CHAPTER 1

INTRODUCTION

1.1. Introduction of the Test:

Individuals have different focused cognitive abilities. Such as when high school student is more aligned to Science subject (such as relying on observation, formulating hypothesis, predictions, and experimentation). But there is a tendency to decrease attention and concentration on the other field of subjects like English or Mathematics which might lead into extinction. When these are all mastered, it may induce conflicts that consumed time and effort, thinking what must be the first to prioritize.

Ethnic groups (such as Aetas, Mangyans, Igorots, etc.) are not familiar with the changes occurred on industrialized environment like the development of cellular phones, computers, or even improvement on vehicles. This is the fact that their cultural background was followed from descendants and passes through next generation. Their lifestyle was quite simple and traditional; from the house made from nipa hut; the use of charcoal as a source of heat; and their practical ability to search for food without relying money. Also, ethnic groups have their own way of teaching their children, despite big differences in the languages used by other nationalities.

The following mentioned factors were made because of intelligence. Intelligence is the whole term used to describe a property of the mind that encompasses many related abilities, such as the capacities to reason, to plan, to solve problems, to think abstractly, to comprehend ideas, to use language, and to learn. No one in this world has not gifted by intelligence because without this, he or she cannot comprehend ideas, unable to solve problems, and cannot survive in everyday life. The problem arises if there’s inadequacy on some abilities. Some high school students and ethnic groups have language and comprehension problems that made them difficult to understand and some formed faulty verbal communication. In order to minimize the impact of language skills and cultural bias, a non-verbal intelligence test known as Standard Progressive Matrices (SPM) is an instrument used the innate ability of an individual on how he thinks quickly in a given situation as well as to reason out abstractly.

The Standard Progressive Matrices is originally developed as “Raven’s Progressive Matrices” by Dr. John C. Raven in 1936. This is an intelligence scale designed to cover the widest possible range of mental ability and to be equally useful

with persons of all ages, whatever their education, nationality, or physical conditions. This scale is also developed to provide a reliable estimate of a person’s capacity to think clearly when allowed to work steady at his or her own speed from the beginning to the end without interruption. It covers the whole range of intellectual development from the time a child is able to grasp the idea of finding a missing piece to complete a pattern to the levels of ability required to form comparison and reason by analogy.

The purpose of this paper is to update of test norms or scales; in this case, those corresponding to Raven’s Progressive Matrices Test, and the increase of the mean scores observed in the samples of the individuals examined, belonging to successive generations. The test, unlike any others, is made for individuals in high school levels, specifically those who are in fourth year levels. The test was concerned about individuals innate on how he thinks quickly in a given situation as well as to reason out abstractly.

1.2. Table of Specification:

Test No. Description Key Letter No. of Items Percentage

IPattern Analysis

PA 50 20%

IIVisuo-Spatial

FunctionsVSF 50 20%

III

Clear Thinking and Keen

Observation

CKO 50 20%

IVEductive Ability

EA 50 20%

VReproductive

AbilityRA 50 20%

TOTAL 250 100%

1.3. Theoretical Framework:

The test made employed by general intelligence factor theory (g factor) by Charles Spearman and Raymond Cattell’s Fluid Intelligence, as well as Gestalt Learning Theory by Max Wertheimer, Wolfgang Kohler, and Kurt Koffka in relation to the test constructed.

General Intelligence Factor Theory attempt to quantify the mental ability underlying results of various tests of cognitive ability. This model provides framework in which all variations in intelligence test scores are explained by two factors: first, a factor specific to an individual mental task: the individual abilities that would make a person more skilled at a specific cognitive task; and second a general factor g that governs performance on all cognitive tasks.

John Raven constructed this test on this theoretical basis. There follows a brief description of its main characteristics: • It is a test of intellectual capacity, of general mental ability. • It is a factor test, it evaluates the component of the G factor, the eductive capacity, i.e. to make sense out of confusion, to shape variables, to go beyond that which is given or obvious. • It is a non-verbal test. • It is a multiple choice test. • It is a test of multiple choice lacunar matrices. The individual’s task is to complete series of drawings in which the last drawing is missing, selecting the appropriate one from a range of possible choices.

Fluid intelligence is the ability to reason quickly and to think abstractly. This type of intelligence tends to decline during late adulthood. This type of g factor involves our current ability to reason and deal with complex information around us, crystallized intelligence involves learning, knowledge and skills that are acquired over a lifetime.

Gestalt Learning Theory provides structure by which human beings have innate ways to organized perceptions. A gestalt factor is a condition that aids in perceiving situations as a whole or totality. The Gestalt theory proposes that learning consists of the grasping of a structural whole and not just a mechanistic response to a stimulus. A "Gestalt" is an integrated whole system with it's parts enmeshed. The whole is greater than just the sum of the parts. This theory has several laws of organization, which are as follows:

The Factor of Closure suggests that perception tends to complete incomplete objects. When only part of an image, sound, thought or feeling is presented as a stimulus, the brain attempts to complete it to generate the whole.

The Factor of Proximity suggests that when elements are grouped closely together, they are perceived as wholes. This has relevance in reading, visual arts, and music.

The Factor of Similarity proposes that like parts tend to be grouped together in cognition. This has implications for instruction, suggesting that learning is facilitated if similar ideas are treated and linked together and then contrasted with opposing or complementary sets of ideas.

The Figure-Ground Effect suggests that the eye tends to see the objects, rather than the spaces or holes between them.

In conclusion, these theories are helpful for understanding and predicting how individual comprehend the figures as a whole and think complexity more than what he had achieve on present cognition.

CHAPTER 2

ITEM COMPOSITION AND TEST VALIDATION

2.1. Methodology

2.2. Test Administration

A set of test books is required which can be used repeatedly. Each person requires an answer sheet and pencil. Illustrators of the answer sheet and problem A1 was drawn twice the original twice the original size, which can be employed for demonstration purposes. When the test is administered individually by a trained and skilled individual, it appears to introduce emotional factors which interfere with effective thought. These are less likely to arise when people are allowed to work quietly at their own speed. When people are able to work quietly on their own individually or as a part of a group, it appears to provide a more reliable sample of their capacity for clear thinking.

The test can be given to group of any size according to accommodation. Approximately one (1) hour or sixty (60) minutes is allowed for each group tested. Persons to be tested are seated comfortably at tables with room for books and answer sheets and sufficiently apart to prevent copying. Space is left so that test proctor can pass easily between people without disturbing them. They should all face the person in change. When people do the test alone, they should be seated comfortably at a table in a quiet room.

2.3. Item Generation

Each puzzle has a missing part, which the person taking the test has to find among the options provided. This scale also consist of sixty (60) problems divided into five sets (A, B, C, D, E) each made up of twelve (12) problems. In each set, the first problem is as nearly as possible self-evident. The problem followed build on the argument of those that have gone before and become progressively more difficult. The order of the items provides the standard training in the method of working. The five sets provide five opportunities to grasp the method of thought required to solve the problems and five progressive assessments of a person’s capacity for intellectual activity.

Each areas of the scale were represented of five sets, or series of puzzles exhibiting serial change in two dimensions simultaneously. The scale was divided into five parts with different functions namely:

1. Pattern Analysis – this is an abstract/visual reasoning indicates the examinee’s abilities to solve problems through reasoning, and to determine the logic behind patterns.

2. Visuo-Spatial Functions – this subtest analyzes and understands space in two to three dimentions. It include mental imagery and navigation, distance, and depth perception and visuo-spatial construction.

3. Clear Thinking and Keen Observation,

4. Eductive Ability – this comprises new insights, perceive, and identify relationship, generate new largely non-verbal concepts which made it possible and to think clearly.

5. Reproductive Ability – this subtests measures the ability to recall and use, a culture’s store of explicit, verbalized concepts.