RELATIONSHIP BETWEEN DEVIATION I.Q. AND ACHIEVEMENT IN PHYSICAL SCIENCE OF SECONDARY STUDENTS IN CASE OF LEARNING DISABILITIES

Abstract

Learning Disabilities are traditionally diagnosed by conducting two tests and noticing a significant discrepancy between their scores. These tests are an intelligence (or IQ) test and a standardized achievement test. Most children found to have a learning disability have normal or above-normal intelligence but do not fully demonstrate that potential on achievement test. This paper presents a relation between I.Q. and Achievement in Physical Science in case of Learning Disabilities. Sixty sample from two schools of north 24 parganas, West Bengal are taken for this study (thirty male and thirty female students of them thirty are urban (s1) and thirty are rural (s2). Variables are IQ & Achievement; male & female; rural & urban. Random sampling technique is used. Method adapted is survey. As statistical technique mean, rank difference and graphical re-presentations are used. The findings are as: i) Relationship between deviation I.Q. and Achievement in Physical Science of secondary students for both urban and rural are highly significant. ii) For both S1 and S2 schools the relationship between deviation I.Q. and Achievement in Physical Science of secondary students are highly satisfactory. iii) The relationship between Achievement in Physical Science of Secondary Students and deviation IQ in case of total male and total female students are not significantly high.