Caribbean Examinations Council Secondary Education Certificate

School Based Assessment

Additional Mathematics Project B

The Impact of the Home Environment on the Intelligence of

an Individual

NAME OF CENTRE: Harrison College

CENTRE CODE: 030014

YEAR OF EXAM: 2016

NAME OF CANDIDATE:

CANDIDATE’S REGISTRATION NUMBER:

Table of Contents
Purpose of Project ............................................................................................................................1
Method of Data Collection...............................................................................................................2
Presentation of Data .........................................................................................................................3
Mathematical Knowledge/ Analysis of Data ...................................................................................9
Discussion of Findings ...................................................................................................................18
Conclusion .....................................................................................................................................20
Appendix ........................................................................................................................................21
Bibliography ..................................................................................................................................30
Purpose of Project:

The home environment can be defined as the combination of external physical, emotional, social
and cultural conditions which affect and influence the growth, development, behaviour and nature
of an individual person or community. It therefore provides a multitude of potential learning
experiences. A person’s environment is always surrounding them and is where he/she grows and
develops. It is therefore of interest to ascertain the elements of which this environment is composed
and the nature and degree to which these elements affect that person who lives in it. Hence, the
purpose of this project is to examine the relationship between Home Environment and Intelligence
for a sample of 5th Form Barbadian students.

One variable used in this project is Home Environment with possible values:

a) Ideal
b) Average
c) Subpar

An ideal home environment would be one in which there is adequate interaction between family
members, as well as support, love and an atmosphere which encourages learning, as well as cultural
and emotional growth. Meanwhile, an average home environment would feature some interaction
between family members, an atmosphere where a child can learn but not to the best of their ability,
some cultural exposure and some emotional support. However, a subpar home environment would
be one in which there is little to no interaction between family members, an atmosphere which is
noisy, distracting and in no way conducive to learning and where there is little support and
development. Gender was also considered as a variable to some extent.

Another variable being considered is Intelligence as indicated by an IQ score ranging from 0 to

20. This measure of intelligence reflects the different forms or levels of thinking of an individual.
These particular levels being measured are:

1) Verbal Intelligence – This pertains to vocabulary, comprehension and expression. It also

deals with an individual’s capacity to learn and use verbal material.
2) Mathematical Ability – This relates to one’s ability to understand and manipulate numbers
and equations through arithmetic.
3) Spatial Reasoning Skills – This deals with the visualisation and orientation of objects.
4) Visual Skills – This is a measure of how well an individual can process visual material and
obtain information from it.
5) Classification Skills – This measures the ability to group items based on a certain criteria.
6) Logical Reasoning Skills – This relates to the ability to make deductions and conclusions
from given information. It also deals with cause and effect.
7) Pattern Recognition Skills – This involves the ability to see order in a chaotic environment
and usually relates to ideas, words, symbols and images.

1
Method of Data Collection:

The sample being observed consisted of thirty (30) 5th Form students at Harrison College. There
were fifteen males and fifteen females in the sample. As all of the students observed were from
the same school, factors associated with the learning environment can be controlled. Harrison
College is a government owned coeducational secondary school located in Barbados. Entry to the
school is based on the results of the Barbados Secondary Schools Entrance Examination in
conjunction with stated parental choice.

An IQ test was administered to the sample of thirty students. The results of the test were used as a
measure of the level of intelligence of each student. A copy of the IQ test is shown in the appendix
at page 23. Though the IQ test measured verbal intelligence, mathematical ability, spatial
reasoning skills, visual skills, classification skills, logical reasoning skills and pattern recognition
skills, only the overall score was recorded. The questions were divided amongst the areas tested
as evenly as possible.

A questionnaire (see appendix at page 21) was administered to each student to gather information
about their home environment. Participants were graded A, B or C based on the responses they
gave where an A would be an ideal answer, a B would be an average answer and a C would be an
answer which is not ideal. For example, when asked how much time on average they spend
watching television or on social media, students who chose 0-2 hours a day were given an A while
persons who spend 3-5 hours a day watching television or being on social media were given a B
and those who chose 6 hours or more were given a grade of a C. The grades were decided based
on what an ideal home environment should be like. However, though some of the categorisation
was guided by websites where Lao (2016) pointed out the importance of family participation and
Locke (2016) highlighted a peaceful home environment as ideal, the grading of some questions
was subjective and may therefore be inaccurate. Despite this, the questionnaires were graded
consistently. In order to be placed in the Ideal Home Environment category, a student must have
had at least 14 A’s while persons who received more than 10 A’s but less than 14A’s were placed
in the Average Home Environment category. Students who received less than 10 A’s and a lot of
C’s were placed in the subpar Home Environment category.

2
Presentation of Data:

GENDER HOME NUMBER NUMBER NUMBER IQ

ENVIRONMENT OF A’S OF B’S OF C’S SCORE/20
CATEGORY
F Average 10 4 4 9
F Average 13 1 4 15
F Average 11 4 3 11
F Subpar 4 4 10 5
F Average 11 6 1 16
F Average 13 3 2 11
F Average 13 3 2 12
F Ideal 13 4 1 17
F Ideal 16 1 1 18
F Subpar 9 2 7 11
F Average 12 4 2 13
F Average 11 7 1 12
F Average 10 4 4 10
F Subpar 8 6 4 12
F Subpar 8 2 8 11
M Average 12 6 0 14
M Average 13 2 3 9
M Ideal 14 2 2 13
M Ideal 15 2 1 16
M Average 11 6 1 11
M Average 11 4 3 9
M Subpar 9 1 8 13
M Average 12 4 2 11
M Subpar 8 4 6 5
M Average 10 4 4 14
M Ideal 14 2 2 15
M Average 11 2 5 13
M Average 11 2 5 8
M Subpar 8 3 7 14
M Average 11 3 4 10

TABLE 1 – Overall Results of both the Home Environment Survey and the IQ Test

3
 17%
23%
Ideal
Average
Subpar

60%

FIGURE 1 – Overall Number of Persons Surveyed by Home Environment Category

4
 15
14.4
10

5
FIGURE 2 – A Bar 2.2 1.4 Chart Showing
the Average Number 0 of As, Bs and Cs
in the Home As Bs Cs Environment
Survey for Persons in an ‘Ideal’ Home
Environment

15.0

10.0 11.4

5.0
3.8
2.8
0.0
As Bs Cs

FIGURE 3 – A Bar Chart Showing the Average Number of As, Bs and Cs in the Home
Environment Survey for Persons in an ‘Average’ Home Environment

15.0

10.0

7.7
5.0 7.1
3.1
0.0
As Bs Cs

5
 FIGURE 4 – A Bar Chart Showing the Average Number of As, Bs and Cs in the Home
Environment Survey for Persons in a ‘Subpar’ Home Environment

Stem Leaf
5 0 0
8 0
9 0 0 0
10 0 0
11 0 0 0 0 0
12 0
13 0 0 0
14 0 0 0 0
15 0 0 0
16 0 0
17 0 0
18 0
0
Key: 5|0 means 5 marks out of 20

FIGURE 5 – A Stem and Leaf Diagram Showing the Overall IQ Test Score for thirty (30)
Form 5 students at Harrison College

20
18
16
14
Frequency

12
10
18
8
6
4
6
2
2 4
0
0-5 6-10' 11-15' 16-20'
IQ Score/20

FIGURE 6 – A Bar Chart showing the Frequency Distribution of IQ Scores (max=20) of

all of the Students

6
 12
10
8

Frequency
6
4
2 3
0 0 2
0
0-5 6-10 11-15 16-20
IQ Score/20

FIGURE 7 – A Bar Chart Showing the distribution of IQ Test Scores (max=20) for Persons
in the ‘Ideal’ Home Environment Category

12
10 11
8
Frequency

6
6
4
2
0 1
0
0-5 6-10 11-15 16-20
IQ Score/20

FIGURE 8 – A Bar Chart Showing the distribution of IQ Test Scores (max=20) for Persons
in the ‘Average’ Home Environment Category

12
10
8
Frequency

6
4 5
2
2 0 0
0
0-5 6-10 11-15 16-20
IQ Score/20

7
FIGURE 9 – A Bar Chart Showing the distribution of IQ Test Scores (max=20) for Persons
in the ‘Subpar’ Home Environment Category

18.0

16.0

14.0

12.0

10.0
IQ Score/20
8.0 Average IQ Score

6.0

4.0

2.0

0.0
Ideal Average Subpar

FIGURE 10 – Average IQ (max =20) for each Home Environment Category

8
Mathematical Knowledge/ Analysis of Data

For the overall IQ test scores of the students, a Box and Whisker plot was drawn. This shows the
lowest IQ score, the highest IQ score, the lower quartile (Q1), the median (Q2) and the upper
quartile (Q3) for each subset being considered. Before calculating these values, the data is arranged
in ascending order and may be displayed as a Stem and Leaf diagram (Figure 5). The median IQ
score (Q2) is the value which divides the data for a specific subset into two equal parts. The lower
quartile (Q1) is the median of the lower half of the data set while the upper quartile (Q3) is the
median of the upper half of the data set. The interquartile range (IQR) is the difference between
the upper quartile and the lower quartile i.e. Q3-Q1.

The formulae for these quartiles are as follows:

(𝑛+1)𝑡ℎ
𝑄1 = value
4

(𝑛+1)𝑡ℎ
𝑄2 = value
2

3(𝑛+1)𝑡ℎ
𝑄3 = value
4

Where n = number of students in the subset being considered.

If this value is not a whole number, then the mean of the IQ score immediately before and after
that value is determined. From the stem and leaf diagram (Figure 5), Q1 = 10, Q2 = 12 while Q3
= 14, while the lowest value was 5 and the highest value was 18. This information is displayed in
Figure 11 below.

Q1 Q2 Q3

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
IQ Score/20

9
FIGURE 11 – A Box and Whisker Plot Showing the Overall IQ Test Scores for 30 students
from Harrison College

Box and Whisker plots were also drawn for the IQ scores of male and female students and for the
IQ scores of students in each Home Environment category. These are seen in Figure 12 and 13
below respectively.

Q1 Q2 Q3
M
F

Q1 Q2 Q3

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
IQ Score/20

FIGURE 12 – A Box and Whisker Plot for IQ Test Scores (max = 20) for 15 Male (M) and
15 Female (F) students at Harrison College

Q1 Q2 Q3
Ideal
Average
Q1 Q Q3 Subpar

Q1 Q2 Q3
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

10
FIGURE 13 – A Box and Whisker Plot Comparing the Overall IQ Test Scores out of 20 of
participants in each Category

In Figure 1, the percentage of participants in each home environment category (ideal, average,
subpar) was calculated. This was done using the formula:
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑎𝑟𝑡𝑖𝑐𝑖𝑝𝑎𝑛𝑡𝑠 𝑖𝑛 𝑐𝑎𝑡𝑒𝑔𝑜𝑟𝑦
x 100
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑎𝑟𝑡𝑖𝑐𝑖𝑝𝑎𝑛𝑡𝑠

For example, the percentage of persons in the ‘ideal’ category was:

5
x 100
30

= 17%

Therefore, 17% of the participants live in an ‘ideal’ home environment. This was repeated for
persons in average and subpar home environments and there were 60% and 23% in those
categories, respectively.

The average/mean number (i.e. the standard score in each case) of A’s, B’s and C’s was calculated
for each Home Environment category and the result rounded to 3 significant figures. This was
done using the formula:

Σ𝑥
𝑀𝑒𝑎𝑛 =
𝑛
Where Σ𝑥 is the sum of the observations and

𝑛 is the number of observations

For example, in order to calculate the average number of As for persons who fit into the ideal
Home Environment category, the following was done:
13+16 + 14+15+14
Average number of A’s =
5

72
=
5

= 14.4

The same principle applies when calculating the average number of B’s and C’s. Therefore, the
average participant within the ideal home environment category obtained 14.4As, 2.2Bs and 1.4Cs

11
in the home environment survey and hence did well on the IQ test. This process was repeated for
the other 2 categories. The results can be seen in Figures 2, 3 and 4.

The mean IQ score and standard deviation for the (a) ideal (b) average and (c) subpar Home
Environment categories were calculated as follows:

The mean was calculated using the previously mentioned formula. For persons in the Ideal Home
Environment category, the average IQ score was:

17 + 18 + 13 + 16 + 15
5
72
=
5

= 15.8

This was repeated for the participants in the average and subpar home environment categories and
the averages were found to be 11.6 and 10.1 out of 20 respectively and the results can be seen in
Figure 10.

The standard deviation, which is a measure of how spread out data is, can be calculated using the
information which was previously calculated as well as additional calculations. It is denoted by
the Greek letter σ and is given by the following formula:

Σ(𝑥 − 𝑥̅ )2
𝜎= √
𝑛

Where 𝑥 is a numerical value, 𝑥̅ is the mean and 𝑛 is the number of numerical values. A table can
be constructed to display the required values.

12
Firstly, the standard deviation of the persons in the ideal home environment category can be found
(to 3 significant figures). In this case, 𝑥 represents the IQ score out of 20.

𝑥 𝑥̅ (𝑥 − 𝑥̅ ) (𝑥 − 𝑥̅ )2
13 15.8 -2.8 7.84
15 15.8 -0.8 0.64
16 15.8 0.2 0.04
17 15.8 1.2 1.44
18 15.8 2.2 4.84
Σ 14.8

TABLE 2 – A Table Displaying the Values needed to Calculate the Standard Deviation of
Students in the Ideal Home Environment Category

Σ(𝑥−𝑥̅ )2
Therefore, 𝜎=√
𝑛

14.8
=√
5

= √2.96

= 1.72

13
This was repeated in order to find the standard deviation of participants in the Average Home
Environment category.

𝑥 𝑥̅ (𝑥 − 𝑥̅ ) (𝑥 − 𝑥̅ )2
9 11.6 2.6 6.76
15 11.6 -3.4 11.56
11 11.6 0.6 0.36
16 11.6 -4.4 19.36
11 11.6 0.6 0.36
12 11.6 -0.4 0.16
13 11.6 -1.4 1.96
12 11.6 -0.4 0.16
10 11.6 1.6 2.56
14 11.6 -2.4 5.76
9 11.6 2.6 6.76
11 11.6 0.6 0.36
9 11.6 2.6 6.76
11 11.6 0.6 0.36
14 11.6 -2.4 5.76
13 11.6 -1.4 1.96
8 11.6 3.6 12.96
10 11.6 1.6 2.56
Σ 86.48

TABLE 3 – A Table Displaying the Values needed to Calculate the Standard Deviation of
Students in the Average Home Environment Category

Σ(𝑥−𝑥̅ )2
𝜎=√
𝑛

14
 86.48
=√ 18

= √4.8
= 2.20

Once again, it was repeated to find the standard deviation of participants in the Subpar Home
Environment category to 3 significant figures:

𝑥 𝑥̅ (𝑥 − 𝑥̅ ) (𝑥 − 𝑥̅ )2
5 10.1 -5.1 26.01
11 10.1 0.9 0.81
12 10.1 1.9 3.61
11 10.1 0.9 0.81
13 10.1 2.9 8.41
5 10.1 -5.1 26.01
14 10.1 3.9 15.21
Σ 80.87

TABLE 4 – A Table Displaying the Values needed to Calculate the Standard Deviation of
Students in the Subpar Home Environment Category

Σ(𝑥−𝑥̅ )2
𝜎=√ 𝑛

80.87
=√
7

= √11.6
= 3.40

15
Finally, the standard deviation for all of the results was calculated and rounded to 3 significant
figures as follows:

𝑥 𝑥̅ (𝑥 − 𝑥̅ ) (𝑥 − 𝑥̅ )2
9 11.9 -2.9 8.41
15 11.9 3.1 9.61
11 11.9 -0.9 0.81
5 11.9 -6.9 47.61
16 11.9 4.1 16.81
11 11.9 -0.9 0.81
12 11.9 0.1 0.01
17 11.9 5.1 26.01
18 11.9 6.1 37.21
11 11.9 -0.9 0.81
13 11.9 1.1 1.21
12 11.9 0.1 0.01
10 11.9 -1.9 3.61
12 11.9 0.1 0.01
11 11.9 -0.9 0.81
14 11.9 2.1 4.41
9 11.9 -2.9 8.41
13 11.9 1.1 1.21
16 11.9 4.1 16.81
11 11.9 -0.9 0.81
9 11.9 -2.9 8.41
13 11.9 1.1 1.21
11 11.9 -0.9 0.81
5 11.9 -6.9 47.61
14 11.9 2.1 4.41
15 11.9 3.1 9.61
13 11.9 1.1 1.21
8 11.9 -3.9 15.21
14 11.9 2.1 4.41
10 11.9 -1.9 3.61
Σ 281.9
TABLE 5 – A Table Displaying the Values needed to Calculate the Standard Deviation of
All Thirty (30) Students

16
 Σ(𝑥−𝑥̅ )2
𝜎=√ 𝑛

281.9
𝜎=√
30

= √9.4 = 3.07
The statistics for the three Home Environment categories are summarized in Table 6.

Home Inter
Environment n Lowest Highest Median Quartile Mean Standard
Category IQ Score IQ Score Range Deviation

Ideal 5 13 18 16 2 15.8 1.72

Average 18 8 16 11 3 11.6 2.20

Subpar 7 5 14 11 4.5 10.1 3.40

TABLE 6: Summary of Statistical Results for Three Home Environment Classes Form 5
students at Harrison College

17
Discussion of Findings

This project sought to examine the relationship between the Home Environment and the
intelligence level of 5th Form students at Harrison College. Of the 30 students surveyed, 17% of
them were said to be living in an ideal home environment, 60% in an average home environment
and 23% in a subpar home environment. This information is displayed in Figure 1. Typically, as
shown in Figure 2, an ideal home environment is characterised by 14A’s and few B’s and C’s on
the Home Environment survey while an average home environment (see Figure 3) is categorised
by an average of 11.4A’s and a few more B’s and C’s. Meanwhile, a subpar home environment is
characterised by a similar number of A’s and C’s but fewer B’s as shown in Figure 4. This refers
to the responses given in the Home Environment survey and how well they corresponded to the
criteria for an Ideal Home Environment.

In the IQ test, the maximum amount of marks which could be obtained was 20. 2 persons scored
between 0 and 5 while 6 persons scored between 6 and 10. 18 persons received scores in the 11-
15 range and 4 received scores in the 16-20 range. This information is displayed in Figure 6. Figure
11, which shows a box and whisker plot for the overall IQ test scores, can be further analysed in
order to get a better understanding of the distribution. Though the plot is almost symmetrical, it
can be seen that the plot is slightly positively skewed which indicates that the average score of the
participants is greater than the median and the results were generally good. The overall standard
deviation was 3.07 and it can be deduced that the scores of all the participants were fairly spread
out with the lowest mark being 5/20 and the highest mark being 18/20.

For the purpose of understanding the relationship between the Home Environment and
intelligence, the distribution of the sample was broken down into 3 Home Environment Categories
i.e. Ideal, Average and Subpar. Figure 7 shows that 3 persons of the ideal category scored between
16 and 20 in the test and 2 scored in the 11-15 range. In comparison with the other results, these
scores are superior as they are the 2 highest ranges which can be observed and are the only ranges
into which persons of this category fit. Additionally, the majority scored between 16 and 20.
Meanwhile, in the average home environment category, 1 person scored in the 16-20 range while
11 persons scored between 11 and 15 and 6 got between 6 and 10. Though these results were not
as good as those from persons in the ideal home environment category, they are still generally
good and outperformed those in a subpar home environment. The majority of participants in this
category scored between 11 and 15 while no persons got between 0 and 5. See Figure 8. Finally,
with reference to Figure 9, 5 persons in the subpar home environment category scored between 11

18
and 15 in the IQ test while 2 scored in the 0-5 range. Though the majority scored between 11 and
15, this category was the only one to have participants scoring between 0 and 5.

Box and whisker plots were constructed for each home environment category to compare the
distribution of scores in each category. They are shown in Figure 13. In the ideal home
environment category, the data was symmetrical which indicates that the average scores of the
participants in this category was equal to their median and the scores were therefore evenly
distributed. The standard deviation of scores in this category was 1.72 which indicates that the
scores of the individuals in this category were not significantly spread out nor varied. The lowest
IQ test score in this category was 13/20 while the highest was18/20. Therefore, the scores of
persons in the ideal home environment category were generally good and the participant who had
the highest IQ score was from this home environment. Meanwhile, in the average home
environment category, the data was positively skewed which means that the mean score was
greater than the median which means that most participants in this category performed well.
Additionally, the standard deviation was 2.2 and this indicates that the scores were more spread
out than those of persons in the ideal home environment category but were still close overall. The
lowest score was 8/20 while the highest was 16/20. On the other hand, in the case of the subpar
home environment category, the data was negatively skewed i.e. the average score was less than
the median and most participants did not perform as well as some others in this category. However,
the median scores for the average and subpar home environment categories was the same but the
standard deviation was 3.4 which implies that the scores were somewhat dispersed as this number
is the largest of the three standard deviations of the three categories. Therefore, the scores for
persons in the subpar home environment category were the most varied as indicated by the large
IQR. Hence, it would appear that an ideal home environment is correlated to higher intelligence.

Of the 30 participants, there were 15 boys and 15 girls so that the results would be equally
distributed between the sexes and a fair comparison could be made. Further analysis of the results
of males and females resulted in the plotting of 2 box and whisker charts which are shown in Figure
12. While the lowest score out of 20 for both sexes was the same (5), the highest marks differed.
For males the highest score was 16 but for females 18. Additionally, the box and whisker plot for
the males was negatively skewed which means that the average score of the male participants was
lower than the median. In the case of the females, the box and whisker plot was positively skewed
which indicates that the mean score of the female participants was greater than the median and that
most of the girls performed well. As the plot for the males is negatively skewed, it can be implied
that they did not do as well as the females. Additionally, the boys had a slightly higher median but
the marks for the males are more spread out than those for the females and the males hence had
more varying results than the females whose marks fit within a closer and higher range. However,
because the sample size was so small, no further analysis with regard to gender was made.

In summation, persons who were in the ideal home environment category seemingly performed
better than persons in the average home environment category while persons who lived in a subpar
home environment appeared to receive the lowest marks on average. Based on the survey and IQ
19
test results, it can be concluded that the home environment does in fact impact the intelligence of
an individual.

Conclusion

In conclusion, it is reasonable to say that the home environment does influence an individual’s
intellect. It appears that an Ideal Home Environment is associated with higher IQ but the
association is not so different for Average and Subpar Home Environment categories as the
medians are the same. All students tested were from the same school however, better results could
be gained if a wider cross section of students is tested. A larger sample size could also produce
better results. Furthermore, a better measure of Home Environment could improve the study.

Precautions taken in the carrying out of this project included ensuring that participants were of the
same form and school to eliminate the factor of the school environment affecting their intelligence.
Furthermore, it was ensured that the grading of the papers was consistent for each test to guarantee
accuracy. Some participants omitted questions in the IQ test and were not graded for the question
as a result. This proved to be a limitation. Additionally, some participants might have been unsure
about the exact time they spend doing certain activities (e.g. socialising) and may have inaccurately
over or under estimated the time spent. As IQ tests may be biased because of prior education or
personal experiences, they are inherently problematic and this could have been a limitation on the
project. Meanwhile, sources of error include the possibility that some participants may have gotten
help with some of the questions on the IQ test and their level of intelligence would not have been
accurately recorded in the test. As categorisation was somewhat subjective, it could have also led
to error. Moreover, some participants spent more time doing the test than others.

An environment which is conducive to learning as well as loving, supporting and strong in terms
of cultural and emotional growth can assist in getting children off to a good start in life.

20
Appendix

Does the home environment affect an individual’s intellect?

SURVEY: Circle the answer which best applies to you.

1) Do you live in
(i) a rural area (ii) an urban area (iii) a suburban area

2) How would you describe your community?

(i) quiet (ii) noisy

3) Is there a lot of disruptive activity during the night?

(i) yes (ii) no

4) Is your family a
(i) single-parent (ii) nuclear (iii) extended family

5) How many siblings do you have

(i) 0-4 (ii) 5-7 (iii) 8 or more

6) Do you have your own bedroom?

(i) yes (ii) no

7) (a) Do you have any pets?

(i) yes (ii) no

(a) If yes, how many?

(i) 1-3 (ii) 4-7 (iii) 8 or more
(b)Do they make a lot of noise?

(i) yes (ii) no

8) Is your neighbourhood
(i) private (ii) public

9) How many neighbours do you have in your close community?

(i) less than 10 (ii) 10-25 (iii)more than 25

10) Do you spend time outside/socialising with those in your community?

(i) yes (ii) no

21
 11) How much time do you spend with your family?
(i) less than an hour a day
(ii) 1-2 hours a day
(iii) 3 or more hours a day

12) How much time do you spend watching television/on social media while at
home?
(i) 0-2 hours a day
(ii) 3-5 hours a day
(iii) 6 hours a day or more

Other Questions:

 Who do you live with?

(i) Your parents (ii) your grandparents (iii) other relatives

 Do you live in
(i) A house (ii) an apartment

 Do your parents work late/for most of the evening?

(i) yes (ii) no

 Most of the week, do you have

(i) fresh, home cooked meals
(ii) leftovers
(iii) take-out

22
 IQ TEST

1 Find the answer that best completes the analogy.

FRUGAL : MISERLY

RASH : _________

A. arrogant

B. profligate

C. spendthrift

D. foolhardy

E. polite

2 Rearrange the following letters to make a word and choose the category in which it fits.
"FADLOFDI"

A. city

B. fruit

C. flower

D. vegetable

3 Which is the missing letter?

E C O

B A B

G B N

F B ?
a. K
b. L
c. M
d. P
4 Which number should come next in this series?

10, 17, 26, 37, ?

a. 46
b. 52
c. 50
d. 56

23
5 Which number should replace the question mark "?"
17 8 5 5

13 7 5 4

6 12 6 3

10 6 4 ?

A. 4
B. 5
C. 6
D. 7

6. If 10 people can do a piece of work in 5 days, working 2 hours a day, how many days will 2 people take to do the
same work, working 5 hours a day?
a. 8
b. 5
c. 10
d. 12

7. Which of the following cubes can you build by assembling the parts given below?

c.

a.

b. d.

24
8. If you begin to fold along the dotted line, which of the following figures would follow the figure given below?

a.

b.

c.

d.

9. Which of the figures will you consider fit to continue the series below?

a.

b.

c.

25
10. How many four sided shapes does this diagram have?

a. 12-15
b. 16-21
c. 22-30
d. 30-35

11. Which word is a misfit in the following group?

Yosemite, Niagara, Victoria, Washington

a. Yosemite
b. Niagara
c. Victoria
d. Washington

12. Which number does not belong to the family of numbers listed below?

10 8 16

4 38 444

19 28 222

18 66 180

322 14 306
a. 4
b. 19
c. 322
d. 38

26
13. Pick out the odd diagram?
d

a b

14. At a conference, 12 members shook hands with each other before & after the meeting. How many handshakes
occurred?
a. 100
b. 132
c. 145
d. 144
e. 121

15. The day after the day after tomorrow is four days before Monday. What day is it today?
a. Monday
b. Tuesday
c. Wednesday
d. Thursday
e. Friday

16. 6121135 is to flame as 21215120 is to ?

a. voice
b. bald
c. bloat
d. castle

17. Forest is to tree as tree is to ?

a. plant
b. leaf
c. branch
d. mangrove

27
 18. Which of the figures, you think best fits the series below?

a.

b.

c.

d.

19. If in a certain code language BOSTON can be written as SNSNSN, then how would you write CALIFORNIA in the same
code language?
a. OAOAOA
b. LONLON
c. LOILOILOI
d. LONLONLON

20. If NEW YORK can be encrypted as PGYAQTM, how can you code the word CHARLOTTE?
a. EICSNPVVG
b. EJCTNQVVG
c. EICTNPVVF
d. EJCSMPVVG

28
IQ Test Answer Sheet

1. D
2. C
3. B
4. C
5. A
6. C
7. C
8. C
9. A
10. C
11. D
12. B
13. D
14. B
15. A
16. C
17. B
18. A
19. C
20. B

29
Bibliography

 IQTestExperts.com (2016) IQ Test Sample

http://www.iqtestexperts.com/

 Lao, Joseph Ph.D. (2016) The Social Home Environment

http://parentingliteracy.com/parenting-a-z/55-home-environment/96-social-home-
environment

 Locke, Edwin A. Ph.D. (2016) The Ideal Home Environment for Children

http://www.kidsinthehouse.com/all-parents/family-life/what-is-the-ideal-home-
environment-for-kids

 Community Education Services (2014) Why Every Child Matters

http://ceservices4u.co.uk/why-choose-us/every-child-matters/

 Lauren S. (2009) Ideal Home Environment for a Family with Children

https://answers.yahoo.com/question/index?qid=20090329105119AAYmON3

 Pierce, Rod (2014) Skewed Data

http://www.mathsisfun.com/data/skewness.html

 Pierce, Rod (2014) Data Quartiles

https://www.mathsisfun.com/data/quartiles.html

 Hyndman, Rob J; Fan, Yanan (1996). Sample quartiles in statistical packages

https://en.wikipedia.org/wiki/Quartile
30
 Pierce, Rod (2014) Standard Deviation

http://www.mathsisfun.com/data/standard-deviation.html

 Mr. Reive (2012) How to Create a Box and Whisker Plot in Excel 2010

https://www.youtube.com/watch?v=ZFbPnwKwVWk

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