Incidencia del coeficiente intelectual en el aprendizaje de estudiantes de tercer semestre paralelo a de psicología, Universidad Técnica De Babahoyo.

Abstract

This study analyzes the impact of intelligence quotient (IQ) on the learning process of third- semester students from group A in the Psychology program at the Technical University of Babahoyo. The objective was to measure IQ and its relationship with academic performance, considering that IQ is a key indicator for assessing skills such as logical reasoning, verbal comprehension, and problem-solving abilities. To this end, the D/92 Test was applied, which is internationally recognized for evaluating fluid intelligence and abstract reasoning. Additionally, interviews with faculty members were conducted to obtain a comprehensive understanding of the educational process. The research employed a mixed methodological approach, combining quantitative and qualitative techniques. The sample consisted of 35 randomly selected students. Results showed that most participants fell within the low IQ range (75–95): 52% of women and 70% of men. Only a small percentage achieved normal or superior levels, and 10% of the men scored below average. These findings highlight the cognitive diversity within the group. Although students with higher IQs demonstrated greater autonomy and academic comprehension, it was concluded that IQ is not the sole factor influencing learning. Faculty emphasized the importance of adapting teaching strategies to the cognitive diversity present in the classroom. The study recommends the implementation of inclusive pedagogical methodologies that support the holistic and equitable development of all students, fostering an educational environment that values differences and strengthens individual abilities.