Brains Behind the Grades: Business Administration Students; Intelligence Predictor of Academic Success

Abstract

Education is producing graduates who possess the knowledge, competence, and skills needed by the business sector. To hurdle this challenge, business educators should determine the hypothesis that enables students to unleash their potential. Hence, this study determined the relationships among the intelligence quotient (IQ), achievement tests, and grade point average (GPA) of the Bachelor of Science in Business Administration (BSBA) students of the University of Cebu-Banilad, with the aim of formulating a proposed instructional intervention scheme. 

The study utilized the predictive-relational research design using the primary data, which were the BSBA students’ achievement test results, and the secondary data, the IQ test results, and grade point average (GPA). Thirty-two (32) respondents were BSBA-MM students of the University of Cebu-Banilad. The instrument used in the study was the researcher-made achievement test questionnaire. The IQ test results were obtained from the University Guidance Center, and the GPA was obtained from the University Registrar.

The majority of students had average intelligence quotients (IQs) and performed very well on achievement tests. Most of them have a fair academic performance, as indicated by their grade point average (GPA). Moreover, there is a significant relationship (high correlation) between intelligence quotient and achievement test, intelligence quotient and GPA, and achievement test and GPA. Further, a moderate positive correlation exists among GPA, IQ, and achievement test results. Therefore, it can be concluded that the intelligence (both innate and acquired) of Bachelor of Science in Business Administration students predicts their academic success at the university. Furthermore, to ensure that the university’s educational activities lead to the attainment of democratized quality education, the academic heads and faculty members should adopt and implement the proposed instructional intervention scheme.