IQ and Academic Performance Among First-Year Students in the College of Computer Studies at UCLM: A Basis for Sectioning

This study examined the relationship between intelligence quotient (IQ) percentile scores and academic performance among first year students in the College of Computer Studies at the University of Cebu Lapu-Lapu and Mandaue (UCLM), with the objective of determining whether IQ could serve as a scientific basis for student sectioning. A correlational research design was employed involving 150 first-year students enrolled in Comprog11. IQ percentile data were obtained from the Guidance Office, while final course grades were sourced from the Registrar’s Office. Pearson’s correlation coefficient (r) was used to analyze the relationship between the variables. The results revealed a weak negative correlation (r= −0.12) between IQ percentile and academic performance, which was not statistically significant (p =0.14). The coefficient of determination (r² = 1.44%) indicated that IQ accounted for only a minimal proportion of the variance in students’ grades. Further analysis showed substantial overlap in academic performance across different IQ classifications, with students from lower IQ percentiles occasionally performing comparably to those in higher categories. These findings suggest that IQ alone is a poor predictor of academic success in introductory programming courses and is insufficient as a standalone criterion for student sectioning. The study concludes that more holistic sectioning approaches incorporating academic history, behavioral factors, and learning-related variables are necessary to promote fairness and optimize learning outcomes in higher education.