Marycrist A. Furigay, Juana Rivera
ABSTRACT
This study examined the relationship between grit and intelligence quotient (IQ) levels among senior high school students at the International School of Asia and the Pacific. Employing a mixed-methods research design, the study combined quantitative and qualitative approaches to provide a comprehensive analysis of student performance. A total of 218 participants were selected through stratified random sampling from a population of 500 students across different strands and grade levels. Quantitative data were collected using the Panukat ng Katalinuhang Pilipino (PKP) and the Grit Scale, while qualitative data were obtained through open-ended responses exploring students’ challenges. Descriptive and inferential analyses revealed that participants generally exhibited high levels of grit but low levels of IQ. Pearson chi-square results indicated no significant relationship between grit and IQ (p = 0.129), suggesting that these constructs operate independently. Qualitative findings highlighted key challenges, including difficulties in problem-solving, time management, focus, and emotional well-being, which affect academic performance. The findings underscore the importance of addressing both cognitive and non-cognitive factors in education. While grit supports persistence and resilience, it does not compensate for limitations in cognitive ability. The study recommends the implementation of targeted academic interventions alongside programs that foster perseverance and self-regulation to enhance holistic student development.
Keywords: Grit, intelligence quotient (IQ), academic performance, senior high school students, mixed-methods research
https://doi.org/10.57180/vpoh3377