Type of Schooling, Socioeconomic Status Grade Level and Sex Differences on Raven's Progressive Matrices Test
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Date
1992-06
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Addis Ababa University
Abstract
The purpose of this study was to examine whether or
not scores on Raven's Standard Progressive Matrices
Test, a 'culture-fair' measure of general mental ability,
are affected by cultural and environmental influences.
The Raven's Standard Progressive Matrices Test
(1958) Was therefore, administered to 599, Seventh;
ninth-, and eleventh-grade Ethiopian students who had
a considerably heterogeneous. cultural and environmental
experiences. It was hypothesized that, the mean scores
obtained on the Raven's Standard Progressive Matrices
Test would not be different when the subjects are
grouped under type of schooling, socioeconomic status,
grade level and sex.
Different levels of factorial designs were employed
to examine group mean differences, and simple and
partial correlations were computed in examining relatio~ships
between the Raven's Test and the treatment
variables.
The results of the study indicated that, mean
scores on the Raven's Test vary significantly with type
of schooling, SES, and grade level. No significant
mean difference was obtained for sex. In addition, very
low but significant correlations were obtained between
the Raven's Test and the treatment variablea except
wi th sex.
The results generally support the previous. findings
obtained in other contexts, and suggest that the Baven's
Test is not a 'culture-fair' test of general mental
ability. Future. research may be undertaken to find
out the effect of factors considered in this study and
other factors with regard to the usefulness of the
Raven's Test, more specifically the influence of
environmental experiences and academic achievement on
the Bevan Test.
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Keywords
Type of Schooling, Socioeconomic Status Grade Level