activity. He
later revises theory and put forward three factors called cluster factors.

EDUCATIONAL IMPLICATION AND IMPORTANCE OF SPEARMAN'S

TWO FACTOR THEORY :
  This theory helps teachers better understand the nature of intelligence.

 The general ability differs among individuals.

 Specific abilities also vary from one person to another.

 The 'S' factor varies in degree and can be altered through learning or consistent

practice.

 A child requires different levels of 'G' and 'S' factors to succeed in various

subjects.

 A strong 'G' factor is essential for achieving success in life.

 There is a strong relationship between 'G' and 'S'.

 This theory can be applied to guide instruction and develop a set of ability

tests.

GUILFORD'S STRUCTURE OF INTELLIGENCE :

Guilford's Structure of Intellect (SI) model is a theory of intelligence that
categorizes a person's intelligence into 180 components. The model was
developed by psychologist and psychometrist Joy Paul Guilford in 1955.
Components of the model :
 Operations :
The activities that are performed, such as cognition, memory, convergent
production, divergent production, and evaluation
 Contents
The information itself, such as visual, auditory, symbolic, semantic, and
behavioral.
 Products
How the information is presented, such as units, classes, relations, systems,
transformations, and implications
(1) Operations:-
Guildford classified operations into five categories:

 Cognition is related to knowledge, understanding and recognition.

 Memory is the retention what has already been learnt.

 Divergent thinking: In divergent thinking an individual thinks in many

directions, gives many solution to a problem which are unique, novel and

original. Here the stress is on flexibility.

 Convergent, thinking: Correct answer is chosen for a problem out of many.

 Evaluation means taking decision and making sound judgement concerning

criterion satisfaction of information.

(2) Content : Guilford proposed four types of contents:

 Figural Content: Concrete material perceived through senses e.g pictures,

objects and sounds.

 Symbolic Content: Knowledge in the form of symbols such as letters,

numbers and other symbols.

 Symantec: Knowledge of contents expressed in meaningful words and

sentences.

 Behavioral Content: it is expressed in terms of human activity in relation to

social situations.

3) Products: - When certain operation is applied to kind of certain content, six

types of products are involved. They may be:

 Units: Related to individual pieces of information which are limited in size.

 Classes: Groups related units of information's form one class because of

some common characteristics.

 3. Relations: Similarities and differences among different units come under

the categories or relations.

 Systems: The systems evolve as a result of large size of organized

information and plans..

 Transformations: - Evolve as a result of change in information which can be

brought about by new meanings and new definition.

 Implications: These refer to pointing out various possibilities that exist in a

situation.

Because Guilford's model contains five possible kinds of operations

(Cognition, Memory, Divergent thinking, Convergent thinking and

Evaluation), four types of contents (Figural, Semantics, Symbolic and

Behavioral) and six types of products (Units, Classes, Relations, Systems,

Transformations and Implications) it implies the existence of 5 x 4 x 6 = 120

possible factors comprising the structure of intellect.

Education Implication of Guilford Theory of Intelligence :

 Helpful for constructing various type of Intelligence test suitable to

different age group

 Study individual difference in society

 Discovered many mental ability which were not known before.

 Vocational testing

Sternberg’s Theory of Intelligence :

The Triarchic Theory of Intelligence, also known as the Three Forms of

Intelligence, was developed by psychologist Robert Sternberg .He introduced

Robert Sternberg theory of intelligence. It diverges from the psychometric

approach, adopting a more cognitive perspective categorized as cognitive-

contextual theories. The three meta-components in this theory are referred to as

triarchic components.

According to Sternberg Theory of Intelligence, human intelligence is defined

as "mental activity directed toward purposive adaptation to, selection and

shaping of, real-world environments relevant to one's life." In essence,

intelligence is measured by an individual's ability to navigate environmental

changes throughout their lifespan. Sternberg's theory comprises three parts:

componential, experiential, and practical intelligence. This theory has evolved

and progressed further in the book "Experiential Intelligence" by Soren

Kaplan.
 The Sternberg Theory of Intelligence introduced some sub theories as listed

below.

o Contextual Sub theory:

o Intelligence is tied to one's environment.

o It involves adapting, selecting, or shaping the environment based on

needs.

o Experiential Sub theory:

o Intelligence operates on a continuum from novel to automation.
o Demonstrates best at the extremes—novel tasks or automated situations.
o Componential Sub theory:
o Outlines mechanisms contributing to intelligence.
o Three mental processes/components: Meta components for monitoring
and decision-making, performance components for action, and
knowledge-acquisition components for learning new information.
 Educational implications :

 Emphasizes the need to address all three intelligences: practical,

creative, and analytical, in education.

 Encourages real-world applications to develop practical skills.

 Promotes creative thinking through problem-solving activities and

projects.

 Supports analytical skills with structured academic tasks and

assessments.

 Aims to create a more inclusive learning environment that caters to

diverse student strengths.

 Helps students become well-rounded individuals prepared for various

life challenges.

 Encourages collaboration and teamwork to enhance social and practical

skills.

The Cattell-Horn theory of Intelligence :

The Cattell-Horn theory of intelligence is a psychological model that explains

how human cognitive abilities are structured. It's considered a leading theory in

the study of human intelligence.

Fluid vs, crystallized intelligence is one of many theories of intelligence in

psychology. Fluid intelligence involves the ability to reason and think flexibly,

whereas crystallized intelligence refers to the accumulation of knowledge, facts,

and skills that are acquired throughout life.

The theory of fluid vs. crystallized intelligence was first proposed by

psychologist Basmond Cauell; he further developed it along with his student

John Hom. The theory suggests that intelligence is composed of different

abilities that interact and work together to produce overall individual

intelligence. People often claim that their intelligence seems to decline as they

age. However, research suggests that while fluid intelligence begins to decrease

after adolescence, crystallized intelligence continues to increase throughout

adulthood.

Fluid Intelligence The ability to perecive relationships independent of previous

specific practice or instruction concerning those relationships.

Fluid intelligence involves being able to think and reason abstractly and solve

problems. This ability is considered independent of learning, experience, and

education. When you encounter an entirely new problem that cannot be solved

with your existing knowledge, you must rely on fluid intelligence to solve it.

Fluid intelligence examples include

1) Coming up with problem-solving strategics

2) Interpreting statistics

3) Philosophical reasoning

4) Solving puzzles or abstract problems

Fluid intelligence tends to decline during late adulthood. Certain cognitive skills
associated with fluid intelligence also tend to decline as people reach later

adulthood.

Crystallized Intelligence-Crystallized intelligence involves knowledge

that comes from prior learning and past experiences.

What Is Crystallized Intelligence?

Crystallized intelligence is based upon facts and rooted in experiences. As we

age and accumulate new knowledge and understanding, crystallized intelligence

becomes stronger.

Crystallized intelligence examples include: memorizing text, memorizing

vocabulary, recalling how to do something and remembering dates and

locations. As you might expect, this type of intelligence tends to increase with

age. The more learning and experience you have, the more you build up your
crystallized intelligence.

Characteristics of cattell horn theory of fluid and crystallized intelligence

1. The theory explains intelligence through two main concepts:

Fluid Intelligence (Gf): The ability to understand, analyze, and solve novel

problems, learn new skills, and adapt to new situations.

Crystallized Intelligence (Gc): The accumulation of knowledge, skills, and

experiences gained throughout life.

2. Fluid intelligence focuses on processing and utilizing information,

while crystallized intelligence centers on the knowledge already acquired.

Test that measure fluid intelligence:

• Raven's Progressive Matrices Test(RPM) is a non-verbal assessment that asks

a person to examine various shapes and pick from a choice of shapes to

complete a pattern.

• Woodcock-Johnson Test of Cognitive Abilities measures cognitive skill and

achievement; it's often given to children to assess them for advanced

academic courses.

• Wechsler Intelligence Scale for Children measures verbal, reasoning, and

memory skills. It is primarily administered to children between the age of

six and 16.

Tests that measure crystallized intelligence:

  Vocabulary and general knowledge tests.

 Wechsler Adult Intelligence Scale (WAIS) is a measure of cognitive

abilities developed for adults. It provides separate scores for

different areas as opposed to an overall intelligence score.

Classification Of Intelligence Test

o As far as administrative point of view is considered the intelligence

test can be classified into two broad category namely :
1. Individual test: in which only one individual is tested at time

2.Group test: in which a group of individual is tested at a time

o Another way of classifier in the intelligence test is based on the form

of the test. Accordingly there are two type of test
1. Verbal test or language test: In these the subjects make use of language in
which the instructions are given in words, written, oral, or both. The individuals
being tested are required to use language, verbal or written, for their
responses. The test content is loaded with verbal material.
2. Non verbal or non language test:These tests involve such activities in which
the use of language is not necessary. The use of language is eliminated from
test content and response except in giving directions.

Characteristics of a Good Intelligence Test :

1. Reliability:The test gives consistent results every time it is taken.
2. Validity: The test measures what it is supposed to measure, such
as intelligence, accurately.
3. Standardization:The test is administered under the same conditions
and instructions for everyone.
4. Objectivity: The results are not influenced by personal opinions or biases.
5. Practicality: The test is easy to administer, score, and interpret within
a reasonable time and cost.
6. Cultural Fairness: The test minimizes cultural and language biases, ensuring
fairness for people from different backgrounds.
7. Comprehensiveness: It covers a wide range of cognitive abilities and skills.
8. Age Appropriateness: The test is designed for specific age groups and
provides meaningful results for them.
9. Discrimination: It can distinguish between individuals with different levels of
intelligence effectively.
10. Adaptability:It can be updated or modified based on new research and
findings.

Importance of Intelligence Tests

1. Classification:Intelligence tests help group individuals based on their

abilities. For example, students can be classified into different learning levels
to provide them with appropriate educational support.
2. Guidance Purpose:These tests assist in guiding individuals toward
suitable careers, educational paths, or skill development programs based on
their strengths and weaknesses.
3. Selection Purpose:Intelligence tests are used in selecting candidates for
specific roles or positions, such as in schools, colleges, or jobs, to identify
the most capable individuals.
4. To Know the Individual: The tests provide insights into a person’s mental
abilities, helping teachers, parents, or employers better understand their
potential and needs.
5. To Establish Aspirational Levels: Intelligence tests help individuals set
realistic goals based on their cognitive capabilities, motivating them to
achieve their full potential.
 Limitations of Intelligence Tests :

1. Lack of Reliability:The results of intelligence tests may vary if taken at

different times, making them less consistent.
2. Not Accurate or Comprehensive: These tests cannot fully measure all
aspects of intelligence, such as creativity, emotional intelligence, or
practical skills.
3. Affected by Culture:Intelligence tests may contain cultural biases,
making them unfair to individuals from different backgrounds.
4. Lack of Standard Tests: Not all intelligence tests are standardized, leading to
variations in how they are administered or scored.
5. Guesswork: Some individuals may guess answers correctly, which can result
in misleading scores.
6. Lack of Prediction: Intelligence tests may not always predict a person’s
success in real-life situations or their future achievements.
7. Individual Differences: These tests may not account for differences in
personality, motivation, or learning styles, which can affect
performance.
8. Emphasis on Speed:Many tests prioritize quick responses, which might
disadvantage people who process information more slowly but
thoroughly.
9. Inadequate Apparatus:Sometimes, poor-quality tools or materials
used in tests can affect the accuracy of results.
10. Non-Cooperation: If the test-taker is unwilling or anxious, their
performance may not reflect their true abilities.
6. Promotions: In workplaces or educational institutions, intelligence tests can
help identify individuals ready for higher responsibilities or advanced learning
opportunities.
7. Research Purpose: Intelligence tests are valuable tools for researchers
studying human behavior, cognitive development, or factors affecting
intelligence across different populations.
 WHAT IS INTELLIGENCE QUOTIENT?
IQ is a score used to measure a person’s intelligence. It is calculated by
comparing an individual’s mental age (as determined by an intelligence test)
with their actual chronological age.
The formula for IQ is:
IQ = (Mental Age / Chronological Age) × 100

For example:
- If a 10-year-old child has the mental ability of a 12-year-old, their IQ would
be:
(12 / 10) × 100 = 120
IQ tests are designed to assess problem-solving skills, reasoning, memory, and
the ability to learn. It helps in identifying intellectual strengths, weaknesses,
and potential.

IQ SCORE BELL CURVE

The IQ or intelligence test is a part of every assessment. There are different
types of IQ tests but mainly there three main ways of presenting the
information: words, images and numbers.
Each focuses on a specific part of intelligence research and a number of them
are often used in the assessments.

WHAT IS G-CULTURE FAIR TEST?

Raymond B. Cattell perceived the Culture Fair Intelligence Test (CFIT) in the
1920s.
It is a nonverbal instrument to measure your analytical and reasoning ability in
abstract and unusual situations. The test includes mazes, classifications,
conditions, and series. Such problems are believed to be familiar with all
cultures.
That's the reason that the testing industry claims it free from all cultural
influences.
The culture fair is a rapid IQ test. The full scale is to be resolved in less than one
hour. When you ignore the speed factor, your results can be misleading and
even dangerous to your career efforts.
It contains 4 subtests involving 4 different perceptual tasks, so that the
composite intelligence measure avoids counterfeit reliance on a single skill.
I conducted the Culture Fair Intelligence Test to evaluate the IQ levels of
students. The test was taken by the students of class 6 at my neighbourhoods.

AIM
To measure the IQ (Intelligence Quotient) of the students using Raymond
Cattell's Cultural Fair Intelligence Test.

BASIC CONCEPT

Cattell proposed that general intelligence (g) comprises both Fluid Intelligence
and Crystallized Intelligence. According to Cattell, "Fluid intelligence is the
ability to perceive relationships independent of previous specific practice or
instruction concerning those relationships." It involves the ability of thinking
and reasoning in an abstract manner for solving problems. For example, solving
puzzles and developing problem-solving strategies. Tests that reflect fluid
intelligence, such as reasoning speed, spatial reasoning, and inductive
reasoning, are thought to reflect intelligence independent of learning.

Crystallized intelligence includes knowledge based on past experience and

prior learning. For instance, reading comprehension and vocabulary
examination require crystallized intelligence. It depends upon the facts and
roots of experiences.

HISTORY AND DESCRIPTION OF THE TEST:

One of the main pushbacks against the most famed intelligence tests like the
Stanford Binet and Wechsler Intelligence Scale is that they can be culturally
biased based on the experiential and language influences included in the
questions.

Raymond B. Cattell, PhD, developed the Cattell Culture Fair Intelligence Test
(CFIT) with the intention of creating a test that was not influenced by these
cultural elements, much like the Raven's Progressive Matrices test.

He began his work on the measurement of intelligence in the 1920s and in

1930 he published his first endeavour, the Cattell Group, and Inventory, which
was designed for children.

Later revisions came in 1940, 1944, and 1961 as the test underwent tweaks in
sequencing, difficulty, and format. The Cattell Culture Fair Test is currently in its
third edition, which is commonly referred to as CFIT III.

The test can be administered either individually or in a group setting. There

are three intelligence scales measured, with Scale I including eight subtests
while Scales II and III contain four subtests each. Not every individual will be
tested on each scale, as the test is administered based on age and abilities.
Scale I: For children aged 4 to 8 and people with mental handicaps.

Scale III: For children aged 14 and up as well as adults of superior intelligence.

RELIABILTY –

The reliability of a test refers to its repeatability. If you measure the same thing
twice, how close are two measurements? If they are same then, the test is
highly reliable. If they are quite different then, the reliability of the test is low.
For example: - To be a reliable IQ test, retesting on individual with
anequivalent form will give about the same scores as did the first. The
correlation measure of relationship that can go 0-1 (perfect) between the
scores on different versions of an IQ test are administered.

METHOD OF EVALUATION AVERAGE RELIABILITY ACROSS SAMPLES

Consistency over items 0.76
(Calculate by a variety of methods
including split half & appropriate
internal consistency formula)
Consistency of time 0.73
(immediate test- retest correlation)

VALIDITY-

The validity of IQ test refers to whether the measurement really reflects what
you think it reflects. For example: Imagine that you are using a reliable IQ test
thinking that it measures personality. It would not be a valid test because it
didn't measure what you thought it did. Even though, it was a highly reliable
test) it gives you similar number when tested).
 METHOD OF EVALUATION AVERAGE RELIABILITY ACROSS
SAMPLES

Concept Validity 0.81

(Direct Correlation with the pure
intelligence factor)

Concrete Validity 0.70

(Correlation with others tests of
general intelligence)

PRELIMINARIES -
Name, Age, Sex, Class, Date of birth and school name were required.
Place of Conduction: Classroom (6 A and C)
Date: 24 Jan, 2025
MATERIALS REQUIRED:

Test of 'g': CULTURE FAIR Scale 2

booklet, response sheet, Culture Fair Manual, Black/Blue pen.
PRECAUTIONS:

1) Optimal conditions for testing were ensured before the test begun.
2) Time to start and finish were noted.
3) If the subject got stuck on a question then, they should move to the next
question.
RAPPORT FORMATION:

Rapport was established between the subjects and the tester, prior to the test
so, that he/she could feel comfortable and at case. In such a state, she/he
should answer the questions in a calm manner and any doubts should be
cleared before starting the test.
INSTRUCTIONS:

 "Today, we will be taking the G-Culture Fair Test, which focuses on non-
verbal reasoning skills."
  Format Explanation: "This test consists of various questions that will use
pictures and shapes. There will be no written or spoken words involved."
 Instructions Clarity: "Please read each set of instructions carefully
before answering the questions. Understanding what is being asked is
crucial."
 Practice Section: "If provided, please complete the practice
questions. This will help you get accustomed to the format and types
of questions you'll encounter."
 Time Management: "Be mindful of the time allocated for each
section. Make sure to pace yourself so you can complete all questions."
 Focus on the Task: "Stay focused and minimize distractions.
Concentrate on the questions in front of you."
 Reasoning Approach: "Use your reasoning skills to interpret the
images and shapes. Think logically about each question."
 Final Review: "If you finish early, take a moment to review your
answers to ensure they are correct."
 Stay Calm: "Remember to stay relaxed and do your best. This is
an opportunity to showcase your skills!"
 Good Luck: "Good luck to everyone! Let's get started!"
TEST ADMINISTRATION:
After the instruction were given, the subjects were asked to fill in the
necessary details. The tester ensured that the instructions were clear and
understood.
 SCORING-
After administration of the test scoring is done through
answer/unattempt questions are given O mark, Raw Scores were
converted into standardized scores from table in which was given in the
test manual. After this the
percentile is calculated from the table which shows what is the position of the
student in his/her age group.1 randomly collected 6 samples from both
classes in order to calculate the scores of the students.

IQ CLASSIFICATION TABLE
RESULTS

NAME MARKS MARKS MARKS MARKS I.Q INTELLIGE

OF OF OF OF NCE
TEST-1 TEST-2 TEST- TEST-4
3
SUMIT 4 9 2 2 82 Average/
Normal
ROHIT 7 7 0 0 85 Boder
line/dull
NISHI 7 6 2 2 86 Boder
line/dull
MOHIT 9 9 1 1 99 Average/
Normal
PRIYA 7 8 1 1 91 Average/
Normal
YASH 10 8 1 1 99 Average/
Normal
Meenu 9 8 2 2 104 Average/No
rmal
RAJAT 9 9 11 1 99 Average/No
rmal

INTREPRETATION OF THE RESULT –

Sumit is an Average/Normal level student, whose IQ
is 82.

Rohit is Boder line/dull student, whose IQ is 85.

Nishi is an Border line/Dull level student, whose IQ is
86.
Mohit is an Average/Normal level student, whose IQ
is 99 .
Priya is an Average/Normal level student, whose IQ is
99.
YASH is an Average/Normal level student, whose IQ
is 99.

Meenu is an Average/Normal level student, whose IQ is

104.
Rajat an Average/Normal level student, whose IQ is

99.