Intelligence

1.1 What is Intelligence

Intelligence is defined as the ability of the individual to acquire knowledge, to think and to
reason effectively and to deal adaptively in the environment. This definition is comprised of four
components. First of all the components is the ability to acquire knowledge that is related to our
learning through our past experiences. The ability to think is equated to the rational thinking of a
human, how quickly and rationally he will able to solve problems. The component of reason
effectively are all related to problem solving, acting efficiently in accordance with the
environment and acting with purpose. Dealing adaptively with the environment is concerned
with either changing the environment or changing our behavior in accordance with the
environment. Howard Gardener, American developmental psychologist, defined intelligence as a
great deal of skills which is impossible to understand wholly unless it is broken down to different
sorts.

1.2 Theories of Intelligence

There are different theories of intelligence proposed by different theorists. Each theory
contradicts the other. Main theories of intelligence are as follows:

Spearman's
g Factor

Special
Multiple
Mental
Intelligence
Abilities

Three Crystalized
Stratum and Fluid
Model Intelligence

Triarchic
Theory of
Intelligence
  Spearman’s g Factor
In 1923, Charles Spearman, a British psychologist proposed that the core of the intelligence
is a g factor. He observed that although the English and mathematics have different
dimensions, the scores of these subjects have some things in common. He then proceeded to
find out the correlation between the scores and find out that they have some degree of
correlation if not perfect. By observing these correlations between the scores of the famous
Stanford-Binet test, he concluded that the intellectual performance of a person is determined
partly by g factor or general intelligence and partly by some of the specific abilities a person
possess. He also supported that since the general factor cuts virtually thorough all the tasks, it
constitutes the core of intelligence.

 Thurstone’s Special Mental Abilities

Louis Thurstone proposed that the intelligence is a set of special abilities that are required by
the individual for the performance of the various tasks. Thurstone was interested in knowing
why these correlations are far from perfect. He proposed a concept of Primary Mental
Abilities (PMA). These mental abilities are common to all and are basic in nature. There are
seven primary mental abilities as follows:
The Number Factor —Ability to do Numerical Calculations rapidly and accurately.
(ii) The Verbal Factor —Found in tests involving Verbal Comprehension.
(iii) The Space Factor —Involved in any task in which the subject manipulates the imaginary
object in space.
(iv) Memory —Involving ability to memorize quickly.
(v) Word Fluency Factor —Involved whenever the subject is asked to think of isolated words
at a rapid rate.
(vi) The Reasoning Factor —Found in tasks that require a subject to discover a rule or
principle involved in a series or groups of letters
(vii) Perceptual Speed
 Catell and Horn’s Crsytallized and Fluid Intelligence
This concept was developed by Raymond Catell and John Horn in 1985. The model was
based on Spearman’s g factor theory. In this model the general intelligence has been divided
into two types of intelligence i.e. fluid intelligence and crystallized intelligence.

General
Intelligence

Crystallised Fluid intelligence-

Intelligence- use of solving new
existing knowledge pproblems

Applicatioons of
Most language culturally acquired
functions problem solving
methods

Crystallized Intelligence deals with the use of the existing or past experiences in order to deal
with certain tasks. Our crystallized intelligence depends upon our long term memory. On the
other hand Fluid Intelligence is defined as the ability solve or complete novel tasks for which
previous learning or the experience is not required. It usually involves inductive reasoning or
creative thinking. Our fluid intelligence is based on our working memory and our short term
memory. As shown in the hierarchy above crystallized intelligence have language related
functions as well as includes applications of culturally acquired problem solving methods.

 Caroll’s Three-Stratum Model

In 2005 John B. Caroll used factor analysis and came up with the Three Stratum Model. The
Three Stratum Model is an integrated model that contains elements of the Spearman’s,
Thurstone’s and Catell- horn’s Model. This model establishes three levels of mental skills
that are known as general stratum, broad stratum and narrow stratum arranged in a
hierarchical model.
According to Carroll underlying these specific capabilities and mental process, there must
have been a general abilities which is common to all. This part of the stratum is known as
general stratum. Next is the broad stratum where he listed all those mental capacities which
were similar to thurstone but those mental abilities were 8 in numbers. These 8 specific
abilities have some type of correlation of g factor ranging from fluid intelligence having the g
factor most with the processing speed with less amount of g factor in it. Next stratum is the
narrow stratum that consists of 70 highly mental abilities that feed into the broader stratum of
abilities. It was found that these 70 highly cognitive abilities have 0.30 of correlation
between them that reflects that there must g factor although less but present in them.

 Triarchic Theory of Intelligence

Robert Stenberg devised the theory of Triarchic theory of intelligence that shows the
underlying psychological process of the intelligence as well as types of intelligence.

Cognitive Components
processes of Intelligence

Meta Analytic
compponent intelligence

Performance Practical
Component intelligence

Knowledge Creative
acquisition intelligence

These cognitive processes are responsible for intelligent behavior. The meta component are
the higher order thinking processes that helps in the evaluation of your own thought
processes. People who are high in meta component think very carefully before they try
anything. The performance component are the actual active mental processes that are used
for performing the task. These cognitive processes include perceptual processing, r3trieving
appropriate memory etc. Knowledge acquisition allows us to learn from our experiences,
store information in our memory and adds new information to our previous insights. All
these abilities are a part of the crystallized intelligence.
Stenberg had also proposed that there are three types of intelligence that the environment
may provide. These are Analytical intelligence, Practical intelligence and Creative
intelligence. Analytical intelligence deals with the academically oriented problems mainly
mathematics etc. practical intelligence refers to the skills that are needed to cope with
everyday demands in order to work efficiently. It can refer to the business smart and street
smartness abilities if a person. Creative intelligence deals with those situations that deals with
the novel tasks.

 Gardner’s Multiple Intelligence

Gardener was initially studying how certain cognitive abilities of an human being can be
hampered by brain damage. Using this as an inspiration, he devised a theory of multiple
intelligences. According to Gardener there are total nine intelligence that are present among
human beings. These intelligences are unique and distinct and are different from each other.
these intelligence are:-

i. Linguistic Intelligence - It is the ability to use language well and portray them easily just
like poets and authors.
ii. Logical-mathematical Intelligence - This intelligence emphasizes the ability to reason
mathematically and logically. For e.g. mathematicians and scientists
iii. Visuospatial Intelligence - It is concerned with the intelligence of spaces and the ability
to solve spatial problems. For e.g. Architects
iv. Musical Intelligence - It is the ability to perceive and understand the pitch and rhythm
and to reduce new tunes effectively. For e.g. Musicians are high on this intelligence.
v. Bodily-kinesthetic Intelligence - It is the ability to use your body and gestures to be able
to manipulate objects. For e.g. Dancers
vi. Interpersonal Intelligence - this kind of intelligence is related to the ability to
understand others well and feel emphatic towards others. For e.g. Psychologists and
counselors
vii. Intrapersonal intelligence - intrapersonal intelligence is the ability to introspect your
thoughts and actions efficiently,
viii. Naturalistic Intelligence - this type of intelligence is related to the ability to understand
natural phenomenon of the world. For e.g. Environmentalists and meteorologist.
ix. Existential Intelligence - it is a new field of intelligence that is emerging nowadays. This
type of intelligence is related to the existence of the person or purpose of the person in
world.

1.3 Criticism to the Theories

1.3.1 Spearman’s g factor
Spearman’s theory of g factor was criticized on the idea that intelligence could be
measured and summarized by a single number on an IQ test. Psychologists such
 as Howard Gardner have challenged the notion that a single general intelligence can
accurately capture all of human mental ability.
1.3.2 Triarchic Theory of Intelligence
The Triarchic theory of Intelligence by Sternber had been criticized on the ground of its
unempirical nature. Psychologist Linda Gottfredson argued that it’s not accurate to
assume traditional IQ tests do not measure practical intelligences.
1.3.3 Garnder’s Multiple Intelligence
Gardner’s Multiple Iintelligence Theory has been criticized by psychometricians on the
ground that Gardner has not conducted any empirical research to test that “intelligences”
are indeed autonomous faculties, instead of what most neuroscientists continue to
believe in the “central processing capacity, with has traditionally been called ‘general
intelligence’ or ‘g’.”

1.4 Measuring Intelligence

Intelligence tests are used to test intelligence of an individual. These intelligence tests IQ
scores. IQ is abbreviation of intelligence quotient, i.e. quantification of individual’s
intelligence relative to peers of similar age. An IQ test must be standardized, reliable, valid,
and have proper norms. There are different types of IQ tests, as follows:
 Raven
Progressive
Matrices

Wechsler Stanford- Binet

Intelligence Scale Intelligence Scale

 Raven Progressive Matrices

Raven’s standard progressive matrices is a non-verbal test that is developed by John C.
Raven, in 1936, typically used in educational settings. It is said that the population of RSPM
is generally children and adolescents. RSPM is a 60 item test that is used for measuring
abstract reasoning and regarded as a non-verbal estimate of fluid intelligence. These 60 items
are arranged in the order of the difficulty from easy to most difficult. The test is designed to
measure and identify the spearman g factor. In this test basically the test taker has to find
which missing piece matches the whole piece given in the item. Some of the item include in
identifying the patterns and answering the missing pattern. The test taker is given six to eight
choices for answering the item.
 Stanford-Binet Intelligence Scale
The Stanford-Binet Intelligence Scale is a standardized test that measures intelligence
and cognitive abilities in children and adults, from age two through mature adulthood. It
considers both verbal and nonverbal intelligences. The test measures factors such as memory,
reasoning, knowledge, and processing. It has five editions from 1916 until 2003 in order to
take into consideration the latest discoveries of human brain and science and refurbish it with
modern aspect of life.
 Wechsler Intelligence Scale
 David Wechsler, American psychologist, invented Wechsler Intelligence scale with the belief
that intelligence is not about capacity and quantity but rather about performance of a human
being. The Wechsler Adult Intelligence Scale provides four individual index scores four
components of intelligence: Verbal Comprehension Index, perceptual Reasoning Index,
working Memory Index, processing Speed Index. To include all the age groups in a
corrective and academic way, Wechsler presented two tests: Wechsler Intelligence Scale for
Children (WISC, covers children from 6 to 16 years old) and Wechsler Adult Intelligence
Scale (WAIS, covers teenagers from 16 years of age through adulthood).

1.5 Cultural criticism to IQ tests

Intelligence tests can be affected by cultural bias. Researchers believe that Tests that are
constructed primarily by white, middle-class researchers may not be equally relevant to
people of all ethnic groups and economic classes. factors such as attitude toward exams,
degree of comfort in the test setting, motivation, competitiveness, rapport with the test
administrator, and comfort with problem solving independently rather than as part of a team
effort, can be affected by cultural values and experiences. Motivation to perform well on
tests is also affected by cultural stereotypes.
1.6 Overall Flynn Effect
Flynn effect was given by the New Zealand researcher named James Flynn suggested that the
world’s population irrespective of the culture is progressively scoring on the intelligence
tests. This phenomenon is called rising-curve. It is basically a rise in crystallized and fluid
intelligence of the individual. It is a substantial increase that means it steadily increases for a
period of time after 10 years. It is because the population is enhancing out of the evolution as
a result. It is said that the population is getting intelligent every 10 year. The reason can be
the increasing nutrition in the human beings that might be the reason for the increase in the
intelligence. The reason can be good environment population with less pollution that might
hamper the cognitive abilities of a person. Likewise technological advancements has helped
 the human being in better understanding of the machines as well as increase in efficiency of
our problem solving capabilities.

1.7 Measuring Intelligence in Indian Context

The use of psychological tests in India was first initiated by Christian missionaries. Harper
(1960) observed that 40% of the test development work in India was related to
intelligence. Dr. Rice was the first person to attempt standardization of the Binet-Simon Test
in India in Urdu and Punjabi. Mahalanobis attempted to standardise Binet’s test in Bengali.
S.M. Mohsin developed an intelligence test in Hindi in the 1930s.
Indian researchers also made attempts to develop Indian norms for some western tests
including RPM, WAIS, Alexander’s Passalong, Cube Construction, and Kohs’ Block Design.
The National Library of Educational and Psychological Tests (NLEPT) at the National
Council of Educational Research and Training (NCERT) aims at collecting Indian and
foreign tests and periodically brings out bulletins containing information about Indian tests in
print.
1.8 Relationship between Intelligence and Achievement
Intelligence is defined as the ability of the individual to acquire knowledge, to think and to
reason effectively and to deal adaptively in the environment. Achievement is defined as the
degree of ability to perform on predetermined facts and concepts both quantitatively and
qualitatively (Lindquist, 1957). Mayor in 2011 gave the educational perspective of
achievement and described it as the ability to perform is conceptualized as the academic
ability to achieve in academic domains, such as reading and mathematics.
Intelligence and achievement are two different, yet interrelated concepts. Researchers
consider intelligence to be an important cognitive factor to determine achievement scores. A
number of studies have examined the relationship between intelligence and achievement and
shown that intelligence and achievement are highly correlated. Neisser et al. in 1996 found
that general cognitive ability is a strong predictor of academic achievement.
Rolfhus & Ackerman in 1999 found that standardized intelligence tests based on g are
considered to best predict life outcomes such as job performance, academic success, and
training.
 A determined level of intelligence does not dictate that an individual cannot learn specific
content or pursue a particular career. However, researchers have found that higher the level
of intelligence, the easier it is to understand abstract content and comprehend the
complexities of a mentally demanding career. Therefore, a strong relationship exists between
general intelligence and achievement.
1.9 Nature v/s Nature
Nature refers to all of the genes and hereditary factors that influence who we are—from our
physical appearance to our personality characteristics. On the other hand, nurture refers to all
the environmental variables that impact who we are, including our early childhood
experiences, how we were raised, our social relationships, and our surrounding culture.
Psychologists believe that intelligence is a product of complex interaction of heredity
(nature) and environment (nurture).
Studies on twin and adopted children are the main source of evidence for hereditary
influences on intelligence. Research has shown that children’s intelligence is more similar to
their biological rather than adoptive parents. The intelligence of identical twins reared
together correlate almost 0.90. Twins separated early in childhood also show considerable
similarity in their intellectual, personality and behavioural characteristics. The intelligence of
identical twins reared in different environments correlate 0.72, those of fraternal twins reared
together correlate almost 0.60, and those of brothers and sisters reared together correlate
about 0.50, while siblings reared apart correlate about 0.25.
In context of role of environment in intelligence, studies have reported that as children grow
in age, their intelligence level tends to move closer to that of their adoptive parents. Research
has shown that Children from disadvantaged homes adopted into families with higher
socioeconomic status exhibit a large increase in their intelligence scores. It is very much
evident from studies that environmental deprivation lowers intelligence while rich nutrition,
good family background, and quality schooling increases intelligence.

Emotional Intelligence

1.1 What is Emotional Intelligence

 In lay man term emotional intelligence can be defined as knowing how and others feel and
what to do about it. It refers to the ability to perceive, control, and evaluate emotions.
Salovey and Mayer (1990) officially coined the term emotional intelligence and defined it as
‘the ability to monitor one’s own and others’ feelings and emotions, to discriminate among
them and to use this information to guide one’s thinking and actions’.
Some researchers suggest that emotional intelligence can be learned and strengthened, while
other claim it is an inborn characteristic.
According to Daniel Golman emotional intelligence is the ability to sense, understand, value
and effectively apply the power of emotions as a source of human energy, information, trust,
creativity and influence”.
1.2 Components of Emotional Intelligence
According to Daniel Goleman, there are five main elements of emotional intelligence as
follows:

Social
Skills
Motivation Empathy

Self- Components Self-

of Emotional
Awareness Intelligence Regulation

 Self-Awareness
Self-awareness is the main component of EI that includes understanding of emotions,
weaknesses, strengths, needs and drives of one’s self. Individuals who possess a high
degree of self-awareness are able to recognize their feelings and how it affects them,
other people, and their performance at work. According to Goleman, to achieve a state of
complete self-awareness, an individual must be able to monitor their own emotional state
and identify their emotions.
 Motivation
In the context of emotional intelligence, motivation refers to intrinsic motivation.
Intrinsic motivation means that an individual is driven to meet personal needs and goals,
rather than being motivated by external rewards such as money, fame, and recognition.
Cooper in 1997 gave three components of motivation: The first view argues that it is
connected with the drive, or the energy behind one’s actions. People have the tendency to
be guided their interest to make a good impression on other individuals, working
interesting jobs and achieving success in what they do. The second aspect refers the
choices people make and route that their behavior takes. The last part deal with sustaining
behavior in a clear manner and having a distinct definition of how long individuals persist
in attempt to achieve their goals.
 Social Skills
Social skills is defined as the ability to pick up on jokes, sarcasm, customer service,
maintaining friendships and relationships, and finding common ground with others.
Goleman defined social skill as sociability with a purpose.
Riggio and Reichard in 2008 said that social skills are comprised of the following: the
capacity to express oneself in social collaborations, the ability to sense and understand
diverse social circumstances, understanding of social roles, customs, and scripts, social
roleplaying abilities and interpersonal problem-solving skills.

 Empathy
Empathy is defined as the ability to understand other peoples emotions and reactions.
According to Goleman must be able to understand themselves before they can understand
others. A person with empathy have traits such as perception of others, being interested in
other peoples worries and concerns, the ability to anticipate someones emotional response
to a problem or situation, and the understanding of societies norms and why people act
the way they do.
 Self-Regulation
Self-regulation is defined as the ability of a person to control impulses, the ability to think
before the person speak/react, and the ability to express themselves appropriately. It also
refers to the ability to manage one’s emotional response in the presence of others and in
 different situations. Goleman in 1998 described self-regulation as a dimension of
Emotional Intelligence that liberates people from being imprisoned by their feelings.

1.3 Emotional Intelligence and Intelligence Quotient

1.4 Emotional Quotient and Achievement
Emotional Quotient (EQ) looks at a person’s emotional intelligence, which is the ability to
sense, understand and effectively apply the power and acumen of emotions to facilitate
higher levels of collaboration and productivity. Achievement is defined as the degree of
ability to perform on predetermined facts and concepts both quantitatively and qualitatively
(Lindquist, 1957). Emotional intelligence is emerging as a critical factor for sustaining high
achievement, retention, and positive behavior as well as improving life success.
Researchers have conducted a number of studies to find relationship between emotional
quotient and achievement. Individuals with high emotional intelligence are aware of their
own emotions and that of others, are able to regulate their feelings and are able to use these
emotions for the growth and development of their personality. Anitha and Ramani (2018)
found a positive correlation between Emotional Intelligence and Academic Achievement of
Intermediate students. Roy et. al. (2013) also found a positive relationship between emotional
intelligence and academic achievement motivation. The study also reveals that students with
high, average and low academic achievement motivation differ from one another on
emotional intelligence. Farooq (2003) examined the effect of emotional intelligence on
academic performance of 246 adolescent students and found that students with high
emotional intelligence show better academic performance than the students with low
emotional intelligence. Kattekar (2010) conducted a study to investigate the impact of
emotional intelligence on the academic achievement in Kannada language of 500 standard IX
students in the Karnataka state, India. He found a positive relationship between emotional
intelligence and academic achievement of students. Therefore, there exist a positive
relationship between emotional quotient and achievement.
 Education System in India
Education is any act or experience that has formative effect on the mind, character or
physical ability of an individual/recipient. Aim of education is to develop new frontiers of the
subject or to extend the boundaries of the subject further to support human pursuits in that
 direction. It arms an individual to the well being of self as well as that of the society. The
Indian education system is based upon 12 years of schooling (10+2), which includes primary
and secondary education. Secondary Schools are affiliated with Central or states boards for
conduct of examination. All the Indian universities and other institutions of higher education
recognize the various 10+2 qualifications from different states as well as all India Boards like
the CBSE. Education in India is provided by public schools (controlled and funded by three
levels: central, state and local) and private schools.
Private Schools
Private schools are not administered by local, state or national governments. 25 percent of
India’s schools are private and enroll over 40 percent of the student population. A report by
NCAER shows 65 percent of private school students able to meet class two -level reading
criteria, as opposed to 45 percent for government school students. In math it is 57 percent for
private schools compared to 39 percent in government schools. Most private schools are
affiliated to ICSE or CBSE boards.
The mode of communication of many private schools is English. Private schools try to
inculcate English in the daily life of students. In fact, now, most of the private institutions
teach other foreign languages besides English. They also bring more ideas related to extra-
curricular and social activities or inter-school competitions for engaging students. Through
these activities, they prepare children to face challenges in future. They try to boost
confidence and improve the personality of each individual. Besides some good government
schools, these activities are less or absent.
Public Schools
Public schools, also known as government schools are funded and run by the government.
These include schools runs by the state and local government as well as the centre
government. Government schools are either affiliated to CBSE or state boards. The public
education system faces serious challenges including a lack of adequate infrastructure,
insufficient funding, a shortage of staff and scarce facilities.
 Gender Enrolment ratio in Education System in India
Level/Year Male Female
Primary ( I-V) 6-10 Years 98.9 101.4
 Upper primary (VI-VIII) 11-13 87.7 95.3
Years
Elementary (I-VIII) 6-13 Years 94.8 99.2
Secondary (IX-X) 14-15years 78.1 78.9
Senior Secondary (XI-XII) 16- 54.6 53.8
17years
(IX-XII) 14-17 years 64.9 65.8
Higher Education 18-23 years 25.3 23.2

Table no.1 shows that there is not much difference between the Gross Enrolment of Ratio of
girls and boys in all level of education system. However, the ratio of girls is significantly
higher as compared to boys at all level.
 Socio-Economic Indication and Difference in IQ and EQ
Socioeconomic status refers to an individual’s place in society and strongly influences the
individual experience since childhood and during adult life. Research in animals and humans
show that early malnutrition, stress, lack of stimulation and poor social interaction can affect
the structure and functioning of the brain, with long lasting cognitive and emotional effects
(Hackman et al., 2010).
Research has found that children from families with higher socio-economic status are
significantly more patient and altruistic, less likely to be risk-seeking and they score higher
on IQ tests. Higher IQ is positively associated with success in school (Reynolds, Temple, and
Ou, 2010) and impatience is linked to drinking and smoking, a higher body mass index, a
lower propensity to save and worse education outcomes (Castillo et al., 2011). Like adults,
more risk-taking children and adolescents are more likely to be overweight or obese (Sutter
et al., 2013). Importantly, these associations tend to persist, as measures of IQ and economic
preferences in childhood or adolescence have also been shown to predict adult outcomes.

Some researches support the view of socio-economic status as an indicator EQ, where others
don’t. Research by Chandrakant and Sindh showed that High Socio Economic Status
students have more Emotional Intelligence and creative than the Low Socio Economic Status
Students. Mohanty and Devi, L. (2010) in their study, revealed that good education and
 occupation of parents positively and significantly affects the interpersonal relationship (El) of
adolescents. It means that parent shaving good occupation have adolescents having the
ability in establishing and maintaining mutually satisfying relationship characterized by
emotional closeness and intimacy.
In order to find out the effect of monthly income on the level of emotional intelligence
among B.Ed. teacher trainees (N=300) Gowdhaman and Murugan (2009) executed on
empirical study and results showed that the socio economic status or monthly income do not
have any significant effect on the emotional intelligence. Study by Jacques (2009) among
221 college students also reported that socio economic status is not the predictor of emotional
intelligence.
 Importance of Measuring IQ and EQ among School Culture
IQ, abbreviation for intelligence quotient, is a measure of a person’s reasoning
ability. Different students need different type of education program. There are students who
struggle in school because of a weakness in one specific area of intelligence. These students
can benefit from special education programs, where they get extra help in the areas where
they’re struggling. To identify these students, IQ tests can help teachers figure out them
would. IQ tests are also helpful in identifying gifted chidren, who would do well in fast-
paced “gifted education” programs.
Emotional Intelligence (EQ) is the ability to identify, evaluate, control, and express emotions
in an effective and positive way. The way your child manages emotions have an impact on
everything from their relationships with classmates to performance in the classroom.
Students with higher levels of emotional intelligence are able to keep a check on their
emotions better and be empathetic to others around them. This can help them develop
improved self-motivation and more effective communication skills-essential skills to helping
students become more confident learners. On the other hand, students who lack emotional
intelligence can become less connected to school, negatively affecting performance in the
classroom. Programs aimed at improving students’ emotional intelligence have beneficial
effects on their academic achievement.

Rationale

Objective
The present research investigate the difference between the students of the government school
and private school in Delhi by assessing and measuring the Emotional intelligence and
Intelligent Quotient if the students. It further aims to study the gender difference (male and
female) between the students with respect to their Emotional Intelligence and Intelligence
Quotient.

Method

Research design

Participants

Material Required

Procedure

Hypothesis
1a. There is no significant difference in the IQ scores of the students of public school and
private school.
1b. There is no significant difference in the EQ scores of the students of public school and
private school.
2a. There is no significant difference among male and female students in IQ scores.
2b. There is no significant difference among male and female students in EQ scores.
3a. There is no significant difference between males and females of public school in IQ scores.
3b. There is no significant difference between males and females of public school in EQ scores.
4a. There is no significant difference between males and females of private school in IQ scores.
4b. There is no significant difference between males and females of private school in EQ scores.
5a. There is no significant difference among the male students of public and private schools with
respect to their IQ scores.
5b. There is no significant difference among the male students of public and private schools with
respect to their EQ scores.
6a. There is no significant difference among the female students of public and private schools
with respect to their IQ scores.
6b. There is no significant difference among the female students of public and private schools
with respect to their EQ scores.

Conduction

Result and Findings

Discussion and Interpretation
Intelligence is defined as the ability of the individual to acquire knowledge, to think and to
reason effectively and to deal adaptively in the environment. Intelligence tests are used to test
intelligence of an individual. These intelligence tests IQ scores. A determined level of
intelligence does not dictate that an individual cannot learn specific content or pursue a
particular career. However, researchers have found that higher the level of intelligence, the
easier it is to understand abstract content and comprehend the complexities of a mentally
demanding career. Therefore, a strong relationship exists between general intelligence and
achievement.
According to Daniel Golman emotional intelligence is the ability to sense, understand, value
and effectively apply the power of emotions as a source of human energy, information, trust,
creativity and influence”.
Education is any act or experience that has formative effect on the mind, character or
physical ability of an individual/recipient. Indian education system is based upon 12 years of
schooling (10+2), which includes primary and secondary education.
The present study was conducted to investigate the difference between the students of the
government school and private school in Delhi by assessing and measuring the Emotional
intelligence and Intelligent Quotient if the students. It further aims to study the gender
difference (male and female) between the students with respect to their Emotional
Intelligence and Intelligence Quotient.
Hypothesis 1a. is “There is no significant difference in the IQ scores of the students of public
school and private school. Through table 1a it is deciphered that the hypothesis stands
rejected as the value of t-cri obtained is. Therefore, the IQ of public school students is
significantly different from IQ of private school students. Children going to private schools
attend pre-schools, which have a positive effect on their IQ. On the other hand, majority of
the students going to public schools are from a lower socio-economic background and are
therefore do not attend preschools.
Ethics

Limitations

Conclusion