1

In Partial Fulfilment of the Requirements in

Practical Research

A Quantitative Study

“Comparison between the Individualized Intelligence Quotient of the

Junior and Senior High School Identical Twin Students

of Theresian School of Cavite”

Presented By

Almasan, Allia Jade C.

Antonio, Risalyn S.

Bausin, Leah Katrine L.

Caindoy, Mark Alfonso C.

De Castro, Hershey Ann M.

Gonzaga, Sebastian Arman F.

Laurio, Joselda F.

Perez, Margaux Aline M.

Mr. Teofilo Francisco Jr.

Practical Research II Instructor

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

Identical Twins also knowned as Monozygotic Twins are the result from the

fertilization of a single egg with a single sperm and as those cells divide and multiply, at

some point very early in embryonic growth they split into two individuals. As stated by

Donna Krasnewichal (2019), identical twins share exactly the same genome and are

usually raised under the same conditions during the early parts of their lives. Thus, it is

not surprising that identical twins share strikingly similar physical features. But what's

becoming increasingly clear is even though monozygotic twins share exactly the same

characteristics in physical attributes and practically share the same genetic material,

people need to be reminded that there are instances that may change the characteristics of

identical twins. This only reminds that even though identical twins come from the same

genetic material, in characteristics they may actually have differences for example, their

level of intelligence.

Intelligence is a general mental capability that involves the ability to reason, plan,

solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn

from experience. It is not merely book learning, a narrow academic skill, or test-taking

smarts (Mainstream Science, 2018).

Over the past years psychologists developed many forms of Intelligence Tests,

mainly to know and compare the intelligence levels of individuals from one another. In

this modern age of technology various types of intelligence tests can be found online that
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are credible sources to know the IQ of a certain individual, though it is advised to consult

with a psychologist or doctor who can perform the test. Each IQ test is used differently

depending on the individual undergoing the test (Cherny, 2016).

According to Cheng (2019) the identical twins will have similar physical

structures according to same genes. But they will have different interests, different habits,

different behaviours, different personalities, different intelligence, different thinking

processes and even different sexual orientation because those traits are not determined by

genes.

With the data presented, the researchers conducted a study of comparing the

Intelligence Quotient (IQ) of twins, specifically monozygotic (MZ) twins to see if there’s

a significant difference between their levels of intelligence.

This study focused on determining if there was a significant difference on the

intelligence quotient of monozygotic twins in Theresian School of Cavite. The objective

of this quantitative research was to determine if there was a difference between their IQ

level based on the intelligence test depending on their time of delivery and excluding

their genes.

Research Framework

Figure 1. Diagram shows the comparison of individualized intelligence quotient of

Identical Twin High School students of Theresian School of Cavite

Intelligence Intelligence
Quotient of Quotient of
First Born Second Born
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As shown in Figure 1, the study compared the individualized Intelligence quotient

of the Junior and Senior High School Identical Twin students based on their time of

delivery to know if there was a significant difference between their intelligence quotient

according to the scores they got on individualized intelligence quotient test.

Statement of the Problem

This study aimed to measure, evaluate, and compare the Intelligence Quotient of

Identical Twin students in the Junior and Senior high school department of Theresian

School of Cavite in accordance of the intelligence test scores.

Specifically, this study aimed to seek answers on the following questions:

1. What is the Intelligence Quotient level of the first born Junior and Senior High

Sidentical twin students of Theresian School of Cavite?

2. What is the Intelligence Quotient level of the second born Junior and Senior

High School identical twin students of Theresian School of Cavite?

3. Is there a significant difference between the Intelligence Quotient levels of the

first and second born identical twins?

Hypothesis

This study was conducted based on the following assumptions:

H0: There is no significant difference in the Intelligence Quotient of the Identical twins.

H1: There is a significant difference in the Intelligence Quotient of the Identical twins.
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Significance of the Study

This study was deemed significant because it benefits the following:

Community. This study provided information to help the community understand

the situation of the identical twin students. The result would help society to be well

informed and to stop the discrimination when it comes to comparing the IQ of the

identical twin students.

Parents of identical twins. This study helped inform the parents if their childrens

have a significant difference when it comes to their IQ. The results informed the parents

which of the identical twins need encouragement and educational assistance.

Identical Twins. This study helped the identical twin students to determine if

their Intelligence Quotient has a significant difference or not. The results helped the

identical twins realize that their intelligence quotient have a significant difference or not,

and to also avoid discrimination to each other.

Future Researchers. Information given from this study is be a great basis for

other researchers that are conducting the same study. The conclusion gives an idea to

their study and served as a reference to their review of related literature.

Scope and Delimitation

This study was conducted in Theresian School of Cavite during the school year

2019-2020 and limited only to the currently enrolled Junior and Senior High School

identical twins students. This study focused on comparing of intelligence quotient level

of the first born and second born twin using an intelligence quotient test.
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The researchers compared the individualized intelligence quotient of the twins by

using a standardized intelligence test questionnaire and derived the results of intelligence

quotient scores from the IQ test hosted online and not cover any factors in any biological

aspects of the twins.

Definition of Terms

Identical twins. the result wherein they developed from the same fertilized egg, results in

the exact same DNA.

intelligence. general mental capability that involves the ability to reason, plan, solve

problems, think abstractly, comprehend complex ideas, learn quickly and learn from

experience.

intelligence Tests. an instrument that assessed the intelligence of identical twins

intelligence Quotient (IQ). is a score derived from a standardized test that is designed to

assess intelligence.

monozygotic twins. other scientific term for identical twins

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CHAPTER II

LITERATURE REVIEW

Review of Related Literature

Intelligence

According to Theil (2019), the term intelligence typically refered to what we call

academic or cognitive intelligence. In their book on intelligence, professors Resing &

Drenth (2007) answered the question “What is Intelligence”. Thiel defined it as the

whole of cognitive or intellectual abilities required to obtain knowledge, and to use that

knowledge in a good way to solve problems that have a well described goal and structure.

In addition, according to the Mainstream Science (2018), Intelligence is a very

general mental capability that, among other things, involves the ability to reason, plan,

solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn

from experience. It is not merely book learning, a narrow academic skill, or test-taking

smarts. Rather, it reflects a broader and deeper capability for comprehending our

surroundings "catching on," "making sense" of things, or "figuring out" what to do.

Intelligence, so defined, can be measured, and intelligence tests measure it well. They

are among the most accurate (in technical terms, reliable and valid) of all psycho- logical

tests and assessments. They do not measure creativity, character, personality, or other

important differences among individuals, nor are they intended to (Goefferson, 2010).
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The Source of Intelligence

Where does high intelligence come from? Some researchers believe that

intelligence is a trait inherited from a person’s parents. Scientists who research this topic

typically use twin studies to determine the heritability of intelligence. The Minnesota

Study of Twins Reared Apart is one of the most well-known twin studies. In this

investigation, researchers found that identical twins raised together and identical twins

raised apart exhibit a higher correlation between their IQ scores than siblings or fraternal

twins raised together (Bouchard, Lykken, McGue, Segal, & Tellegen, 1990). The

findings from this study reveal a genetic component to intelligence. At the same time,

other psychologists believe that intelligence is shaped by a child’s developmental

environment. If parents were to provide their children with intellectual stimuli from

before they are born, it is likely that they would absorb the benefits of that stimulation,

and it would be reflected in intelligence levels.

The comparisons of IQs of unrelated versus related persons reared apart or

together suggest a genetic component to intelligence.

The reality is that aspects of each idea are probably correct. In fact, one study

suggests that although genetics seem to be in control of the level of intelligence, the

environmental influences provide both stability and change to trigger manifestation of

cognitive abilities (Bartels, Rietveld, Van Baal, & Boomsma, 2002). Certainly, there are

behaviors that support the development of intelligence, but the genetic component of high

intelligence should not be ignored. As with all heritable traits, however, it is not always

possible to isolate how and when high intelligence is passed on to the next generation.
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Intelligence Quotient

The IQ or Intelligence Quotient is commonly divided into two factors: fluid and

crystallized intelligence. Fluid intelligence refers to the capacity to solve and think

logically about novel problems. It is independent of the acquired knowledge. It is

measured by a non-verbal test that requires abstract reasoning, such as a Matrices test.

These tests are designed to reduce the influence of culture, educational level and verbal

comprehension. On the other hand, crystallized intelligence depends on experience and

knowledge and it could be defined as the ability to use these factors. Generally,

Vocabulary and Verbal tests are used as a measure of this aspect of intelligence (Cattell

& Raymond, 1963).

IQ, short for intelligence quotient, is a measure of a person’s reasoning ability. In

short, it is supposed to gauge how well someone can use information and logic to answer

questions or make predictions. IQ is an acronym for Intelligence Quotient. So what is IQ?

The IQ is a measurement of your intelligence and is expressed in a number.

A person's IQ can be calculated by having the person take an intelligence test. The

average IQ is 100. If you achieve a score higher than 100, you are smarter than the

average person, and a lower score means you are less smart.

An IQ tells you what your score is on a particular intelligence test, often compared to

your age-group. The test has a mean score of 100 points and a standard deviation of 15

points. What does this standard deviation mean? It means that 68% of the population

fzazscore an IQ within the interval 85-115. And that 95% of the population scores within

the interval 70-130.What does it mean when your IQ is 100? That means that half of the
 10

population scores higher than you. The other half scores lower than you. And what does

it mean when you have an IQ of 130? That means that 97.5% of your age group scores

lower than you, Only 2.5% scores higher (Thiel, 2019).

Intelligence Quotient Tests

IQ tests begin to assess this by measuring short- and long-term memory. They also

measure how well people can solve puzzles and recall information they’ve heard — and

how quickly.

IQ tests also can help identify students who would do well in fast-paced “gifted

education” programs. Many colleges and universities also use exams similar to IQ tests to

select students. And the U.S. government — including its military — uses IQ tests when

choosing who to hire. These tests help predict which people would make good leaders, or

be better at certain specific skills.

It’s tempting to read a lot into someone’s IQ score. Most non-experts think

intelligence is the reason successful people do so well. Psychologists who study

intelligence find this is only partly true. IQ tests can predict how well people will do in

particular situations, such as thinking abstractly in science, engineering or art leading

teams of people. But there’s more to the story. Extraordinary achievement depends on

many things. And those extra categories include ambition, persistence, opportunity, the

ability to think clearly — even luck.

The U.S. government later used modified versions of these tests during World War I.

Leaders in the armed forces knew that letting unqualified people into battle could be

dangerous. So they used the tests to help find qualified candidates. The military continues
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to do that today. The Armed Forces Qualification Test is one of many different IQ tests in

use.

IQ tests have many different purposes, notes Joel Schneider. He is a psychologist at

Illinois State University in Normal. Some IQ tests have been designed to assess children

at specific ages. Some are for adults. And some have been designed for people with

particular disabilities.

IQ tests measure a set of skills that are important to society, notes Scott Barry

Kaufman, psychologist on the University of Pennsylvania in Philadelphia. But, he adds,

such tests don’t tell the full story about someone’s potential. One reason: IQ tests favour

people who can think on the spot. It’s a skill plenty of capable people lack.

The argument of identical or monozygotic twin studies is definitive because it would

not make much sense intelligence had a genetic component so high only in some cases.

(Jose Tiberius, 2002-2019)

Taylor (1980) claims to show that the similarity in IQ between monozygotic twins

reared apart (MZA's) in the three classic studies by Newman, Freeman, and Holzinger

(1937), Shields (1962), and Juel-Nielsen (1965) is due to similarity in their environments.

Identical Twins

Identical twins are also known as monozygotic twins. They are the results from

the fertilization of a single egg that splits in two. Identical twins share all their genes and

are always of the same sex. In contrast, fraternal or dizygotic twins results from the
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fertilization of two separate eggs during the same pregnancy. Fraternal twins can be same

or different sexes (Kranswnewich, 2019).

Identical twins share exactly the same genome, and are usually raised under the

same conditions during the early parts of their lives. Thus, it is not surprising that

identical twins share strikingly similar physical features. However, twins often find

themselves dealing with rather different health situations as adults. An on-going study of

twins at King’s College in London has found that the many surprising differences in the

lives of identical twins are largely due to the effects of a biological mechanism known as

epigenetics (Ayinon, 2014).

Genes have a very strong influence over how certain parts of our brains develop

scientists in the US and Finland have found. And the parts most influenced are those that

govern our cognitive ability. In short, you inherit your IQ. Paul Thompson at the

University of California at Los Angeles and his colleagues used MRI to scan the brains of

10 pairs of identical and 10 pairs of fraternal twins. Identical twins have identical genes,

whereas fraternal twins sharing on average half their genes. The twins shared

environments, means researchers can separate genetic and environmental factors.

The researchers found that certain regions of the brain were highly heritable.

These included language areas, known as Broca’s and Wernicke’s areas, and the frontal

region, which, among other things, plays a huge role in cognition.

In identical twins, these areas showed a 95 to 100 per cent correlation between

one twin and the other – they were essentially the same. The frontal structure appears to

be as highly influenced by genes as the most highly influenced trait we know of –

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fingerprints. “It’s extraordinary how similar they are,” he says. The finding suggests that

environment – their own personal experiences, what they learned in life, who they knew

– played a negligible role in shaping it.

Review of Related Studies

Intelligence Quotient

In the study of Louis D. Matzel and Bruno Sauce from Department of

Psychology, Rutgers University, Piscataway, New Jersey, USA, they explained

intelligence as the ability to think rationally, learn effectively, understand complex ideas,

and adapt to the environment. Accordingly, intelligence is best seen as a general ability

that can influence performance on a wide range of cognitive tasks. IQ (the intelligence

quotient) is the quantification of an individual’s intelligence relative to peers of a similar

age. IQ is one of the most heritable psychological traits, and an individual’s score on a

modern IQ test is a good predictor of many life outcomes, including educational and

career success, health, longevity, and even happiness (Gottfredson, 1998). Like humans,

several species of animals express a general cognitive ability that influences performance

on broad and diverse cognitive tasks, and moreover, animals exhibit a wide range of

individual variations in this ability. Intelligence and Intelligence Testing (IQ) in Humans

has long been recognized that intelligence varies across individuals. Colloquially, we

refer to someone as brilliant or comment that our dog is a “little dull. While it is easy

(and common) to make these kind of characterizations, it has historically been difficult to

formulate a definition of this trait. In 1995, a committee of the American Psychological

Association stated that “Individuals differ from one another in their ability to understand
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complex ideas, to adapt effectively to the environment, to learn from experience, to

engage in various forms of reasoning, to over-come obstacles by taking thought.

Concepts of ‘intelligence is attempts to clarify and organize this complex set of

phenomena (Neisse et al.1996). In an article in the Wall Street Journal (December 13,

1994) signed by 52 intelligence researchers, it was asserted that intelligence was a very

general mental capability that, among other things, involves the ability to reason, plan,

solve problems, think abstractly, comprehend complex ideas, learn quickly and learn

from experience. It reflects a broader and deeper capability for comprehending our

surroundings. In this regard, the quantification of intelligence is best relegated to

A Twin Study of the Genetics of High Cognitive Ability

A substantial body of genetic research using the classical twin design has

demonstrated the important role of genetics as a risk factor in the development of

cognitive disabilities (Plomin & Kovas, 2005). In contrast, very little is known about the

other end of the normal distribution -- the genetic and environmental origins of high

cognitive abilities -- despite the societal importance of exceptional talent and the well-

documented extraordinary creative potential of this group (Lubinski & Benbow, 2006;

Lubinski, Benbow, Webb, & Bleske-Rechek, 2006). It cannot be assumed that the

etiology of high cognitive ability is the same as cognitive disability or the same as the

normal distribution of cognitive ability. For example, an extreme version of epistasis

called emergenesis has been suggested in which rare combinations of alleles are

responsible for exceptional cognitive ability (Lykken, 1982; Lykken, 2006). Such a

genetic model would predict high correlations for identical twins and relatively low

correlations in first-degree relatives. On the other hand, if exceptional cognitive ability

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requires an especially favorable environment, we might expect to see greater

environmental influence.

Although much genetic research has addressed normal variation in intelligence,

little is known about the etiology of high cognitive abilities. Using data from 11,000 twin

pairs (age range = 6 – 71 years) from the Genetics of High Cognitive Abilities (GHCA)

Consortium, we investigated the genetic and environmental etiologies of high general

cognitive ability (g). Age-appropriate psychometric cognitive tests were administered to

the twins and used to create g scores standardized within each study. Liability-threshold

model fitting was used to estimate genetic and environmental parameters for the top 15%

of the distribution of g. Genetic influence for high g was substantial (0.50, with a 95%

confidence interval of 0.41 – 0.60). Shared environmental influences were moderate

(0.28, 0.19 – 0.37). We conclude that genetic variation contributes substantially to high g

in Australia, the Netherlands, the United Kingdom and the United States.

IQ’s of Identical Twins Reared Apart

A new analysis of the original data from the four largest studies (Newman,

Freeman and Holzinger, 1937; Shields, 1962; Juel-Nielsen, 1965; Burt, 1955) of the

intelligence of monozygotic twins reared apart, totaling 122 twin pairs, leads to

conclusions not found in the original studies or in previous reviews of them. Statistical

analysis of the twin differences reveals no significant differences among the twin samples

in the four studies; all of them can thus be viewed statistically as samples from the same

population. They can therefore be pooled for more detailed and powerful statistical

treatment.
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The 244 individual twins’ IQ’s are normally distributed, with the mean = 96.82, SD =

14.16. The mean absolute difference between twins is 6.60 (SD = 5.20), the largest

difference being 24 IQ points. The frequency of large twin differences is no more than

would be expected from the normal probability curve. The overall intra-class correlation

between twins is.824, which may be interpreted as an upper-bound estimate of the

heritability (h2) of IQ in the English, Danish, and North American Caucasian,

populations sampled in these studies. The absolute differences between twins

(attributable to non-genetic effects and measurement error) closely approximate the chi

distribution; this fact indicates that environmental effects are normally distributed. That

is, if P = G + E (where P is phenotypic value, G is genotypic value, and E is

environmental effect), it can be concluded that for this population P, G, and E, are each

normally distributed. There is no evidence of asymmetry or of threshold conditions for

the effects of environment on IQ. The lack of a significant correlation (r = -0.15) between

twin-pair means and twin-pair differences indicates that magnitude of differential

environmental effects is not systematically related to intelligence level of twin pairs.

Identical Twins Are Not Genetically Identical

Recent research presented at the 2012 American Society of Human Genetics

meeting, however, suggests that identical twins may not be as genetically similar as

hitherto suggested. Identical, or monozygotic, twins come from the same fertilized egg.

So, at some point during cell division (before 14 days post-conception), identical twin

embryos share virtually all of their DNA. During early fetal development, however,

identical twins undergo more than 300 genetic mutations, or copy errors, on average. As

human cells divide trillions of times during their lifespan, a few hundred genetic
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mutations could lead to millions or trillions of genetic differences in the DNA of identical

twins over the years. Chemical factors can furthermore activate or suppress gene

expression, which means that the same subset of genetic material can lead to the

formation of different proteins.

The results, which were presented by McGill University epidemiologist Rui Li,

could have drastic consequences for what we know about the heritability of diseases,

addictions, personality and intelligence—or what is more popularly known as the nature

versus nurture debate.

A good chunk of the information we have about whether traits are passed down

from parent to child through genes or whether they are a result of the environment comes

from the Minnesota Study of Twins Reared Apart. The Minnesota Twin Study is a

project originally led by Minnesota Professor of Psychology Thomas Joseph Bouchard,

Jr. The initial project took place from 1979 to 1999 and consisted in periodical

educational, psychological, medical and dental testing of individuals in an extensive

population of identical (monozygotic) and fraternal (dizygotic) twins and their families.

Starting around 1990 Professor Bouchard and his team published numerous

results from the twin study project. The majority of the conclusions of the twin studies

are based on answers to the question of whether identical twins (who were thought to

share all their genes) are more similar than those of fraternal twins (who share an average

of 50 percent of their genes). It was concluded, among many other things, that identical

twins are about 85 percent similar for IQ, whereas fraternal twins are about 60 percent
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similar. This would seem to indicate that half of the variation in intelligence is due to

genes.

What, then, are the consequences of the recent discovery that identical twins are

not completely genetically identical for the results of the Minnesota Twin Study? The

answer to that question depends on how different identical twins are. Assuming that early

fetal genetic mutations multiply significantly as time passes, there may be reason to

question some of the previous twin study results. The main conclusions at risk are those

that concern traits, diseases and conditions that we thought were a result of environmental

influences.

Suppose a large number of pairs of identical twins separated at birth turn out to

have very similar IQs. Setting aside skepticism about IQ tests as a measure of

intelligence, we should be able to conclude that the environment does not significantly

affect intelligence. The studies done by Li and her colleagues do not affect this

conclusion in any interesting way. However, suppose that we find that a large population

of pairs of twins separated at birth have very different IQs. Can we conclude that

intelligence isn't inherited? The answer to this question is "no." The reason for this is that

variation in intelligence may be grounded in genetic material that identical twins do not

share. So the environment could affect intelligence a lot less than we once thought.
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CHAPTER III

METHODOLOGY

Research Design

The research problems and objectives of the study were answered using the

descriptive quantitative research design. This design focused on how the researchers

compared the difference of the Intelligence Quotient of Identical High School Twin

students of Theresian School of Cavite through the standardized questions that would

give the scores and determine the quotient of their intelligence.

Sampling and Participants

The study was conducted in Theresian School of Cavite with ten (10) Identical

twins which are equivalent to twenty (20) students from the Junior and Senior High

School department during S.Y. 2019-2020. The participants of the study were selected

using the non-random purposive sampling that choosed the appropriate sample and

participants of the study.

Research Instrument

Intelligence Quotient Test

The researchers gathered data through the used of flash-based IQ Test hosted online

at https://mensa.dk/iqtest/. The test was developed by Anders Ditlev Jensen and Mensa

Danmark on the year 2003. It was developed using Macromedia Flash MX and inspired

by Raven’s Advanced Progressive Matrices. Through the used of this instrument the

researchers were got their IQ scores that measured the individualized intelligence
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quotient of Identical twins in each High School sections of Theresian School of Cavite

for the study.

The intelligence quotient test was a multiple choice type that consisted of 8 choices

that was done online. The participants was instructed to choose one and best answer from

the given choices.

Personal Data Sheet

The researchers developed a Personal Data Sheet that determined their birth order

and age.

This also included the grade level of the participants and their name (optional).

Data Gathering Procedure

The researchers conducted the study and gathered data on the Junior and Senior

High School department of Theresian School of Cavite in S.Y 2019-2020 about

Comparison of Intelligence Quotient level the first born and second born Identical twins

and assessed their intelligence quoteint level using a standardized online intelligence test.
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Figure 2. Data Gathering/Collection Procedure

• First, the researchers find the possible Identical Twins in the High School
PHASE department of Theresian School of Cavite.
1
1
• Next, the researchers ask the participants if they can have their time for
PHASE answering the online intelligence quotient test.
2
• If any of the participants does not want to know their identity, then the research
team carefully protect it.
PHASE
3
• The researchers explained the instructions according to the test and the
PHASE participants are given a time to answer the test hosted online.
4
• After participants answered the test, the researchers thank the them for giving
PHASE their time and effort.
5

Ethical Considerations

Honesty. The researchers were honest to avoided biases and to make this research

strong and reliable.

Care. The researchers cared about the participants because they are the one who were

responsible for what happened to the participants.

Integrity. The researchers were held accountable for the study they were conducted.

Respect for intellectual property. The researchers considered the intellectual

property of their respondents.

Confidentiality. The researchers knew their limits when asking to answer the test

given to their respondents.

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Responsible for mentoring. The researchers informed the respondents about the

study which they were conducted.

Respect for colleagues. The researchers considered other colleagues opinions and

suggestions to came up with much better ideas.

Openness. The researchers respected the answers they gathered from their

respondents.

Data Analysis Procedure

The researchers tabulated the average intelligence quotient scores of Identical

twin students on the Junior and Senior High School department from independent

samples, then they calculated the means of the two groups.

The researchers used Independent Sample T-test, to determine if there is a

significant difference in intelligence quotient of the identical twin students according to

their intelligence quotient scores.

In calculating and tabulating the data gathered, the researchers used Statistical

Package for Social Sciences (SPSS) version 23 the compared the individualized

intelligence quotient of identical twins.

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CHAPTER IV

RESULT AND DISCUSSION

Problem 1 and 2:

What is the intelligence quotient level of the first and second born junior and senior

high school identical twin students of Theresian School of Cavite?

Table 1: Distribution Individualized Intelligence Quotient of identical twin High School

Students

Identical N Mean Std.

Twins Deviation

IQ 1st Born 10 104.20 10.891

2nd Born 10 97.10 10.651

Ten pairs of identical twin students from junior and senior high school department

were calculated by means of giving them intelligence quotient tests hosted online that

evaluates students intelligence quotient level. As shown on table 1, it says that the

average intelligence quotient level of identical twins for the first born is M= 104.20 and

M= 97.10 for the second born. This states that first borns average intelligence quoteint

are slightly higher than the second born on their intelligence quotient level but they are

both classified having a normal range of intelligence. In addition, the standard deviations

of two groups signifies how the data collected spreads out over the range of values. With
 24

the standard deviation of SD= 10.891 for the first born and SD= 10.51 for the second

born identical twins.

Problem 3:

Is there a significant difference between the Intelligence Quotient levels of the

first and second born identical twins?

Table 2: T-Test Result for the Difference in Identical Twin Students across Individualized

Intelligence Quotient

Sig. (2- tailed) Ho

IQ Equal variances assumed .158 Accepted

Table 2 shows the difference among the individualized intelligence quotient of the

identical twins from the junior and senior high school by using independent sample t-test.

The result was p= .158 which indicates that there is no significant difference between the

two variables. With the p-value that is greater than alpha (.158>0.05), the researchers

accept the null hypothesis.

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CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of the study

This study aimed to determine the identical twin students’ intelligence quotient

level. The nature of this study is descriptive quantitative research design. Ten (10) pairs

equivalent to twenty (20) identical twin students from the Junior and Senior High School

department of Theresian School of Cavite were selected using non-random purposive

sampling. There were two research instruments used to gather information in this study;

first, is the personal data sheet which obtained their personal information such as gender,

age and birth order. Second, flash-based intelligence quotient test hosted online. The test

by Anders Ditlev Jensen and Mensa Danmark inspired by Raven’s Advanced Progressive

Matrices. Statistical tool independent sample t-test is calculated in presenting, analysing,

and interpreting data obtained from the study.

After collecting the data, the researchers used their statistical tool and used

Statistical Package for Social Sciences (SPSS) version 23 to compare the individualized

intelligence quotient of identical twins.

Summary of Findings

The data obtained from the study revealed the following findings:

1. First borns average intelligence quotient was slightly higher than the second

born identical twins.

2. The average intelligence quotient of first born and second born are both

classified as having a normal range of intelligence quotient.

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3. There is a significant difference between the individualized intelligence

quotient of identical twin students.

Conclusions

Based on the data gathered, analysed, and interpreted, the researchers came up

with several conclusions. The researchers identified that the compared intelligence

quotient of the first and second born Identical Twin students has no significant difference.

The intelligence quotient of the First born twin students is almost the same of the

intelligence quotient of the Second born students. Where the researchers concluded that

there is no significant difference in the individualized intelligence quotient of identical

twin students based on the independent sample t-test result. The result was p= .158

which indicates that there is no significant difference between the two variables. This

only means that identical twins share the same level of intelligence quotient as they share

the same and exact genome.

Limitations

This study has potential limitations. The comparison of the individualized

intelligence quotient of identical twins students of the junior and senior high school of

Theresian School of Cavite. After the researchers gathered the information needed, the

researchers will tally the intelligence quotient scores for two groups. The researchers are

only limited in getting information needed such as the personal data and the intelligence

quotient of the identical twins based on the intelligence quotient test hosted online. In the

statement of the problem, the researchers aimed to determine if there is a significant

difference between the two variables. Extraneous variables are also one of the limitations

of the researchers for they weren’t concerned by the researchers.

 27

Recommendations

In this study, the researchers have found flaws within the study. The researchers

suggest the following recommendations:

 Researchers suggest using a larger sample size from different schools or

population wherein there is a possibility that the future researchers may

successfully compare the individualized intelligence quotient of identical

twins.

 Future researchers may use a different research instrument to see if there is

a significant difference in the intelligence quotient of the identical twin

students compared to the previous research instrument used.

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