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Factors Influencing Intelligence Quotient of School Going Children In and

Around Jamnagar - A Survey Study

Article in JOURNAL OF RESEARCH IN TRADITIONAL MEDICINE · January 2017

DOI: 10.21276/jrtm.2016/83

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J. res. tradit. med Sept - Oct 2016 Volume 2 Issue 5| | |

Original Article - Survey Study

Website:www.tmjournal.org

Received:08/1/2016 Revised:1/03/2016 Accepted: 29/9/2016

Factors Inuencing Intelligence Quotient of School Going Children In and Around

Jamnagar - A Survey Study1 2 3Srihari Sheshagiri*, Jyothy K Bhaskaran , Kalpana S Patel , Rajagopala S

.1 * Assistant Professor, Department of Kaumarabhritya, Mahatma Gandhi AyurvedCollege, Hospital & Research 2Centre, Wardha, Maharashtra, India, I/C Director, Professor & Head, Department of Kaumarabhritya, Institute

for Post Graduate Teaching & Research in Ayurveda, Gujart Ayurved University, Jamnagar, Gujarat, India, 3Associate Professor, Department of Kaumarabhritya, All India Institute of Ayurveda, New Delhi, India.

Abstract

Keywords:

Introduction

122

Biological factors, Environmental factors, Intelligence Quotient, School going children

Sheshagiri, et al.: Factors Inuencing Intelligence Quotient of School Going Children

Background: The factors inuencing intelligence quotient (IQ) are numerous as they embark to relate with one's life from birth till death. These potential causes which could hamper intellectual abilities which should be assessed and provided with appropriate stimuli during childhood, before the critical period of adaption in their neuronal connections ends. Aim: To analyze various biological and environmental factors inuencing the IQ of school going children. Materials & Methods: The study was conducted on children aged 13-16 years through a structured format in six schools and the OPD of Kaumarabhritya department IPGT & RA, Jamnagar for which Malin's Intelligence scale for Indian children (adaptation of Wechsler's intelligence Scale) was used to assess IQ. Results: A total number of 1042 children were surveyed during the course of study. Boys dominated the population of survey but girls scored higher IQ. 43.9% of children had IQ level of dull category (70-89), 49.3% of children had IQ level of average category (90-119) and only 5% of children belonged to superior IQ category (above 110). Children studying in English medium school had overall higher IQ score when compared to those studying in Gujarati medium school. Conclusion: Based on the results obtained after survey, it was concluded that various factors encompassing biological and environmental entity did inuence the intelligence of school going children both positively & negatively.

Corresponding Author:

Dr. Srihari Sheshagiri, Assistant Professor, Department of Kaumarabhritya,

Mahatma Gandhi Ayurved College, Hospital & Research Centre, Wardha, Maharashtra, India.

Email: [email protected]

ntelligence is dened as the capacity of an

I [1]individual to acquire and apply knowledge. In order to obtain certain degree of intellectual ability, the potential threats that could hamper them should be identied and appropriate action should be given during childhood, before the critical period of adapting

[2]their neuronal connections ends. The factors which inuence the IQ in children are numerous and are broadly divided into biological & environmental. Among them the prenatal physiological development and postnatal mental environment exert considerable inuence on intelligence. Fundamentally it is easier to worsen brain tissue than to create more complex brain tissue and enhancements in brain structure require long periods of congenial evolutionary mechanisms.

Studies highlight that the demand for intelligence and memory in school – age children are much greater than they are for adults as they are continuously fed with new knowledge in various areas which might be interesting or not to them. Moreover the children are

expected to learn and remember them and repeat it [3]

during exams. Academic success of children in schools is a commonest way of assessment and demonstration of their intelligence which is prejudiced principally by the echelon of intelligence inherited by them either by birth or through the inuence of nature.

Apart from this there are a number of different methods which contend to measure intelligence, the most famous of which is the IQ, or Intelligence Quotient Test. [4]

The intelligence quotient (IQ) is a score derived from a standardized test designed carefully to assess intelligence. To assess intelligence level of a child many factors come into play like his family back ground,

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social back ground, cultural back ground, scholastic background, mental status of the child during testing procedure, environment where the test is conducted, the abilities and disabilities of the child in understanding the commands etc. Therefore one such test was necessary that would give an appropriate measure of IQ overcoming all the above differences and variations. By considering all the above factors Indian adaptation of Wechsler's intelligence scale for children (WISC) – Malin's intelligence scale for Indian children (MISIC) was selected which has been constructed carefully suiting the standards of Indian children after scientic standardization of sample's test items and establishment of the norms.

Survey is a form of research which is often used to assess [5]

thoughts, opinions, and feelings. It can be specic and limited, or it can have more global, widespread goals. The present survey study was conducted upon the school going children of Jamnagar with an aim to assess their IQ level and analyze the factors inuencing them.

Materials and methodsA pretested structured interview and IQ test during December 2010 to August 2012 was conducted upon school going children in & around Jamnagar.

Source of Data: Six schools in and around Jamnagar were randomly selected for the conduction of the study after due consent from the authorities. Children attending the OPD of Kaumarabhritya IPGT & RA who voluntarily participated were also included in the study.

Sample Size: The sample size required for the study was calculated with the help of WHO sample calculation tool as per which the sample size came up to 940.2. (Table 1).

Inclusion Criteria: Ÿ School going children aged 13-16 years,

irrespective of sex, caste, religion, socio-economic status

Ÿ Both private and government schools of Gujarati and English medium

Ÿ Those children willing to undergo IQ test voluntarily

Exclusion Criteria: Children not attending the schooland non-willing to undergo IQ test.

Assessment Criteria:IQ score was assessed based on Indian adaptation of Wechsler's intelligence scale for children (WISC) – Malin's intelligence scale for Indian children (MISIC). Which contained 5 verbal test and 5 performance test (Table 2).

Those factors which could be elicited by questioning children were only included in the study and were broadly divided into biological and environmental.

Biological factors: Familial and genetic factors, malnutrition, dietary fat intake, recurrent infestation of helminthes, recurrent infections and Inuence of Learning disabilities and attention decits.

Environmental factors: Socio-economic status, parent's education level, inuence of school, attending extra coaching classes, attendance to school, study habit, extra learning habit, inuence of media and specic area of interest and habits.

Observations & ResultsA total number of 1042 children were screened clinically and assessed their IQ level in places mentioned below which was more than the required sample sized for the present survey. (Table 3)



Table 1: WHO Sample Size Calculation Tool

Level of Confidence Measure 1.96

Margin of Error (MOE) 0.05 Baseline levels of the indicators 0.5 Design effect (Deff) 1 Expected Response Rate 0.8 Number of age/sex Estimates 3

Table 2: Subtests of Verbal and Performance IQ test

Verbal Performance General information Picture completion General comprehension Block design Arithmetic Object assembly Similarities Coding Digit span Mazes

Table 3 – Place of Survey

School Name Total Students 1. R.R.Shah High School, Lal Bungalow, Jamnagar 247

2. Sun Shine School, Valkeshwari, Jamnagar 108

3. Sindhu Sewa Trust School, Rameshwaram, Jamnagar 49 4. Saraswathi Shishu Mandir, Vibhapar, Jamnagar 32

5. D.C.C High School, Jamnagar 288 6. Shri L. G. Hariya School, Jamnagar 271

7. OPD Patients 47 TOTAL 1042

124


70.44% of boys and 29.56% of girls voluntarily underwent IQ test. However girls scored higher mean IQ (93.74) in comparison to boys.

20.15%, 53.26% and 26.58% of the children were of 13-14, 14-15 and 15-16 years of age respectively. Where higher mean IQ score (92.1) was observed in children aged between 15-16 years.

90.5% of children belonged to urban habitat and had a higher mean IQ score of 92.5 whereas 9.5% of children belonged to rural habitat and had a comparatively lower mean IQ score of 88.7.

Among the children screened majority (64.4%) of English medium school had their IQ score in the average IQ category, whereas 48.3% of children of Gujarati medium school had IQ score in the dull IQ category. However only 6% and 5 % of children belonging to both the medium had superior IQ category. (Table 4).

Biological Factors inuencing IQ

As seen table 5, there was a positive correlation between low IQ score and familial and genetic constitutional factors.

1.82% of children with emaciation and 0.38% of children with obesity had a lower mean IQ score of 86.8 and 88.8 respectively in comparison with 97.8% of children who were not malnourished and had a higher mean IQ score of 91.9.

1.5% of children who consumed extreme low fat diet in rst 5 years of life had lower mean IQ score of 88.8 whereas 98.5% of children who consumed appropriate amount of dietary fat had a higher mean IQ score of 91.7.

13.2% of children who had recurrent infestation of helminthes had lower mean IQ score of 88.9 whereas 86.8% of children who did not have recurrent infestation of helminthes had a higher mean IQ score of 91.8.

17.2% of children who had recurrent infections had a lower mean IQ score of 90 whereas 82.8% of children who did not have recurrent infections had a higher mean IQ score of 91.9.

19.3% of children who had learning disabilities and attention decits had lower mean IQ score of 83.9 whereas 81.7% of children who did not have learning disabilities and attention decits had a higher mean IQ score of 94.

Environmental Factors Inuencing IQReligion wise distribution of the children showed 95.2% of children belonging to Hindu religion with a mean IQ score of 91.7, 4.7% of children belonged to Muslim religion with a mean IQ score of 93.9 and only 0.1% of children belonged to other religion with a mean IQ score of 88.2.


Table 4 – Distribution of children based on their IQ SCORE in the survey

Category Score range

English medium

Gujarati medium

Total No. of children

Borderline/Mental Retardation

125


Children belonging to upper socio-economic status were of 0.8% with higher mean IQ score of 99.2. 46% of children belonged to middle socio-economic status with mean IQ score of 93.2 & 53.2% children were of lower socio-economic status with mean IQ score of 89.9 (Table 6). Higher education status of both the parents contributed to higher IQ status of children as seen in (Table 7).

Children who had positive attitude/ interaction of teacher towards training them, who received genuine interest of school administration/ teacher in their welfare, those who had presence of proper environment for all round development in school had higher IQ scores and those who were deprived of the same had lower IQ scores. Children who attended extra coaching class and those who were trained using audio visual aids had higher IQ score (Table 8).

43% of children who had self-motivated study habit had a higher IQ score of 96.2 whereas 57% of children who required constant motivation from others had a lower IQ score of 89.2.

8.3% of children who had habit of extensive learning and reading topics other than subject matter had higher mean IQ score of 102.4. Whereas 91.7% of children who did not have the habit of extensive learning and reading had lower mean IQ score of 90.2.

95.9% of children who had regular attendance in school had higher mean IQ score of 92.1 whereas 4.1% of children who had irregular attendance in school had lower mean IQ score of 78.7.

Children with creative work like drawing, dancing, music & playing sport as their area of special interest had higher mean IQ score than children who had TV viewing as their area of special interest (Table 9).

19% of children who used media as a source of knowledge had higher mean IQ of 96.5 whereas 76% of children who used media as a source of entertainment had lower mean IQ of 91.5. 5% of children who abused media had least mean IQ of 83.1 in comparison to other children (Table 10).


Table 6 - Distribution of children based on socio-economic status in relation to IQ

S.E.S No. of children Mean IQ Upper 8 (0.8%) 99.2 Middle 479 (46%) 93.2 Lower 555 (53.2%) 89.9

Table 7 - Distribution of children based on Influence of Parent Education in relation to IQ

Educational

Status

Father Mean

IQ

Mother Mean

IQ

Uneducated 113 (10.8%) 85.7 220 (21.1%) 87.9

Primary Schooling

220 (21.1%) 89.6 277 (26.6%) 90.6

Secondary

Schooling

406 (39%) 92.5 325 (31.2%) 92

12th 207 (19.9%) 92.3 166 (15.9%) 93.3

Degree 89 (8.5%) 98.9 38 (3.7%) 91.7

Master’s

Degree

7 (0.7%) 103.2 16 (1.5%) 101.3

Table 8 - Distribution of children based on Influence of School in relation to IQ

Influencing factors in School Yes Mean IQ No Mean IQ

Positive Attitude/ Interaction of teacher

towards training the child

748 (71.7%) 92.7 294 (28.3%) 86.1

Genuine interest of school administration/ Teacher in students

and their welfare

746 (71.6%) 92.9 296 (28.4%) 85

Presence of proper environment for all

round development of the child

628 (60.2%) 91.1 414 (39.8%) 90.9

Attendance to Extra coaching class 274 (26.3%) 93.1 768 (73.7%) 92.1

Audio visual aids in teaching 146 (14%) 91.7 896 (86%) 91.6

Table 9 - Distribution of Children based on areas of special interest in relation to IQ

Areas of

Special

Interest

No Of

Children

Mean

IQ

Music 179 (17.17%) 96.1

Dance 68 (6.52%) 96.7

Drawing 57 (5.47%) 96.8

Playing/ Sports 368 (35.31%) 94

T. V Viewing 94 (9.02%) 80.7

A balanced diet will provide all the essential ingredients required to maintain the correct balance of neurotransmitters. Proper academic performance is consistently associated with the degree of malnutrition and it is a prime factor in Indian primary school

[17]children.

Optimal nutrition during pregnancy and rst 3 years of life is most crucial because 70% of the human brain develops during fetal life and the remaining 30% during preschool years. In newborns, the brain demands 87% of the body's metabolic budget, 44% at age ve, 34% at age ten, 23% and 27% for adult boys and

[18]girls respectively. Presumably, if an individual cannot meet these energy demands while the brain is growing and developing, the brain's growth and developmental

[18]stability will suffer.

Studies also reveal that a low standard fat, low cholesterol diet during the rst 5 years of life affects

[ 1 9 ]normal neurological development. Severe malnutrition in the rst year of life, even if corrected later, is associated with intelligence deciencies at ages

[20]11 to 18 years. Hence lower IQ score in children with malnutrition can be attributed above causes.

Helminthes infestation: Lower IQ score of children who had recurrent infestation of helminthes in comparison to those who did not have recurrent infestation of helminthes (88.9:91.8) suggests that Helminthes infestation impairs normal growth and development of a child. Cognitive impairment in children with recurrent helminthes infestations is well

[21]proved from different studies.

Recurrent infection: Lower IQ score of children who had recurrent infection in comparison with those who did not have recurrent infections (90:91.9) suggests that such infections altered the normal growth and development of children. The negative relationship between infectious disease and IQ was statistically signicant at the national level both worldwide and within ve of Murdock's (1949) six world regions. All analyses showed that infectious disease was a signicant predictor of average national IQ, whether using either of Lynn and Vanhanen's (2006) two

[22-24]datasets or Wicherts et al.'s (2010b) data.

Learning disability & Attention decit: An important cause of poor school achievement is developmental dysfunction due to learning disabilities and attention decits.

126


DiscussionThe present survey was conducted in school going

th th thchildren of 8 , 9 & 10 standard of 13-16 years of age. The verbal IQ test were constructed in both English and local language (Gujarati) for avoiding any bias. The necessary instructions while undergoing test was given to chi ldren and repeated at their request . Approximately 45 min – 1 hr was the time required to conduct the IQ test for each child.

Gender factor: Girls in present study outscored the boys. Studies reveal girls typically used to score higher IQ than boys up to the age of 14 years when IQ test were

[6]rst standardized. Gradual revision of testing method [ 6 - 8 ]

resolved the gender bias. Another study demonstrated that girls tend to performance better in younger age and their performance decline with

[9]advancement of age as compared to boys. Apart from these the eld of excellence for boys and girls differs. Girls excel in differential abilities, mathematics and science due to effective communication and the ability to comprehend abstract ideas, whereas boys perform

[10]better at visuo-spatial abilities.

Familial & Genetic factors: The present survey indicated the inuence of familial and genetic factors on the IQ of children both positively and negatively. Factors such as Consanguineous Marriage of Parents, Hereditary diseases in family, congenital anomalies in parents/ siblings, mentally retarded parents / siblings inuenced negatively where presence of famous personalities in family who were successful in their carrier inuenced positively.

Further various studies have revealed that the cognitive performance of the children whose parents had consanguineously married had lower IQ than those

[11, 12]with non-consanguineous parents. The cause of variation in cognitive ability across the world is said to be due to inbreeding depression and associated reduced

[13-14] phenotypic quality. The majority of scientic evidences regarding the substantial role of genetic inuence on intelligence is derived from studies

[15]conducted on twins and adopted children. The results suggests that there is strong inuence of genes on intelligence, scholastic skill, cognitive domain and home environment during development of the individual. The same has been advocated by Acharya Charaka in ‘Athulyagotriya Adhyaya’ of Sharira Sthana.

Nutrition: Severe malnutrition has clear negative effects on intelligence, Ayurveda too advices that Heenamatra Ahara (decient food) can cause Buddhi Aghata

[16](Impairment of intelligence).


In the present survey it was observed that those children who attended school regularly had comparatively higher IQ scores of 92.1 than those children who were irregular to school. Studies suggests that children attending to school can elevate or at least maintain their IQ. A student's IQ increases with every month that he or she remains in school. Other results that were found by researching IQ of students is that during summer break IQ drops with each passing month of no academics. Dropping out of school diminishes one's IQ by a couple

[28]points for each year that is not completed.

Study habits: The method of study and the urge to get good grades makes a signicant contribution in enhancing the cognitive abilities of school going children. The amount and distribution of practice, the extent of learning, the use of the whole and part method, and the sensory modality adapted are some of the features coming under the method of study habit.

Similar response was noted in the present study. Those children who had self-motivated study habit had higher mean IQ score in comparison to those who required constant motivation from others for studying. It was also observed that those children who had extensive study habits other than school subject materials also had higher mean IQ score than others who did not possess this habit.

Inuence of media: In the present survey it was observed that those children who used media as a source of knowledge had a comparatively higher IQ scores of 96.5 than those children who used it as a source of entertainment and abuse.

Studies have shown media, especially television can inuence the academic status of children both negatively and positively. Imitation of models of TV, insertion of industrial and commercial taste, stimulation by western cultural commercial interests, and wastage of study time are the negatively inuential factors. Positive results are of TV is well studied as a good

[29]medium for acquiring new knowledge.

Areas of Special interest: In the present survey it was observed that children having music, dance and drawing as an area of special interest had a higher IQ score of 96.1, 96.7 and 96.8 respectively.

Musical training in childhood has been found to [30]

correlate with higher than average IQ. In a 2004 study conducted by E. Glenn Schulenburg, results showed that 6 year old children who received musical training (voice or piano lessons) had an average increase in IQ of 7.0 points while children who received alternative

127


Learning disability is a genetic term for a heterogeneous group of disorders, showing difculties in acquisition of listening, speaking, reading, writing, reasoning and mathematical abilities. These are two distinct but overlapping syndromes which often co-exist and are intrinsic disorders due to central nervous system dysfunction. The observations made in the present survey revealed lower IQ score in children who had learning disabilities and attention decits in comparison with those who did not have the same (83.9:94) which suggests that IQ is signicantly inuenced by genetic variations and dysfunction of CNS.

Socio- economic Status (SES): Is a prime detriment to the academic performance of a child. A child's overall needs like nutrition, play articles, books, exposure to surroundings etc. depend upon the socio-economic factors. Better the child's need meet higher will be the IQ. An economically healthy child has a healthy food, healthy environment, capability to meet medical needs, exposure etc most of the times which in turn govern the

[25]performance. Hence higher IQ score (99.2) seen in 0.8% of children belonging to Upper SES in the present survey can be justied.

Education Status of Parents: Home is the rst school for growing children. Learned parents obviously show interest in literacy and growth of their child as they understand and realize the importance of it and thus encourage the child for the same by providing necessary opportunities. Mother is considered to be the rst teacher of a child. An educated mother can personally care the child and she provides necessary environment and guidance to the growing child. In the present study higher mean IQ scores are observed in children having both the parents educated till Master degree (103.2 and 101.3).

Inuence of School: Good school gives good [26]performance to the child in academy. The classroom is

the main setting for learning in India and the teacher is the heart of any program. So better the teacher better the academic performance, the effect of which is well

[27]studied on Indian children. A teacher with positive attitude towards teaching and genuine interest in students and their welfare contribute to improved performance / outcome by children. Children who had positive attitude/ interaction of teacher towards training them (92.7), who received genuine interest of school administration/ teacher in their welfare (92.9), who had presence of proper environment for all round development (91.1), who were attending extra coaching class (93.1), and those who were trained using audio visual aids (91.7) obtained higher IQ in the present study.


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training (i.e. drama) or no training had an average increase in IQ of only 4.3 points (which may be consequence of the children entering grade school) as indicated by full scale IQ. Listening to classical music has also been found to increase IQ; specically spatial ability.

ConclusionThe present survey results have been based on the information provided by the children, No involvement of parents were done during the survey as the survey was conducted in schools with time constraints. Based on the results obtained after survey, it was concluded that various biological and environmental factors did inuence the intelligence of school going children both positively and negatively. Appropriate nutrition, higher SES, parents with higher education, positive attitude of teachers, provision for overall development of the child in school, using of audio-visual aids for teaching, self-motivated study, usage of media as a source of knowledge, creative habits like drawing, dancing and music inuenced the IQ score positively. Children of consanguineously married parents, with mentally retard parents or siblings in the family, malnutrition, recurrent helminthes, recurrent infections, uneducated parents, non-interactive teachers, irregular attendance to school and abuse of media inuenced the IQ score negatively.

Future ProspectsThe present study was conducted in a small geographical area, a survey encompassing larger geographical area may further highlight the inuencing factors of IQ more precisely. The age group of children selected for the study was 13-16 years, a survey involving wider age group would also be benecial.

AcknowledgmentThe authors would like to acknowledge the authorities and teachers of above mentioned schools who provided us the opportunity and co-operated signicantly throughout the survey process. The authors would also like to acknowledge all the children who underwent IQ tests happily and voluntarily.

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How to Cite the article:Srihari Sheshagiri, Jyothy K Bhaskaran, Kalpana S Patel, Rajagopala Factors Inuencing Intelligence Quotient of S. School Going Children In and Around Jamnagar - A Survey Study. J. Res. Tradit. Med 2016; 2(5): 122-129http:dx.doi.org/10.21276/jrtm.2016/83

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Conict of Interest: NIL

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