Beruflich Dokumente
Kultur Dokumente
ISSN: 1117-1421
Method
Sample and Participant Selection
To achieve a reasonable representative
sample for the countrys standardization
study, participants for the study were
selected from both private and public
schools and from both urban and rural
areas within the Greater Accra Region
which is the administrative region in which
the capital city is located. The sampling
procedure comprised a multi-stage random
sampling method to obtain urban and rural
sample of 16 schools from the Regional
capital. In Ghana, private schools are rated
A to D based on availability of resources
6-7
71
7-8
78
8-9
79
9-10
62
10-11
102
Total
392
Rural
Boys
Girls
Total
53
45
79
124
49
62
65
127
57
68
68
136
70
62
70
132
113
100
115
215
342
337
397
734
Results
Descriptive Analyses
The total score on the RCPM is based on
aggregate scores for each section (A, Ab,
and B). The mean and standard deviation
by age and sex are presented in Table 2.
The mean scores are computed for the total
sample.
In
subsequent
analyses
computations were done for the aggregated
sample and for urban and rural sample
separately. The overall means showed a
gradual increase in total score from 6 years
to
12
years
which
suggested
a
developmental trend although very small
changes were observed between some age
groups.
Measures
The Raven's Colored Progressive Matrices
(RCPM).The RCPM is a nonverbal and
untimed test just as other versions of the
progressive matrices. There are three
sections, Section A, Ab, and B and each
section has 12 items. Each item contains a
matrix with one missing part. Children are
expected to select the missing part from an
array of six options to make the matrix
complete. The highest possible score on the
Mean
Standard deviation
SE
Male
337
17.47
5.321
0.290
Female
397
16.41
4.867
0.244
Total
734
16.90
5.104
0.188
Table 3: RCPM Percentile scores for age groups1 (Ghana and British norms)
Percentiles
10
10
11
11
95
16
17
18
20
21
22
24
25
27
29
31
90
16
16
16
17
17
20
21
22
23
25
28
75
14
15
15
16
16
17
18
20
22
22
24
50
13
13
14
15
15
15
17
17
18
18
19
25
12
12
12
13
13
13
14
14
15
15
16
10
11
11
11
12
12
12
13
13
13
13
14
10
10
10
11
11
12
12
12
12
13
13
33
45
48
53
62
73
69
56
80
87
128
British
norms
95
75
50
1
23
18
15
24
19
16
25
20
17
26
21
18
28
23
20
30
26
22
32
28
24
33
28
24
33
29
26
35
31
28
31
Table 4: RCPM Percentile scores for age groups for urban school children 1
Percentiles
10
10
11
11
95
17
18
20
22
23
24
25
28
30
33
34
90
16
17
18
19
20
22
24
27
29
30
32
75
14
15
15
16
17
18
20
23
25
27
28
50
13
14
14
15
15
17
19
20
22
24
25
25
12
12
12
13
13
14
15
16
17
18
21
10
11
11
11
12
12
13
13
14
15
16
18
10
11
11
11
11
12
12
13
14
15
16
22
30
21
34
33
49
36
23
43
40
61
Table 5: RCPM Percentile scores for age groups for rural school children 1
Percentiles
10
10
11
11
95
16
17
17
18
19
19
20
21
22
22
23
90
15
16
16
17
18
18
19
20
20
20
21
75
14
15
15
16
16
17
17
18
18
18
19
50
13
13
14
15
15
15
16
16
16
16
17
25
11
11
12
12
13
13
14
14
14
14
15
10
10
10
10
12
12
13
13
13
13
13
13
10
10
10
10
11
11
11
11
12
12
N
1
11
15
27
19
29
24
33
33
37
47
67
32
Table 6: Post hoc Analyses for age group on the RCPM (total sample)
Age group
6.5
7.5
8.5
9.5
10.5
11.5
12
Total
Mean
13.12
13.48
15.10
16.16
18.65
19.05
19.87
16.90
SD
1.93
2.49
3.69
3.73
5.85
5.73
5.13
5.10
Age Group
7.5
-0.36
8.5
-1.98
-1.62
9.5
-3.04*
-2.68*
-1.06
10.5
-5.53*
-5.16*
-3.54*
-2.49*
11.5
-5.92*
-5.56*
-3.94*
-2.88*
-.40
12
-6.75*
-6.39*
-4.77*
-3.71*
-1.23
-.83
Discussion
The primary objective of this study was to
collect data for reference norms on the
RCPM among school children for clinical
and educational purposes in Ghana. The
results showed that there were substantial
differences in percentile scores between this
study and scores from the published norms
(Raven, 1989). The biggest differences were
observed among
the
older
children
(especially between 9 and 11 year olds).
Overall, the Ghana sample still lagged
behind by at least 4 points. It appears that
high performing Ghanaian children (95th
percentile) are comparable to performance
on 50th percentile. This is the strongest
indication
for
the
development
of
appropriate reference local norms for
Ghana for the RCPM.
There are three principal issues that are of
interest in this study. First, there was the
revelation that scores obtained from the
Ghana sample were lower at all age levels
when
compared
to
the
British
standardization sample (Table 3). Similar
results have been reported in previous
normative studies in Libya, Kenya, and
South Africa on both the childrens and
adults version of the progressive matrices
(Al-Shahome, 2012; Costenbader & Ngari,
2001; Lynn et al, 2008). Basically, in all
these studies, the average scores from
Africans of North African and Black South
African decent were lower than obtained in
the normative data published in the
manual and obtained from Western
countries such as Britain, Australia, and
North American. Lynn et al (2008) reported
that the average IQ of Libyan children was
86 compared to British IQ of 100. Again, in
a similar study using the Standard
Progressive Matrices for adults in Libya, AlShahomee (2012) found in a review of 21
References
Al-Shahome,
A.
A.
(2012).
A
standardisation
of
the
Standard
Progressive Matrices for adults in Libya.
Personality and Individual Differences,
53, 142146.
Akyeampong, K, Djangmah, J.,Oduro, A.,
Seidu A., & Hunt, F. (2007).Country
Analytic Report.
Colom, R., Garca-Lopez, O. (2002) Sex
differences in fluid intelligence among
high school graduates. Personality and
Individual differences, 32, 445451.
Constenbader, V & Ngari, S.M. (2001). A
Kenya standardization of the Ravens
Colored Progressive Matrices. School
Psychology International, 22(3), 258-268.
Conclusions
This study was the first attempt to
standardize the RCPM in Ghana. The
results provided strong support in two
areas. First, it supports the need to
standardize all tests on the local population
before
making
assumptions
about
performance. Secondly, it challenges the
notion that the progressive matrices and
other matrix reasoning tests measure an
ability that is not influenced by sociocultural factors.
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