Assessing and Comparing the Abstract

Intelligence and Emotional Quotient of

Adolescents of Public and Private Schools
Aakanksha Verma
Group 1
Shaheed Rajguru College of Applied Sciences for Women
Abstract

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. A sample of 204
adolescent students was selected. Out of these students 102 were females (51 from public school and
51 from private schools) and 102 were males (51 from public school and 51 from private school).
Ravens Standard Progressive Matrices by John C. Raven and Emotional Intelligence Scale by Deo
Mohan were used. The results revealed that IQ of public and private school is different, but there is
no difference in their EQ. Also, no gender difference was found in the IQ and EQ of students.

Key Words: Emotional Intelligence, Intelligent Quotient, RSPM, Emotional Intelligence Scale
Basic Concept

1. 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

 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.
 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.
 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.

2. Emotional Intelligence
2.1 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”.
2.2 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.
2.3 Emotional Intelligence versus Intelligence Quotient
IQ, or intelligence quotient, is a number derived from a standardized intelligence test. EQ, on
the other hand, is a measure of a person's level of emotional intelligence. Initially, IQ was
viewed as the primary determinant of success. But, Daniel Goleman in his book “Emotional
Intelligence” suggested that EQ might actually be more important than IQ. However, more
recent research suggests that neither IQ nor EQ can independently determine success.
Instead, research provide evidence that both IQ and EQ are co-dependent. Research suggests
that emotional intelligence is needed to channelize the vital intelligence quotient for
achieving success in academics. Research by Shruti Marwaha in 2015 students with high EQ
as well as high IQ scored higher, those with high IQ but low EQ scored less, those with low
IQ but low EQ scored less, and those with low IQ as well as low EQ, scored very less.
Research by Andrei, Camelia, and Alina (2012) demonstrated that EQ components cannot
function isolated, contrary they are in a interdependence relation.

2.4 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.

3. 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.
3.1 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.
3.2 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.

4. 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. Ratio of girls enrolled in school is
significantly higher than that of boys.
5. 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 parents having 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.
6. Importance of Measuring IQ and EQ among School Culture
7. 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.
8. 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.

9. Relationship between IQ and Achievement

Intelligence has been considered as the most important cognitive factor that explains
variations in achievement scores. Numerous studies have examined the relationship
between intelligence and achievement. Although methodologies, data collection
techniques, and variables included have varied, most studies show that intelligence and
achievement are highly correlated. As a result, the relationship between general intelligence
and academic achievement is now well established. Standardized intelligence tests based on
g are considered to best predict life outcomes such as job performance, academic success,
and training . General intelligence factor, g, is a strong predictor of achievement measured
standardized tests and g represents various types of intelligent behavior well.
Although there is a broad agreement that intelligence has a positive effect on
educational outcomes, the magnitude of the correlation has had little consistency across
 studies, being reported as somewhere from moderate to strong (Fischer et al., 1996;
Herrnstein & Murray, 1994). Jencks et al. (1979) reviewed eight samples from six different
studies and reported a correlation ranging from .40 to .63 between intelligence test scores
and the amount of education obtained. A more recent survey by Macintosh (1998)
calculated a correlation range of .4 and .7 between intelligence scores and school
performance grades. The correlation between intelligence and achievement increases as the
samples included in studies become more representative of the general population.

Literature Review

Education System in India

India’s school system has four levels: lower primary (age 6-10), upper primary (age 11-12), high
(age 13-15) and upper secondary (age 17-18). The lower primary school is divided into five
standards; the upper primary school is divided into two, the secondary school is divided into
three, and the intermediate is divided into two.

There is a regional organization, called the National Council for Educational Research and
Training (NCERT), that develops a National Curriculum Framework, and plays a key role in
designing policies and programs. The State Council for Educational Research and Training
(SCERT) has its equivalent for each state. These are the organizations that provide education
policies, curricula, pedagogical schemes and methodologies of assessment to the education
departments of the states.

There are three primary sources of India's school education. Two of these are coordinated
at the national level, one of them being under the Secondary Education Central Board (CBSE).
The Indian Certificate of Secondary Education (ICSE) is the second central scheme.

Private and Public Schools in India

In comparison with the extensive literature in other countries, research on public and private
schools in India is still in infancy. However, studies in India have noted that government schools
are more expensive than private schools with lower teacher accountability. Kingdon (2008)
reports from a micro study in Uttar Pradesh that recurrent per pupil expenditure in pri-vate
schools was only 41 percent of the expenditure in public schools; most of this difference occurs
because teacher salaries are much lower in private schools, compared to government schools.
Another study in Delhi found that on average, the full-time teachers teaching Grade 4 in
government schools earned Rs 10,071 per month compared to Rs 3,627 in private recognized
schools, and Rs 1,360 in private unrecognized schools (Tooley and Dixon, 2005).

While research on student performance in government and private schools remains limited, the
available information records higher performance on the part of students from private schools
than from government schools.

Gender Eenrolment Ration in Indian Education

As per Unified-District Information System For Education (UDISE) 2015-16, the Gross
Enrolment Ratio (GER) of boys and girls at secondary level is 79.16 % and 80.97% respectively
and GER of boys and girls at Senior Secondary level is 55.95% and 56.41% respectively. Hence
there is no massive gap in GER of boys and girls at secondary and senior secondary level in the
country. In case of higher education, GER of girls is marginally lower than that of boys at all
India level and also in respect of most of the States. A statement showing, State-wise, Gross
Enrolment Ratio (GER) of boys and girls at secondary, senior secondary and higher education
levels in the country for 2015-16 is annexed. Lower GER of girls in higher education as
compared to that of boys could be attributed to factors such as social, cultural and religious
beliefs, attitudes and practices, poverty and poor learning environment. In order to encourage
girls students for pursuing higher education, the Government is implementing
scholarship/fellowship programmes for them to supplement the cost of education. For increasing
participation of girls in higher education ‘Construction of Women’s hostels for colleges’ scheme
is also being implemented. This information was given by the Minister of State (HRD), Shri
Upendra Kushwaha today in a written reply to a Rajya Sabha question.
Gender Differences in EQ and IQ

Recent studies of Intelligent Quotient (IQ) self predictions have revealed clear differences
between male and female undergraduates perceptions of both their own and their parents’
abilities (Higgins, 1987; Beloff, 1992). In both studies females consistently rated themselves as
lower in IQ than their male counterparts. Furthermore, both sexes considered their mothers as
lower in IQ than their fathers. In the current study 112 (66 females; 46 males) first year
undergraduates were asked to predict their personal IQ scores as in the above studies.
Additionally, 68 (38 females; 30 males) non‐students were likewise sampled. At a later date, a
portion of the original student sample was IQ tested in order to determine whether this gender
difference is due to under‐estimation by females or an over‐estimate by males. Finally, all
subjects completed a ‘locus of control’ questionnaires in order to determine whether a
relationship exists between locus of control and level of predicted IQ. Although the student
sample did give rise to the predicted sex difference, for the non‐student sample no difference was
revealed. No significant correlation was uncovered for locus of control and level of predicted IQ;
nor was there a significant correlation between IQ predicted and actual score gained.

A review of the literature on emotions and EI gives a clear idea of the significant differences
between men and women in aspects related to the emotional world. In particular, the emotional
dimension of human beings has traditionally been linked to a greater extent with the female
gender, which experiences positive and negative emotions more intensely than the male gender
(Grossman & Wood, 1993). These data, in fact, have fed the stereotype, still widely held, that the
female gender is more emotional (Grewal & Salovey, 2005). Both biological and social
explanations have received support from a diverse range of empirical studies of emotion, which
show greater emotional abilities in women. These studies conclude that women have greater
emotional knowledge, they express positive and negative emotions more fluently and more
frequently, they have more interpersonal competencies, and they are more socially adept (Brody
& Hall, 2000; Ciarrochi, Hynes, & Crittenden, 2005; Hall, 1978; Hall & Mast, 2008; Hargie,
Saunders, & Dickson, 1995).

Role of EQ in Achievement
Earlier it was proved that emotional intelligence was significant to all constructs (school
achievement inclusive). Finnegan (1998)15 argued that school should help students to learn the
basic abilities of emotional intelligence. Moreover he believed that emotional intelligence could
lead the students to better achievements.

In the same way, Low and Nelson (2000) 16 reported that emotional intelligence skills are key
factors in the academic achievement and test performance of high school and college students
respectively. The relationship between emotional intelligence and academic achievement was
found to be very significant.

Method

Research Design

The present study is a quantitative that used survey method to collect dat through a questionnaire
for EQ and a matrix test for Abstract Intelligence among students of public schools and private
schools. Quantitative Research involves the use of computational, statistical, and mathematical
tools to derive results. The main advantage of a quantitative study is that it allow for a
broader study, involving a greater number of subjects, and enhancing the generalisation of the
results. However, it is very time-consuming, expensive, and it is difficult to analyse data.

A questionnaire is defined as a research instrument that consists a set of questions or other types
of prompts that aims to collect information from a respondent. Questionnaires are relatively easy
to analyse, and information collected in a standardized way. However, they may be incorrectly
completed, and respondents may fail to understand questions.

Sampling
A sample of 204 adolescent students was selected. Out of these students 102 were females and
102 were males. The sample was selected randomly, and convenience sampling was used for
this. Convenience sampling is a non-probability sampling techn Abstract Intelligenceue where
subjects are selected because of their convenient accessibility and proximity to the researcher.

Participants
A total number of 204 adolescent students were selected as participants for the study, out of
which 50% were male students and 50% were female students in the age group of 13-17 years of
age. 51 male student participants were from public school and 51 male students were from
private school. Similarly, 51 female students were from public school and 51 female students
were from private school.

Material Required
1. RSPM answer sheet
2. RSPM booklet

3. EQ test questionnaire

Tools Used
 Raven’s Standard Progressive Matrices( RSPM)

Raven’s Standard Progressive Matrices is a group or independently controlled test that

non-verbally evaluates intelligence in kids and grown-ups through theoretical thinking
undertakings. There are different decision knowledge trial of theoretical thinking, initially
created by Dr. John C. Raven in 1936. In each test, the subject is requested to recognize the
missing thing that finishes an example. The SPM comprises of 60 issues (five arrangements of
12), all of which include finishing an example or figure with a section missing by picking the
right missing piece from among six options. Examples are arranged in the order of increasing
difficulty. The test is untimed yet for the most part takes 15-45 minutes and results in a crude
score which is then changed over to a percentile positioning. Internal consistency studies using
the split-half method corrected for length estimates results in values ranging from .60 to .98 with
a median of .90. Test retest correlations range from a low of .46 for an eleven year interval to a
high of .97 for a two day interval.

● Emotional Intelligence Scale by Hyde, Pether & Dhar (2002)

The emotional intelligence scale was developed by Anukool Hyde, Sanjyoth pethe, and Upinder
dhar in 2002. It has 34 items with 10 subscales that adopt a five point scale. The scale
is meant for knowing the difference in emotional intelligence of individuals. The 10 subscales
are self awareness, empathy, self motivation, emotional stability, managing relations,
integrity, self development, value orientation, commitment and altruistic behavior.
The reliability of the scale was determined by calculating reliability coefficient on a sample of
200 subjects. The split half reliability coefficient was found to be 0.88.validity was found from
the coefficient of reliability by calculating reliability index which indicated high validity on
account of being 0.93.

Procedure
Rapport Formation
For the purpose of the study a positive rapport was formed with the subject to make subject at
ease. The subject was made comfortable with some casual talks before beginning with the study.
For the same, questions such as “what do you do like to do in the day?”, “which is your favourite
cartoon?”, “what is your favourite color?”, etc. were asked from the subject.

Instructions
1. Instructions for RSPM
The test administrator needs these instructions, a copy of the selected version of the SPM
test, and a corresponding answer sheet. No marks should be made on the Progressive
Matrices test booklets.
In the course of a preliminary conversation, enter the particulars of the person to be tested on
the answer sheet, checking that the stated age corresponds with the date of birth. Open the
booklet at the first problem A1. The administrator then ask the subject to look at the booklet.
The administrator will point to the upper figure. The administrator will say ask the subject to
see the pattern with a piece cut out of it and point to the each of the options below the
pattern. Then the administrator will proceeds on to explaining the subject each of the option
whether the option 1 is right or not. When the administrator reaches the option 6 the
administrator will move on to show the correct option while saying that there is only one
correct answer. If the person taking the test does not point to the right place, continue the
explanation until the nature of the problem is clearly grasped. Then afterwards turn to
problem A2. The administrator will ask the person to point to the correct answer. If the
person taking the test fails to do so correctly, re-demonstrate problem A1 and request again
an answer for A2. If the problem is solved correctly, turn to problem A3 and proceeds as
before. At problem A4, before the subject has time to point to one of the pieces the
administrator will move his fingers across them and ask the subject to look carefully and
make sure if the pattern is correct or not. The administrator will point to the six pieces and
ask the subject to point the correct piece. When the subject has done answering the pattern
the administrator will ask that if the choice is correct or not. If the subject denies the answer
the administrator will again ask to point to the correct pattern. If there is a doubt then the
administrator will ask the subject to point the pattern the subject really thinks is correct.
Make a note of the number of the final choice in the correct part of the answer sheet( easy-
 score answer sheet- put a short single line through the number). Demonstrate problem A5 the
same way Problem A4 was taught. At any stage between A1 to A5 problem A1 can be used
to illustrate what has to be done, with the request that the person taking the test try again. If
the person taking the test the test is unable to solve problems A1 to A5 correctly, the Board
form of the SPM should be used. If these problems are solved then turn to A6. Then repeat
the steps as did with problem A2. Record the answer finally given. Present each problem,
giving the same instructions as long as they serve a useful purpose. If the person taking the
test is concerned about minor defects in the drawing assure them that they do not need to
worry. If he person taking the test seems to get stuck on particular item, suggest that they
move on and see if they can do the later problems and then come back to the problem that is
causing difficulties. If, in order to make progress, it seems necessary to do so, ask the person
taking the test to guess “as guesses are sometimes correct”. At the end of the set A,
demonstrate the first problem of set B, again pointing in turn to each of the three figures on
the pattern and the spaces to be filled. Repeat the steps as done in problem A1. In problem
B1 to B5, after the person taking the test has pointed to one of the pieces whether it is right or
wrong. Ask the subject of the correct answer. Repeat the steps to ensure the subject whether
the answer is correct or not. If there is doubt adhered the final answer as right answer. When
reaching the problem B6 simple ask for the right answer. Record the final choice on the
answer sheet either by writing the number of the piece chosen next to the problem number,
or, in the case of the Easy Score answer sheet, putting a short single line through the number
of the selected piece. If a mistake has been made, or the person taking the test wants to
change his or her answer, put a cross through the incorrect answer, and ten write (Easy-Score
answer sheet- put a single line through) the number of the final choice. Do not try to rub out
the incorrect answer.
2. Instruction for Emotional Intelligence Scale
For the administration of the test on students following instructions were given:-
There is no time limit for the completion of the test. There are no right or wrong answers to
the statements. The statements are designed to understand the differences in individual
reaction to various situations/ the scale is meant to know the differences between individuals
and not meant to rank them as good and bad. All the statements have to be answered and no
statements should be left with no response. There are options given above namely SA=
Strongly agree, A=Agree, N= Neutral, D=Disagree, and SD= Stringly disagree.
Hypothesis
1a. There is no significant difference in the Abstract Intelligence 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 Abstract Intelligence
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 Abstract
Intelligence 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 Abstract
Intelligence 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 Abstract Intelligence 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 Abstract Intelligence scores.
6b. There is no significant difference among the female students of public and private schools
with respect to their EQ scores.

Conduction
For conduction of the study, 1 private school and 1 public school was contacted and asked for
permission to conduct the study with 2 of their students. After gaining permission for school, the
schools were visited for the purpose of conduction. There, the study was conducted in a well lit
room. Participants from the required age group were called. Before conducting the tests a rapport
was formed the participant.

Then instructions were given to the subject about the RSPM. Any curiosity about the items in the
test was eliminated at this stage. The subject was already familiar with the administrator during
the course of time. Then the administrator presented the items to the subject and started
recording the time taken with the help of stopwatch, by the subject in order to complete each of
the set. As each of the set has been completed the subject said over in order to indicate that the
answering of the items has been done so that the administrator can stop the recording of time.
This was done away from the eyes of subject. Then again the instructions were given to subject
for the set B. After the answering of the patter in done by the subject the administrator then asks
about the test to the subject and gained some insights regarding the subject’s point of view
regarding the test. This is done as an introspective report to make sure that the subject does not
feel any kind of pressure regarding the results of the test . The whole administration took 15- 20
minutes.

After the conduction of RSPM the subject was given a break of 5 minutes. This was then
followed by conducting Emotional Intelligence Scales. The subject was first given instructions
for the test. All doubts of the subject regarding the test were cleared. The subject then begin
answering questions of the scale. After completing the test, the subject was thanked for
participating the study.

Result and Findings

Table 1.A in the appendix shows the mean and p-value of the Abstract Intelligence scores of
public and private school students. Hypothesis 1 states that there is a significant difference
between the Abstract Intelligence score students of private and public school. As Table 2 shows,
the mean of the Abstract Intelligence scores of students in public schools is 25.22 and private
schools 28.7. The p-value for this two-tailed hypothesis at 0.05 alpha level of significance was
found to be .001. Since the obtained p-value is higher than the chosen alpha level of significance,
the null hypothesis is retained, stating that there is no significant difference between the Abstract
Intelligence scores of private and public school students.

Table 1. B shows the mean and p-value of the EQ scores of public and private school students.
Hypothesis 2 states that there is a significant difference between the EQ score students of private
and public school. As Table 2 shows, the mean of the EQ scores of students in public schools is
125. 00 and private schools 126.31 .The p-value for this two-tailed hypothesis at 0.05 alpha level
of significance was found to be 0.58. Since the obtained p-value is higher than the chosen alpha
level of significance, the null hypothesis is retained, stating that there is no significant difference
between the EQ scores private and public school students.

Table 2.A shows the mean and p value for the Abstract Intelligence scores of Male and Female
students. Hypothesis3 states that there is no significant difference between the Abstract
Intelligence scores of Male and female students. As Table 3 shows, the mean of the Abstract
Intelligence scores of Male students in both public and private schools is 47.49, and that of
female students in both public and private schools is 46.45. The p-value for this two-tailed
hypothesis at 0.05 alpha level of significance was found to be 0.34. Since the obtained p-value is
higher than the chosen alpha level of significance, the null hypothesis is retained, stating that
there is no significant difference between the Abstract Intelligence scores of Male and female
students.

Table 2.B shows the mean and p value for the EQ scores of Male and female students Hypothesis
4 states that there is no significant difference between the EQ scores of Male and female
students. As Table 4 shows, the mean of the EQ scores of Male students in both public and
private schools is 124.93, and that of female students in both public and private schools is
126.39. The p-value for this two-tailed hypothesis at 0.05 alpha level of significance was found
to be 0.54. Since the obtained p-value is higher than the chosen alpha level of significance, the
null hypothesis is retained, stating that there is no significant difference between the EQ scores
of Male and female students.

Table 3.A shows the mean and p value for the Abstract Intelligence scores of Male and female
students of public schools. Hypothesis 5 states that there is no significant difference between the
Abstract Intelligence scores of Male and female students of public schools. As Table 5 shows,
the mean of the Abstract Intelligence scores of Male students was found to 45.52, and that of
female students in was found to be 44.92. The p-value for this two-tailed hypothesis at 0.05
alpha level of significance was found to be 0.69. Since the obtained p-value is higher than the
chosen alpha level of significance, the null hypothesis is retained, stating that there is no
significant difference between the Abstract Intelligence scores of Male and female students of
public schools.

Table 3.Bshows the mean and p value for the EQ scores of Male and female students of public
schools. Hypothesis 6 states that there is no significant difference between the EQ scores of Male
and female students of public schools. As Table 6 shows, the mean of the Abstract Intelligence
scores of Male students was found to be 125.15 and that of female students was found to be
124.15. The p-value for this two-tailed hypothesis at 0.05 alpha level of significance was found
to be 0.94. Since the obtained p-value is higher than the chosen alpha level of significance, the
null hypothesis is retained, stating that there is no significant difference between the EQ scores if
Male and female students of public schools

Table 4.Ashows the mean and p value for the Abstract Intelligence scores of Male and female
students of private schools. Hypothesis 7 states that there is no significant difference between the
Abstract Intelligence scores of Male and female students of private schools. As Table 7 shows,
the mean of the Abstract Intelligence scores of Male students was found to be 49.45, and that of
female students was found to be 47.98. The p-value for this two-tailed hypothesis at 0.05 alpha
level of significance was found to be 0.33. Since the obtained p-value is higher than the chosen
alpha level of significance, the null hypothesis is retained, stating that there is no significant
difference between the Abstract Intelligence scores if Male and female students of private
schools.

Table 4.B shows the mean and p value for the EQ scores of Male and female students of

private schools. Hypothesis 8 states that there is no significant difference between the EQ scores

of Male and female students of private schools. As Table 8 shows, the mean of the EQ scores of

Male students was found to be 124.7, and that of female students was found to be 127.92. The

p-value for this two-tailed hypothesis at 0.05 alpha level of significance was found to be 0.2.

Since the obtained p-value is higher than the chosen alpha level of significance, the null

hypothesis is retained, stating that there is no significant difference between the EQ scores if

Male and female students of private schools.

Table 5.A shows the mean and p value for the Abstract Intelligence scores of Male students of
public and private schools. Hypothesis 9 states that there is no significant difference between the
Abstract Intelligence scores of Male students of public and private schools. As Table 9 shows,
the mean of the Abstract Intelligence scores of Male students in public schools was found to be
45.52, and that of male students in private schools was found to be 49.45. The p-value for this
two-tailed hypothesis at 0.05 alpha level of significance was found to be 0.01. Since the obtained
p-value is lower than the chosen alpha level of significance, the null hypothesis is rejected.

Table 5.B shows the mean and p value for the EQ scores of Male students of public and private
schools. Hypothesis 10 states that there is no significant difference between the EQ scores of
Male students of public and private schools. As Table 10 shows, the mean of the EQ scores of
Male students in public schools was found to be 125.15, and that of male students in private
schools was found to be 124.70. The p-value for this two-tailed hypothesis at 0.05 alpha level of
significance was found to be 0.90. Since the obtained p-value is lower than the chosen alpha
level of significance, the null hypothesis is rejected.

Table 6.Ashows the mean and p value for the Abstract Intelligence scores of female students of
public and private schools Hypothesis 11states that there is no significant difference between the
Abstract Intelligence scores of female students of public and private schools. As Table 11 shows,
the mean of the Abstract Intelligence CE scores of female students in public schools was found
to be 44.92, and that of female students in private schools was found to be 47.98. The p-value for
this two-tailed hypothesis at 0.05 alpha level of significance was found to be 0.04. Since the
obtained p-value is lower than the chosen alpha level of significance, the null hypothesis is
rejected.

Table 6.B shows the mean and p value for the EQ scores of female students of public and private
schools. Hypothesis 12 states that there is no significant difference between the EQ scores of
female students of public and private schools. As Table 12 shows, the mean of the EQ scores of
female students in public schools was found to be 124.86, and that of female students in private
schools was found to be 127.92. The p-value for this two-tailed hypothesis at 0.05 alpha level of
significance was found to be 0.31. Since the obtained p-value is higher than the chosen alpha
level of significance, the null hypothesis is retained.

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 Abstract Intelligence 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 Abstract Intelligence 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 p obtained is 0.001 and the mean score show that
Abstract Intelligence of private school students (mean= 48.715) is better than the Abstract
Intelligence score of public school students (mean= 45.22). Therefore, the Abstract Intelligence.
Children going to private schools attend pre-schools, which have a positive effect on their
Abstract Intelligence. 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. Multiple
meta-analyses conducted over the past 25 years have found preschool education to produce an
average immediate effect of about half (0.50) a standard deviation on cognitive development.10
This is the equivalent of 7 or 8 points on an Abstract Intelligence test, or a move from the 30th to
the 50th percentile for achievement test scores. Research by W. Steven Barnett in 2008 found
positive effects of preschool programmes on children’s learning and development. They also
found that Well-designed preschool education programs produce long-term improvements in
school success, including higher achievement test scores, lower rates of grade repetition and
special education, and higher educational attainment.

Hypothesis 1b. is, “There is no significant difference in the EQ scores of the students of public
school and private school”. Table no. 1b shows that the hypothesis is accepted as the p-value
obtained is 0.586. The emotional intelligence of public school students and private school
students came out to be same as the result of many new schemes started by the government. One
of such schemes is “Happiness Curicullum” under which students of classes from nursery to 8th
class will be taught happiness as one of their subjects. The 'Happiness Curriculum' focuses on
holistic education by including meditation, value education, and mental exercises in the
conventional education curriculum. This scheme helped children know how to react and express
their emotions in their day to day situations.

Hypothesis 2a. is, “There is no significant difference among male and female students in
Abstract Intelligence scores”. Table no. 2a shows that this hypothesis is accepted as the value of
p obtained is 0.34. Therefore, the Abstract Intelligence scores of male students is same as
Abstract Intelligence scores of female students. There is no descrepency found in the Abstract
Intelligence scores of both male and female as a result of steps taken by the Government of India
to improve the quality of education, and also to include participation of girls in schools.
Government of India has launched schemes such as, Sarva Shiksha Abhiyaan (SSA), Rashtriya
Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education (TE). These schemes come under
the umbrella of Samgra Shiksha. The major objectives of the Scheme are provision of quality
education and enhancing learning outcomes of students; Bridging Social and Gender Gaps in
School Education; Ensuring equity and inclusion at all levels of school education; Ensuring
minimum standards in schooling provisions; Promoting Vocationalisation of education; Support
States in implementation of Right of Children to Free and Compulsory Education (RTE) Act,
2009. Such schemes ensure equal participation girls in school, and also that teachers provide
equal quality of education to males and females. Exposure to equally good quality of education
results in similar Abstract Intelligence level of male and female students. Halpern in 2007, found
that there is no difference in intelligence between males and females.

Hypothesis 2b is, “There is no significant difference among male and female students in EQ
scores”. Through table no. 2b it is evident that the hypothesis is accepted at p-value 0.54.
Therefore, EQ of male students is same as EQ of female students. New government schemes
ensure that both male and female students are exposed to similar kind of environment, and also
government scheme like Happiness curriculum result in similar environment for both genders.
The similar environment exposure decreases the descripency between EQ scores of male and
female students. Research by Mriyam and Riza in 2017 found that there was no significant
difference between the genders on their total score measuring emotional intelligence.

Hypothesis 3a is, “There is no significant difference between males and females of public school
in Abstract Intelligence scores”. Table no. 3a represent a p value of 0.69, which means that the
hypothesis is accepted. Government schemes such as Sarva Shiksha Abhiyaan and Rashtriya
Madhyamik Shiksha Abhiyan makes sure that male female students get equal opportunities and
equal exposure. The similar kind of environment, i.e. similar quality of education, infrastructure,
socio-economic background results in same intelligence level of students regardless of their
gender.

Hypothesis 3b is, “There is no significant difference between males and females of public school
in EQ scores”. Through table no. 3b it can be concluded that the hypothesis is accepted since the
p-value obtained is 0.94. The Happiness Curicullum program introduced by the government
increases the emotional intelligence of students, and Sarva Shiksha Abhiyan exposes all students
to equal opportunity and equal exposure. Both of the scheme together result in similar EQ of
male as well as female students of public school.

Hypothesis 4a is, “There is no significant difference between males and females of private
school in Abstract Intelligence scores”. Table 4a shows that both male and female students have
same Abstract Intelligence scores, since the p-value obtained is 0.33. Majority of the students in
private schools come from a middle class family, which means that majority of these students
have similar family background, family income, similar residence. All these factors are
important determinants of Abstract Intelligence. Also, same quality of education is provided to
both of them. In private school each student is given equal attention and opportunity disregard of
their gender. These factors results in the development of same level of Abstract Intelligence
among students of both the genders.

Hypothesis 4b is, “There is no significant difference between males and females of private
school in EQ scores”. Table no. 4b represents the p-value as 0.26 which means that the
hypothess is accepted. Again, since both male and female students are exposed to similar
environment, the support and understanding level provided by teachers to all students is same.
Teachers are equally concerned towards all students, and show empathy towards all. Empathy,
support, and understanding provided by teachers inculcate these characteristics into children, and
equqal exposure results in the development of equal level of emotional intelligence in both the
genders. Students are highly influenced by their teachers and most of the time consider teachers
as their role model.

Hypothesis 5a is, “There is no significant difference among the male students of public and
private schools with respect to their Abstract Intelligence scores”. Through table no. 5a the value
of p obtained is 0.01 that means there is a significant difference between Abstract Intelligence
scores of male students of public and private schools. Therefore, the hypothesis is rejected. Male
students of a private school are subject to a lot extra curricular activities, assignments, projects as
compared to male students from public schools. Also, there is a difference in the quality of
education provided to students in a public school and in a private school. Reasearch by Abstract
Intelligencebal (2006) shows that “private English medium schools provide more instructional
material and their teachers use activity based teaching methodologies and arrange more co-
curricular activities than the public schools". One of the reasons for difference between the
Abstract Intelligence scores of public and private male students is that in private schools students
are admitted on the basis of their merit, i.e. private schools mostly prefer students with higher
intelligence. Whereas, in public schools there is no such criteria. Research by Maryyam, Dr.
Muhammad, and M. Iftikhar in 2017 found that private schools are more keen towards the
development of Abstract Intelligence among its students as compared to public schools.

Hypothesis 5b is, “There is no significant difference among the male students of public and
private schools with respect to their EQ scores”. Table no. 5b represent a p value of 0.90, which
means that the hypothesis is rejected. Hence, EQ scores of male students in public school is same
as EQ scores of male students in private school. Emotional Intelligence is the ability to sense,
understand and effectively apply emotions to facilitate higher levels of collaboration and
productivity. These characteristics are developed with age. Since school children are still in the
process of developing these charateristics, there is not much difference in their emotional
intelligence.

Hypothesis 6a is, “There is no significant difference among the female students of public and
private schools with respect to their Abstract Intelligence scores”. By referring to table no. 6a it
is known that the value of p obtained is 0.04 which means that the hypothesis stands rejected. It
can be interpreted form this that females of public and private schools are not equal in logical
reasoning and may not have developed equal problem solving skills. This difference can be
attributed to the fact that the quality of teaching and 28 education imparted in private schools is
higher and better than that of public schools due to the availability of better educational
resources.

Hypothesis 6b is, “There is no significant difference among the female students of public and
private schools with respect to their EQ scores”. Table no. 6b represent the p value of 0.31 which
means that the hypothesis is accepted. Therefore, EQ scores of girl students of public schools is
same as private schools. Reasons for the similarity are same as for hypothesis 5b, i.e., school
children are still in the process of developing their personality, hence there is not much
discrepancy in their emotional intelligence.

Ethics
Ethics refers to the correct rules of conduct necessary when carrying out research. Important
ethics that should be followed by a researcher are as follows:-
 Informed
Consent

Deception Ethics Debriefing

Confidentiality

1. Informed Consent
Before the study begins the researcher must inform the participants what the research is
about, and then ask for their consent to take part in the research. Participants must be
informed about their voluntary participation in the study, that they can withdraw anytime
from the study they want and that their withdrawal will not result in any consequences or loss
of benefits they are entitled to receive, purpose of the study, risks involved in the research,
procedures involved in the research, benefits of the research, time involved in the conduction,
subject’s right to confidentiality.
2. Debriefing
The aim of debriefing is to provide information to the participant, and to ensure that the
participant leave the experimental situation in a similar frame of mind as when he/she entered
it. The purpose is to remove any misconceptions and anxieties that the participants have
about the research and to leave them with a sense of dignity, knowledge, and a perception of
time not wasted.
3. Confidentiality
The research should ensure that the data shared by participants is kept anonymous unless
they give their full consent. The research for this must share with participants about how their
data will be used, what will be done with case materials, photos and audio and video
recordings, and secure their consent.
4. Deception
 Deception is when the participant is mislead by the researcher about the true nature of a
situation. The researcher should avoid deceiving participants about the nature of the research
unless there is no alternative. Researcher must make sure that any deception do not cause
distress.

Limitations
1. As convieniece sampling was used, the sample does not properly represent the population.
2. As it is a quantitative method of research, structured questionnaire with closed-ended
responses was used that limited outcomes.
3. Since the research was conducted in a school, environment could not be controlled.
4. Quantitative research cannot provide with reasons for results.
5. Small sample size is one of the main limitations of the study.

Conclusion
By the results gained, and with the support of previous study, it can be concluded that
ABSTRACT INTELLIGENCE of private school students is significantly different from the
ABSTRACT INTELLIGENCE of public school students. However, there is no difference in EQ
of public school students and private school students. It can also be concluded that there is no
significant gender difference in the ABSTRACT INTELLIGENCE and EQ of public school
students and private school students.
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