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American Journal of Educational Research

ISSN (Print): 2327-6126

ISSN (Online): 2327-6150

Editor-in-Chief: Freddie W. Litton


Google-based Impact Factor: 1.27   Citations


Intelligence in Relation to Height and Weight among Secondary School Students

1Department of Education, Sidho-Kanho-Birsha University, Purulia-723101, WB

American Journal of Educational Research. 2016, 4(16), 1145-1148
doi: 10.12691/education-4-16-4
Copyright © 2016 Science and Education Publishing

Cite this paper:
Tapas Karmakar, Abhijit Paul, Agamani Mondal, Birbal Saha. Intelligence in Relation to Height and Weight among Secondary School Students. American Journal of Educational Research. 2016; 4(16):1145-1148. doi: 10.12691/education-4-16-4.

Correspondence to: Birbal  Saha, Department of Education, Sidho-Kanho-Birsha University, Purulia-723101, WB. Email:


At present situation many questions have been arisen that intelligence is affected by various kind of factors such as height, weight and BMI etc. This study tries to explore the relation of intelligence in terms of height, weight and BMI. Here Cattell (1920) Culture Fair Test of Intelligence is used to measure intelligence and to find out the correlation of intelligence with height, weight and BMI in the field of rural and urban area students. The sample consists of 97 female and 112 male students from five secondary schools in Purulia district, West Bengal, India selected randomly. The study revealed that there is significant relationship exist between IQ and height and low significant relationship exist between IQ and weight and also no significant relationship exist between IQ and BMI.



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Applying the APOS Theory to Study the Student Understanding of Polar Coordinates

1Department of Mathematics, Ferdowsi University of Mashhad, Iran

2Mathematical Sciences, School of Technological Applications, Graduate Technological Educational Institute of Western Greece, Patras, Greece

American Journal of Educational Research. 2016, 4(16), 1149-1156
doi: 10.12691/education-4-16-5
Copyright © 2016 Science and Education Publishing

Cite this paper:
Vahid Borji, Michael. Gr. Voskoglou. Applying the APOS Theory to Study the Student Understanding of Polar Coordinates. American Journal of Educational Research. 2016; 4(16):1149-1156. doi: 10.12691/education-4-16-5.

Correspondence to: Michael.  Gr. Voskoglou, Mathematical Sciences, School of Technological Applications, Graduate Technological Educational Institute of Western Greece, Patras, Greece. Email:,


A Genetic Decomposition (GD) is developed in this paper, in terms of the APOS instructional treatment of mathematics, for teaching and learning the polar coordinates. The design of the GD is based on the conclusions obtained by a written test and by oral interviews performed on a group of students of the Physics Department of the University of Neyshabur, Iran.



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The Relationship between Videogame Use, Deviant Behavior, and Academic Achievement among a Nationally Representative Sample of High School Seniors in the United States

1Human Services, Liberty University, Lynchburg, VA, United States

2Nova Southwestern University, Fort Lauderdale, FL, United States

3Management (Economy and Tourism), Universidad de las Palmas de Gran Canaria, Spain

American Journal of Educational Research. 2016, 4(16), 1157-1163
doi: 10.12691/education-4-16-6
Copyright © 2016 Science and Education Publishing

Cite this paper:
Luis Concepcion, Marilyn Nales-Torres, Ana Rodriguez-Zubiaurre. The Relationship between Videogame Use, Deviant Behavior, and Academic Achievement among a Nationally Representative Sample of High School Seniors in the United States. American Journal of Educational Research. 2016; 4(16):1157-1163. doi: 10.12691/education-4-16-6.

Correspondence to: Luis  Concepcion, Human Services, Liberty University, Lynchburg, VA, United States. Email:


This study examined the relationship between video games and academic performance. Previous research has been mixed with some studies indicating a negative relationship, while others have indicated a positive association. The influence of a mediating variable, deviant behavior, was investigated, as it is hypothesized that students who frequently use videogames and participate in deviant behavior will experience low academic achievement, whereas videogame use will not affect the achievement of students who do not participate in deviant behavior. Using correlation and hierarchical regression analysis of a national sample (the 2013 “Monitoring the Future” (MTF) survey [1]), no statistically significant moderating effect for deviance was discerned. Without a mediating effect, students engaging in a greater number of video games had higher academic achievement, as measured in GPA.



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