COMPARISON OF INDIVIDUALIZED INTELLIGENCE QUOTIENT OF IDENTICAL

TWIN HIGH SCHOOL STUDENTS IN THERESIAN SCHOOL OF CAVITE

Caindoy, Mark Alfonso C.

Almasan, Allia Jade C.

Gonzaga, Sebastian Arman F.

Antonio, Risalyn S.

Bausin, Leah Katrine L.

De Castro, Hershey Ann M.

Laurio, Joselda E.

Perez, Margaux Aline M.

Theresian School of Cavite

Practical Research 2

September, 2019
 CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Over the past year’s 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 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.

According to Kristeen Cherny (January, 2016) there are seven (7) most common types of

IQ tests and the following are: Stanford-Binet Intelligence scale, Universal Nonverbal

Intelligence, Differential Ability Scales, Peabody Individual Achievement Test, Wechsler

Individual Achievement Test, Wechsler Adult Intelligence Scale, and Woodcock Johnson III

Tests of Cognitive Disabilities. Each IQ test is used differently depending on the individual

undergoing the test.

One test in particular and the most known is the Binet-Simon intelligence scale more

known as the Intelligence Quotient (IQ) test. In the early 1900’s, French psychiatrist Alfred

Binet developed the Binet Simon intelligence scale test or Intelligence Quotient (IQ) test with the

aid of his colleague Theodore Simon. Alfred Binet was commissioned to develop a tool to

determine which students needed educational assistance the most. The test included questions

that focused on areas that were not taught in schools, like attention, memory and problem-

solving skills.
With the data presented the researchers came up with the idea to conduct a study comparing the

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

significant difference between their IQ.

According to Cheng Tien Pao (March, 2019) The identical twins will have similar

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

habits, different behaviors, different personalities, different intelligence, different thinking

processes and even different sexual orientations, etc. because those traits are not determined by

genes.

The study focuses in determining whether there is a significant difference between the IQ

of monozygotic (MZ) twins in Theresian School of Cavite. The researchers conducted the study

to determine which of the monozygotic (MZ) twins have the higher IQ, depending on their time

of delivery and excluding the structure of their genes.

RESEARCH FRAMEWORK

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

Identical Twin High School students

Intelligence
Identical Twins
Quotient

As shown on the conceptual framework, Identical Twins is the independent variable

while the Intelligence Quotient is the dependent variable.

STATEMENT OF THE PROBLEM

This study aims to measure and evaluate the IQ level of Identical High School Twin

students of Theresian School of Cavite.

Specifically, it seeks for the answer to these questions:

a. What is the level Intelligence Quotient level of the first born?

b. What is the Intelligence Quotient level of the second born?

c. Is there a significant difference between the Intelligence Quotient levels of the first and

second born identical twins?

HYPOTHESIS

This study is conducted based on the following assumptions:

H0:

H1:

SIGNIFICANCE OF THE STUDY

The conclusion of the study will benefit the following:

SCOPE AND DELIMITATION

This study will be conducted in Theresian School of Cavite during the school year, 2019-

2020 and limited only to the currently enrolled Highschool identical twins.The study will be

focusing on the comparison of IQ level of the firstborn and second born twin using an IQ test.

The researcher will compare the individual IQ of the twins by using a survey test, the researchers

will derive results from the survey questionnaires and will not cover and factor in any biological

aspects of the twins.

DEFINITION OF TERMS

Intelligence Quotient.

Identical Twin Students.

 CHAPTER II

LITERATURE REVIEW

REVIEW OF RELATED LITERATURE

The IQ 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 and 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 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. Or 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 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.

He’s a psychologist at 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 favor 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.

REVIEW OF RELATED STUDIES

 CHAPTER III

METHODOLOGY

RESEARCH DESIGN

The research problems and objectives of the study will be answered using the Quantitative

Comparative design. This design focuses on how the researchers will compare the difference of

the Intelligence Quotient of Identical High School Twin students of Theresian School of Cavite

through the questions that will give the scores and determine the quotient of their intelligence.

SAMPLING AND PARTICIPANT

The participants and samples are the currently enrolled Identical twin in Theresian School

of Cavite. The participant will be limited only on the Junior and Senior High school department.

The researcher will use purposive sampling that will chooses the appropriate sample and

participants for the study

RESEARCH INSTRUMENT

The researchers will gather data through the use of Intelligence test questionnaire. There are

questions provided by the researchers that will be asked to the students who will be chosen to

participate in the study. Through the use of interviewing, the researchers will get their scores that

will measure the individual intelligence quotient of Identical twins in each High School sections

of Theresian School of Cavite for the study.

DATA GATHERING PROCEDURE

The researcher will be seeking study in Theresian School of Cavite in S.Y 2019-2020

about Comparison of IQ level the first born and second born Identical twins to assess their IQ

level using an Intelligence Test Questionnaire.

Figure 2. Data Gathering/Collection Procedure

• First, the researcher will find the possible Identical Twin s in High School
department of Theresian School of Cavite
PHASE
1

• Next, the researchers will ask the participants if they can have their time for
answering the intellegence test questionnaire.
PHASE
2

• If any of the participants does not want to know their identity then research
PHASE team can carefully protect it.
3

• After that, the researchers will thank the choosen participants for giving their
time and effort.
PHASE
4

Ethical Consideration

Honest. The researcher needs to be honest to avoided biases and to make this research strong

and reliable.
 Care. The researchers must care about the participants because they are the one who is

responsible for what will happen to the participants.

Integrity. The researchers must be held accountable for the research they are conducting.

Respect for intellectual property. The researchers must consider the intellectual property

of their respondents.

Confidentiality. The researchers must know their limits when asking questions to their

respondents.

Responsible for mentoring. The researchers should inform the respondents about their

study they are going to conduct.

Respect for colleagues. The researchers must consider other researcher’s opinions and

suggestions to come up with much better ideas.

Openness. The researchers must respect the answers they gathered from their respondents.
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