Achievement in secondary school students and its relation to intelligence and problem solving

In this article we present the: results obtained in the study of secondary school students regarding the relationship between intelligence, achievement and thought strategies for problem solving. As in the first part of the study, we constructed 3 achievement tests and administered them to a sample of aproximatedly 200 students at the end of secondary school in Buenos Aires. We also administered to them the Raven Progressive Matrices (Advanced form) and five problem designed by Rimoldi to study strategies of problem sol vi ng. With the results, we obtained the intercorrelations and after a factorial analysis we reached the following conclusion: it cannot be said that the school system uses at its best the intellectual resources of the students.