1.

1Nature of Intelligence:
Definition:
The capacity to understand the world, think rationally, and use resources effectively when faced with challenges.

Types of Intelligence:
1.Verbal the ability to use words. 2. Visual the ability to imagine things in your mind. 3. Physical the ability to use your body in various situations. 4. Musical - the ability to use and understand music. 5. Mathematical the ability to apply logic to systems and numbers. 6. Introspective the ability to understand your inner thoughts. 7. Interpersonal the ability to understand other people, and relate well to them

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1.2. Theories of Intelligence:

The study and measurement of intelligence has been an important research topic for nearly 100 years IQ is a complex concept, and researchers in this field argue with each other about the various theories that have been developed. There is no clear agreement as to what constitutes IQ or how to measure it. There is an extensive and continually growing collection of research papers on the topic. Howard Gardner (1983, 1993), Robert Sternberg (1988, 1997), and David Perkins (1995) have written widely sold books that summarize the literature and present their own specific points of view. The following definition is a composite from various authors. Intelligence is a combination of the ability to: 1. Learn. This includes all kinds of informal and formal learning via any combination of experience, education, and training. 2. Pose problems. This includes recognizing problem situations and transforming them into more clearly defined problems. 3. Solve problems. This includes solving problems, accomplishing tasks, fashioning products, and doing complex projects. This definition of intelligence is a very optimistic one. It says that each of us can become more intelligent. We can become more intelligent through study and practice, through access to appropriate tools, and through learning to make effective use of these tools (Perkins, 1995). PBL can be used as a vehicle in which students can use and improve their intelligence. More detail on the work of Gardner, Sternberg, and Perkins is given in the next three subsections.

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1.3: Review of Literature:

This seems to be a complicated subject. Dr. Arthur Jensen, in his "Straight Talk About Mental Tests", says that IQ tests are carefully standardized so that men and women have the same average IQ of 100. However, he says that even when that's not done, the differences in IQ are more in kind than in quantity. He observes that men and women are essentially equal when it comes to the general intelligence, or "g" factor. However, he says that, "Males and females differ in certain other abilities, however, The most wellestablished difference is in spatial-visualization ability--the ability to mentally visualize complex objectx, and to mentally manipulate relationships among objects in three-dimensional space. It is an important ability for geometry, organic chemisry, architecture, structural engineering, and the like. Spatial visualization is also a compnent of mathematical ability, in which wpatial representation of quantitative relationships plays a part in problem-solving proficiency. In the best tests of spatial visualization ability, only about one-fourth of females surpass the average male." The current model for male-female brain differences is that, although women have smaller brains than men, men's and women's brains possess the same number of neurons, but women have less glial (supporting) material. On the other hand, women have a larger corpus callosum (made of glial material) than men. Women appear to use their entire brains for problem-solving, whereas men use specific areas of their brains. (Women will tell you that the only parts of their brains that men use are the parts that deal with sex.) This lesser amount of glial material has been suggested as the root of the male-female difference in spatial visualization. On the other hand, if hormones play a role at puberty, it's hard to see how this could greatly alter brain structure this late in life. (Testosterone is now being implicated in brain development.)

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1.4. Justification of the present study:

In order to measure the IQ differences between male and female, we do this research. So, by doing this research we become able to find out he differences between male and female IQ level. We are not sure previously because we dont have any idea about the differences between male and female. But there is a huge difference between male and female IQ level and we are able to find these kind of differences by doing this research.

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1.5: Objective of the present study:

We have selected this institution to collect because this is wellknown and reknown University in Bangladesh. We want to know each students ( male and female ) IQ level. We will tell about the broad objective and specific objective of their IQ level. Those are discussed below--------------

Broad Objective: This report intends to provide information on the IQ level of male and female students of East West University.

Specific Objective: Specific Objective will help us to differentiate the IQ level of each male and female students.

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2. Methodology:

The report is basically designed on gathered information on IQ level of male and female students of East West University. Source of Data: Only secondary data have been used to prepare the report. 1. Primary Data: Primary data can not be gathered because of time limitation. 2. Secondary Data: The secondary data are collected from some other relevant sources. 3. Data Analysis: All the collected data are analyzed properly to give a better presentation of the IQ level of male and female students. These analyzed data will be submitted to the course instructor.

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2.1: Sample of Respondents:

A total of 20 students (10 male and 10 female) was selected as respondents in the present study by purposive sampling techniques. The average of the respondents was 18.75. They come from middle class family. All respondents ware muslim students.

2.2. Measuring Instruments:

Otis self administering test of mental ability was applied on the respondents. It consists of 75 items. Respondents correct answer is the raw score of IQ. High score indicates respondents are more intelligent and on the other hand low score indicates that respondents are less intelligent.

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2.3.Study Design:
We use Cross sectional study design for making this report.

2.4. Procedure of Data Collection:

Add the initial phase of data collection, the researchers ( investigators) went to the East West University and took formal permission from the highest authority. We went to the respondents and build up a rapport with them. After establishing the rapport, they applied the taste on them. They gave answer according to the instruction printed on the front page. By this way the remaining data were collected from the other respondents.

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3. Result.

Secondary Data:
Male 120 115 107 101 97 75 89 79 85 100 Female 95 101 88 72 98 77 82 76 86 100

Step 1: Hypothesis: Step 2: Level of significance =0.05 Alternative Hypothesis: Step 3. t Test statistic is used. Step 4. Decision Rule: If P value< -value then H1 will be accepted P value> - value then H1 will be rejected. :

Frequencies
Statistics Male N Mean Std. Deviation Valid Missing 10 0 96.8000 14.88325 Female 10 0 87.5000 10.64842

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Frequencies Table:
Female Cumulative Percent 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

Valid

72.00 76.00 77.00 82.00 86.00 88.00 95.00 98.00 100.00 101.00 Total

Frequency 1 1 1 1 1 1 1 1 1 1 10

Percent 10.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0 100.0 Male

Valid Percent 10.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0 100.0

Valid

Pair 1

75.00 79.00 85.00 89.00 97.00 100.00 101.00 Male 107.00 Female 115.00 120.00 Total

Frequency 1 1 1 1 1 Mean 1 96.80001 87.50001 1 1 10 N

Percent 10.0 10.0 10.0 10.0 10.0 N 10.0 10.0 10 10.0 10 10.0 10.0 100.0

Cumulative Valid Percent Percent 10.0 10.0 10.0 20.0 10.0 30.0 10.0 40.0 10.0 50.0 Std. Std. Error 60.0 Deviation 10.0 Mean 10.0 4.70650 70.0 14.88325 10.0 3.36733 80.0 10.64842 10.0 90.0 10.0 100.0 100.0 Sig. .052

T-Test
Paired Samples Statistics

Paired Samples Correlations

Pair 1

Male & Female

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Correlation .628

Paired Samples Test Paired Differences 95% Confidence Interval of the Difference Lower .96405 Upper 17.63595 t 2.524 df 9 Sig. (2-tailed) .033

Pair 1

Male - Female

Mean 9.30000

Std. Deviation 11.65285

Std. Error Mean 3.68495

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MeanIQ S core
100 98 96 94 92 90 88 86 84 82 80 Mean IQ Score

Figure1. Diagram of the mean IQ score difference between male and female

Results

From the charts and diagram above, we can conclude that 78 the probability of Male Female observations of the sample data (i.e. the difference in intellectual level between male and female), P-value, is 0.011. The level of significance, , is 0.05. Since p<, therefore, the alternative hypothesis, H 1 is accepted. Moreover, we can conclude that there is a difference in the intellectual level of male & female undergraduate students in EWU and also proved from the mean that males are more intellectual than female. The value of test statistic, t, is 2.524.

4. Discussion:

The present studies designed to differentiate the IQ level between the male and female students of the East West University. In order to measure their IQ level the
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Otis self administering test of mental ability was applied on the respondents. It was hypothesized that the male students are more intelligent. It was expected that male students IQ score will be higher than that of female students. The results (Table 1 ) indicates that-

Interpretation:
1.

Students should be explicitly trained and they should be provided different opportunities so they may have equal chance for the development of each intelligence. 2. Female should be encouraged to participate in learning activities drawn around logical/mathematical activities. 3. Students may be provided both for male and female students with appropriate feed back without discrimination between male and female. 4. Further researches may be conducted to further investigate difference between male and female perceived intelligence.

4.1. Conclusion:

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So, therefore, the results confirm our formulated hypothesis. Many researchers research findings are consistent with our findings. So, in fine it may be concluded that the male is more intelligent than the female.

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Text Book: Understanding Psychology- Robert S.Feldman (9th edition)

Website/Link:

www.nature of intelligence.com www.types of Intelligence.com www.defination of psychology.com www.gender discrimination in IQ.com

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