The The study of the Intelligence Quotient levels situation of kindergarten 3 in schools under all affiliations in Si Sa Ket Province

Abstract

This research is a cross -sectional survey on the intelligence quotient level situation of kindergarten 3 in schools under all affiliations in Si Sa Ket Province by intelligence quotient (IQ) assessment for children aged 2-15 years. The total of 294 kindergarten 3 students in Si Sa Ket Province were selected by using multistage probability random from kindergarten students under all affiliations, including schools under the Office of the Basic Education Commission, the local municipality, the municipality, the Ministry of Education, the higher education commission and the border patrol police bureau. The data collection was a personal information questionnaire and intelligence quotient assessment for children aged 2-15 years. The study was conducted between January and April 2025. Data analysis was conducted with descriptive statistics.

The study found that among the kindergarten 3 students, the most common 6-year-old age group, 213 students (72.45%). The average age of 5.7 years (S.D. = 0.45). The total of 261 students (88.78%) used screen time. They were screen time for an average of 63.5 minutes per day (S.D. = 53.60). Hence, the total of 124 students (42.18%) received iron supplement syrup. The average intelligence level was 94.06 (S.D. = 15.43). The intelligence quotient level of 90-109 was highest (41.20%), followed by the intelligence quotient level of 80-89 (26.20%), the intelligence quotient of borderline (70-79) at 13.30%, and above average intelligence (110-119) at 16.60%. Furthermore, only 4.50% of children had high or very high intelligence (120 and above), while 3.40% had intellectual disabilities (below 70). Therefore, situational data will lead to the knowledge base that connects "the ordinary local situations" with "policy and systemic mechanisms" to support quality early childhood development and strengthen social human capital that will enhance sustainability in society, ultimately resulting in improved outcomes for children and communities.