In this study, stratified random sampling technique was used. Considering the two strata as Madurai district and Virdhunagar district, 847 samples from Madurai district and 717 samples from Virudhunagar district were drawn randomly. The total number of samples taken for the study is 1564 high school students' of class nine. Of the total 1564 samples, 847 samples were from 13 schools of Madurai district and 717 samples were from 13 schools of Virudhunagar district.

Tools Used

The Raven Standard Progressive Matrices (RPM) test was developed in U.K. and is one of the best known and most popular non-verbal group tests. The RPM can be administered to a group or individual and covers the age group five years to elderly adults. Instructions are simple and, if necessary, the RPM can be administered by demonstration without the use of language. There are 60 matrices in the Raven's Standard Progressive Matrices which are graded in order of its difficulty. Each contains a logical pattern or design from six to eight alternate choices. The test may be used with or without any time limit, and research supports the RPM as a measure of general intelligence. This test has been designed to evaluate the subjects' ability to see the relationship between geometric figures or designs; and the ability to perceive the structure of a design in order to select the appropriate part for completion of each pattern. (Bhatia 1993)

In this study the validity was done, and in an employment setting, evidence of content validity was established by demonstrating that the jobs, for which the Raven's Standard Progressive Matrices (SPM) is used, require the problem solving skills measured by the assessment. Criterion related validity was established reporting a positive relationship between scores on the Raven's Standard Progressive Matrices (SPM) and performance in decision making tasks. The SPM manual provides information indicating that the SPM validity predicts the ability of an individual to attain and retain jobs that require high levels of general mental ability.

The reliability was established by the author and the internal consistency reliability estimate of the Raven's Standard Progressive Matrices (SPM) was 0.88 in the standardization sample of 793 individuals. The reliability estimate indicates that the total raw score on the SPM possesses good internal consistency reliability as provided in the guidelines of the US Department of Labor for interpreting a reliability co-efficient. The Raven's intelligence test is both a valid and reliable test.

Assumptions of the Study

It is assumed that the ninth standard high school students will respond to the questionnaire and tools sincerely. The findings or conclusions can be generalized and can only propose to be indicative and non-conclusive. So in this study it was assumed that students of both Madurai and Virudhunagar will not differ in their potentials.

Delimitations of the Study

• This study was limited only to 847 samples of Madurai district, and 717 samples from Virudhunagar district.
• This study was confined to only limited schools in Madurai and Virudhunagar districts.
• Moreover the samples were selected specifically from students of only ninth standard at the high school level.
• The study was limited only to State board and Matriculation board school student.

Statistics Used

Percentage analysis, Mean, Standard deviation and t-test were employed (Anatasi,1982).

H1: The intelligence test scores of high school students is below average

From Table 1, it is found that 12.9% are defective, 31.7% are below average, 29.5%are average, 13.2% are above average and 12.7% are superior in the total sample based their intelligence test scores. From the table it is clear that the intelligence test scores of high school students is below average and the hypothesis is accepted.

Table 1. Intelligence level of high school students

H2: There is no significant difference in intelligence test scores of high school students in terms of area of study, gender, medium of instruction and board of school.

From Table 2, it was found that there is a significant difference between Madurai and Virudhunagar students with respect to variables namely Area of study, Gender, Medium of instruction and Board of school. The mean values show that intelligence test scores of high school students in Virudhunagar district had higher seores than school students of Madurai; Male students had higher scores than female students; English medium students scored higher than Tamil medium students and Matriculation board students get higher intelligence test scores than state board students.

Table 2. Difference in intelligent test scores in terms of background variables

From the table, it is clear that there is significant difference in intelligence test scores of high school students in terms of area of study, gender, medium of instruction and board of school and hence the null hypothesis is rejected.

The major findings of the study are given below.

It is found from the above study that the intelligence test score of high school students is below average. This may be due to the fact that schools concentrate more on the marks of the students and rote memory is encouraged without understanding the concepts.

It is found from the above study that there is significant difference in intelligence test scores of high school students in terms of area of study, gender, medium of instruction and board of school. This may be due to the nature of the school and different learning experiences gathered by students in varied atmosphere.

• It is found that the intelligence test score is below average for high school students. Reading, writing, speaking and conversing can be practiced more which will improve intelligence.
• Female students can involve themselves in playing number and logic games and sequencing activities that would develop intelligence.
• Involving visual perception of the environment, the ability to create and manipulate mental images, playing, dancing, active sports, listening to music will enhance one's intelligence.
• Understanding how to communicate with other people through cooperative games, group projects and discussions can help.
• State board schools can make the students create new things, implement prayer and meditation in their classrooms which can help the students to develop their intelligence.

Considering the diversity of the two districts, Madurai and Virudhunagar, and the varying differences of the population, the meaningful generalizations on measuring intelligence is not very easy, but it would be very helpful for the students in aspects like providing skill training, suggest careers according to differences in their potential and provide remedial for children who require them. Since the responsibility lies with the schools to help in the overall development of the students such study would be a guideline for the teachers, parents and the students. The students would have a clear picture of his/her strengths and weakness, and can focus on what strengths they need to focus on to select an appropriate career. Children may enter school with limited ambition and with little desire, to benefit from the opportunities that are presented to them. All children should have the opportunity to succeed regardless of gender, ethnicity, social background, or any other factors that may potentially affect their progress. However, ultimately they need to be stimulated and a desire for learning and achievement need to be inculcated, that will help to eliminate the exclusion and disengagement that characterizes the feelings of many towards our Education System. The children and young people of this country are its future and we owe it to them to provide the support that will unlock their potential.