Sbaibi, R., Aboussaleh, Y., & Ahami, A. O. T. (2014). The Standard Progressive Matrices Norms in an international context among the middle school children of the rural commune Sidi el Kamel (North-Western Morocco). WebPsychEmpiricist. Retrieved from http://wpe.info WPE WebPsychEmpiricist The Standard Progressive Matrices Norms in an international context among the middle school children of the rural commune Sidi el Kamel (North-Western Morocco). R. Sbaibi 1 , Y. Aboussaleh 1 , A.O.T. Ahami 1 7/28/14 Summary: Objectives: the present study set out to build the percentiles norms of the Standard Progressive Matrices (SPM) (2010-2012) for the 1177 middle school children (11.8 to 17.7 years) of the rural commune Sidi El Kamel (North-Western Morocco); to place those norms in an international context, and to report on the reliability of the SPM test. Material and methods: the SPM test is used to measure general intelligence; the reliabilities of the SPM test are assessed by Cronbach’s Alpha; the SPM percentiles norms are compared to those of other countries by the medians. Findings: the reliabilities of the SPM test by age as assessed by Cronbach’s alpha are 0.84 to 0.9; the mean of the SPM scores of all subjects is (M=29.80/60, SD=12.92; (IQ=71.5)), the median score is 32 (IQ=76.8); the SPM scores obtained are considerably lower than those compared to the children at the same age in developed countries. Conclusions: the study reconfirmed the reliability of the SPM test; a combination of the usual suspects, including poverty, poor education family background, and rural area, impairs children’s intellectual development. 1 Department of Biology, Behavioral Neurosciences and Nutritional Health Unit.Nutrition & Health Laboratory, Faculty of Sciences, University Ibn Tofail, BP 133 14000 Kénitra, Morocco. E-mail: [email protected]; [email protected]; [email protected] . Corresponding Author:Y. Aboussaleh The authors would like to thank the parents and children and the director of the middle school children Al Kindy for making the study possible.
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Sbaibi, R., Aboussaleh, Y., & Ahami, A. O. T. (2014). The Standard Progressive Matrices Norms in an international context among the middle school children of the rural commune Sidi el Kamel (North-Western Morocco). WebPsychEmpiricist. Retrieved from http://wpe.info
WPE WebPsychEmpiricist
The Standard Progressive Matrices Norms in an international context among the middle school children
of the rural commune Sidi el Kamel (North-Western Morocco).
R. Sbaibi1, Y. Aboussaleh1, A.O.T. Ahami1
7/28/14
Summary:
Objectives: the present study set out to build the percentiles norms of the Standard Progressive
Matrices (SPM) (2010-2012) for the 1177 middle school children (11.8 to 17.7 years) of the rural
commune Sidi El Kamel (North-Western Morocco); to place those norms in an international
context, and to report on the reliability of the SPM test.
Material and methods: the SPM test is used to measure general intelligence; the reliabilities of
the SPM test are assessed by Cronbach’s Alpha; the SPM percentiles norms are compared to
those of other countries by the medians.
Findings: the reliabilities of the SPM test by age as assessed by Cronbach’s alpha are 0.84 to
0.9; the mean of the SPM scores of all subjects is (M=29.80/60, SD=12.92; (IQ=71.5)), the
median score is 32 (IQ=76.8); the SPM scores obtained are considerably lower than those
compared to the children at the same age in developed countries.
Conclusions: the study reconfirmed the reliability of the SPM test; a combination of the usual
suspects, including poverty, poor education family background, and rural area, impairs children’s
intellectual development.
1 Department of Biology, Behavioral Neurosciences and Nutritional Health Unit.Nutrition & Health Laboratory, Faculty of Sciences, University Ibn Tofail, BP 133 14000 Kénitra, Morocco.
E-mail: [email protected]; [email protected] ; [email protected] . Corresponding Author:Y. Aboussaleh The authors would like to thank the parents and children and the director of the middle school children Al Kindy for making the study possible.
Means; median and standard deviations (SD) of the SPM scores.
The descriptive statistics of the SPM scores by set are given in the table 2 below.
Table 2: descriptive statistics of the SPM scores. Mean SD Median Min Max SPM test scores in sets (A, B, C) 21.55/36 ±08.50 23 2 36 SPM test scores in sets (D, E.) 08.31/24 ±05.20 09 0 24 SPM test scores in sets (A, B, C, D, E) 29.80/60 ±12.92 32 4 55
Means; median and standard deviations of the SPM scores by age groups Table 3 below shows the descriptive statistics of the SPM scores by age groups.
Table 3: descriptive statistics of the SPM scores by age groups.
Figure 3 below illustrates the box plots with whiskers of the SPM scores by age groups.
Figure 3: Distribution of SPM scores by age groups.
Scores in SPM of middle school children in an international context
Table 4 below presents the raw scores of the SPM corresponding to the 5th, 10th, 25th, 50th,
75th, 90th, and 95th percentiles, by age groups, for the middle school children in the rural
commune Sidi El Kamel (SK) in the context of 1979 British Data (UK) (Smoothed). The scores
obtained by all subjects are considerably lower than those achieved in the British 1979 study.
Table 4: SPM: 2010-2012 adolescent percentile norms for middle school children in the rural commune Sidi El
Kamel (North-Western Morocco) (N =1177) in the context of 1979 British Data (Smoothed). 12 12½ 13 13½ 14 14½ 15 15½ 16 16½ 17 17½
11(9) 12(3) 12(9) 13(3) 13(9) 14(3) 14(9) 15(3) 15(9) 16(3) 16(9) 17(3) to to to to to to to to to to to to 12(2) 12(8) 13(2) 13(8) 14(2) 14(8) 15(2) 15(8) 16(2) 16(8) 17(2) 17(8)
Percentile UK SK UK SK UK SK UK SK UK SK UK SK UK SK UK SK UK SK UK SK UK SK UK SK 95 th 52 43 53 46 54 44 54 44 55 46 56 47 57 51 57 49 48 48 50 52 90 th 50 40 51 42 52 39 53 42 54 46 54 46 55 46 55 46 47 47 47 50 75 th 46 35 47 36 49 35 49 35 50 40 50 42 51 42 51 43 43 42 43 46 50 th* 41 24 42 24 43 23 44 25 45 31 46 35 47 32 47 37 34 35 35 39 25 th 37 15 38 14 39 13 41 15 42 17 42 19 42 17 42 21 20 24 19 29 10 th 31 11 32 11 33 10 35 11 36 12 36 11 36 12 36 11 13 14 13 13
2004)– and especially the Irish standardization (Raven, 1981), noted that the urban-rural
differences may have been contributing significantly to the obvious differences between higher and
lower percentiles.
Conclusions
The study reconfirmed the reliability of the SPM test; a combination of the usual suspects,
including poverty, poor education family background, and rural area, impairs children’s intellectual
development. In addition we must emphasis the importance not only of having a standarisation for
the middle school children of Sidi El Kamel (rural area), but also the need to re-evaluate the norms
periodically because the intellectual potential of this place of study may changes with its economic,
and level of education.
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