University of Khartoum

Study in the Intelligence Rates in The Newly Admitted Students in All Faculties in University of Khartoum in 2007

Study in the Intelligence Rates in The Newly Admitted Students in All Faculties in University of Khartoum in 2007

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Title: Study in the Intelligence Rates in The Newly Admitted Students in All Faculties in University of Khartoum in 2007
Author: Ahmed, Hanadi
Abstract: Originally, IQ, or intelligence quotient, was used to detect persons of lower intelligence, and to detect children of lower intelligence in order to place them in special education programs. The first IQ tests were designed to compare a child’s intelligence to what his or her intelligence should be compared to the child’s age. If the child was significantly ‘smarter’ than a ‘normal’ child of his or her age, the child was given a higher score, and if the child scored lower than expected for a child of his or her age, the child was given a low IQ score. Today, IQ testing is used not primarily for children, but also for adults. People attempt to write tests that will determine an adult’s true mental potential, unbiased by culture, and compare scores to the scores of other adults who have taken the same test. This research is done in the newly admitted students to university of Khartoum in all faculties and schools. It is a cross sectional descriptive facility-based study, an IQ test is used and the data analysis is done manually, t-student test is used to test for difference significance. It is found that the university students scores in the IQ test lie between 111.8-130.5, the mean is 125.7 and the standard deviation is 18.3. There is no significant difference between the highest and lowest faculty scores which means that there is no statistical significant difference between intelligence rates in the different faculties. It is useful to do studies in intelligence rates in students in academic schools, universities, and institutions because this can tell whether students can perform well or not.
URI: http://hdl.handle.net/123456789/1620
Date: 2007


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