Jurnal Pendidikan Malaysia 34(1)(2009): 37 - 51

A Normative Study of the Raven Coloured Progressive Matrices

Test for Omani Children Aged 5-11 Years*

ALI MAHDI KAZEM

ABDULQAWI S. ALZUBIADI
HUSSAIN A. ALKHARUSI
YOUSIF HASAN YOUSIF
ABDULLAH M. ALSARMI
SANA S. AL-BULUSHI
FAWZIA A. ALJAMALI
SKREEN AL-MASHHDANY
OMAYMA B. AL-BUSAIDI
SUAD MUBARAK AL-FORI
WEDAD A. AL-BAHRANI
BASIM M. ALSHAMMARY

ABSTRACT

Ravens Coloured Progressive Matrices test has been extensively used across a
wide variety of settings in different countries all over the world as a fair culture
measure of non-verbal intelligence. The objective of the present study is to
extract norms of the test for Omani children. The test was applied on an
individual basis on a random sample of 1042 children from different age groups
ranging from 5 to 11 years old. All of the estimated psychometric properties
including validity, reliability, and norms indicate that the test could be
practically utilized when applied in several situations. The study has a number
of implications including that the Ministry of Education may use it to diagnose
and detect those children with learning difficulties; the Ministry of Health may
use it in hospitals to measure the IQ of certain patients in order to make
medical decisions. In addition, researchers in psychological and social areas
would be able to conduct studies aiming at measuring the intelligence of
children.

ABSTRAK

Ujian matrik Ravens Coloured Progressive telah diguna pakai secara meluas
dalam pelbagai situasi di pelbagai negara di seluruh dunia kerana ia adalah
satu ukuran kecerdasan bukan verbal yang adil daripada segi budaya. Objektif

*
This research is funded by Sultan Qaboos University and carries No: IG/EDU/PSYC/05/01
38 Jurnal Pendidikan Malaysia 34(1)

kajian ini ialah untuk menghasilkan norma untuk ujian tersebut bagi pelajar
di negara Oman. Kajian telah dijalankan secara rawak kepada 1042 pelajar
daripada pelbagai umur, iaitu dari 5 hingga 11 tahun. Semua penggunaan
psikometrik termasuk kesahan kebolehpercayaan dan norma yang dapat
menunjukkan ujian adalah praktikal dan digunakan dalam pelbagai situasi.
Kajian ini mempunyai pelbagai implikasi termasuk Kementerian Pelajaran
dapat menggunakan ujian di hospital untuk mengukur IQ pesakit bagi
membantu membuat keputusan pengkaji dalam bidang psikologikal dan sosial
juga dapat menjalankan kajian mengukur kecerdasan kanak-kanak.

INTRODUCTION

Ravens Progressive Matrices test is designed to measure general intelligence,

as first shown in Spearmans theory. The progressive matrices aim at measuring
the ability of inference or the general factor g, which is called by Spearman the
ability to perceive the relationships and belongingness between abstract patterns.
However, when Raven was developing the progressive matrices, he designed
the items based on sensory judgments, which appeared to him as measuring the
inferences, and hence, he did not rely on a direct interpretation of Spearmans
theory. What makes the progressive appealing is their pure factoring along with
their minimal cultural effects. A number of factor analyses of the test has pointed
out that the only variable measured consistently by the test is the general factor
of Spearman, and that the evidence is not strong that the ability of perceptions
profoundly affect the test scores. It seems that the test measures the ability of
abstract inferences independent of the information or facts already experienced
by the individual. Therefore, the test is considered unique in its use of the
Spearman principles in measuring the general factor, while having a lot of desirable
characteristics, apart from being virtually culturally neutral test such as the
simplicity of the instructions, the abstract and non-verbal content of the item,
and the independence of the previously learned materials (Murphy &
Davidshofer 1998). In general, Raven tests basically depend on a number of
assumptions. Two of these are that: (a) an increase in mental development is
associated with age development, and (b) differences in age are reflected in
variation in mental abilities.
Tests that measure the general mental ability are considered to be
indispensable tools for those working in the areas of education, mental health,
and social care centers. But the preparation of these tests is not a common
practice among researchers in developing countries. This is due to problems
such as lack of finance as well as lack of technical and non-technical facilities.
And so, researchers in these countries opt for the solution of standardization of
tests developed in more developed countries, especially those of the Western
world. Such standardizations will help in developing tests of international
A Normative Study of the Raven Coloured Progressive Matrices Test 39

standard and reputation, which in turn may help in comparing their norms with
those established in other cultures.
The need for the standardization of intelligence tests plays a crucial role in
the history of psychology, namely its recent history (Abu Hatab 1979; Kassin
2003). Like other third world countries, the Arab countries are in great need of
standardized tests. There are many reasons behind this claim.
1. There is a paucity of standardized tests in most of the third world countries,
including countries of the Arab world. In the Sultanate of Oman, at least two
Western tests were standardized: the standard progressive matrices (Yahya,
Ibrahim & Jalal 2003) and the emotional intelligence test (Al-Hinaie 2002).
Possible reasons for the shortage of standardized tests are lack of funding,
paucity of specialized experts in measurement and testing, and lack of
awareness of the importance of using such tests.
2. The application of the tests may be needed in different contexts other than
those indicated in Western culture research. However, their application in
Western culture in evaluation, diagnosis, and categorization may also be
useful everywhere.
3. Such attempts may encourage researchers to develop their own tests, and
eventually scholars in the third world may manage to contribute to the
development of psychology especially in psychological testing.
4. Like previous research elsewhere all over the world, the results of such
standardized tests are expected not only to diagnose and pinpoint the
problems, but also to suggest possible solutions when used for this
particular purpose. Such tests are much needed in different walks of life,
where decision-making is relevant, including but not limited to education,
the military, health core delivery, industry, and politics.
5. There seems to be a great need for the standardization of universally
recognized tests in our Arab world since the design and development of
intelligence tests are costly.
There have been some disagreements during the 1960s about the validity of
the concept of culture fairness, and it has been asserted that it is impossible to
develop a truly culture fair test (Jensen 1973). However, Jensen (1980) has
argued at length that it is possible to look upon some nonverbal tests of
intelligence as being what he refers to as status free. Among these tests, he
singles out Ravens progressive matrices (RPM) test as the most appropriate
measure. In line with the 1960s outlook, Benson (2003) thinks that simply
translating a Western test into the local language is not enough. Instead, it is
critical to tailor each test to the needs and values of the culture in which it is to
be used. The present study is concerned with this criticism because it refers to
tests using language.
Kaplan and Saccuzzo (1997) mentioned that the progressive matrices reduce
the effect of language and culture. For example, Mexican Americans and African
40 Jurnal Pendidikan Malaysia 34(1)

Americans obtain approximately 15 scores less than Caucasian Americans in

Wechsler and Stanford-Binet tests, whereas this difference between the two
groups does not exceed seven or eight scores when using the matrices. As such,
it seems that the matrices shorten half of the bias in the test compared to Wechsler
and Stanford-Binet tests.
Past studies, which were conducted in different cultures, are not only
abundant and various; but also differ in many dimensions such as research
methodology, the comparison between ethnic groups in the same society, or the
comparison between the norms of a sample from a certain country and the norms
established in a particular country being renowned for standardizing Ravens
test. Table 1 summarizes the main psychometrics properties found in those studies.
As shown in Table 1, the presented studies were carried out in various
cultures such as Australia, UAE, South Africa, Sudan, Iraq, Kuwait, Kenya, India,
and Yemen. The size of the samples in these studies ranged from 618-5403 female
and male children. Also, most of the studies were based on one year age
difference, and only two were based on a half year age difference. In addition,
test-retest, split-half and Cronbachs alpha methods were used as measures of
reliability. Furthermore, the majority of the studies used concurrent validity (either
relationship with other related tests or academic Achievement) and construct
validity (age and gender differences). Moreover, most of the studies used
percentile ranks to calculate norms in interpreting the Raven CPM raw scores,
and that most of them applied the CPM test individually. Further, the presented
studies show that the CPM has acceptable psychometric properties in different
cultures which inspired the present researchers to normalize it in Omani culture.
This study is part of a strategic project at Sultan Qaboos University in the
Sultanate of Oman. The main objective of the present study is to prepare tables
of norms for the Raven Coloured Progressive Matrices test which could be used
to interpret a raw score obtained by the Omani child. Although the psychometric
properties (validity and reliability) of the test on Omani children aged 5-11 years
were addressed in Kazem et al. (2007), they were readdressed in the present
study as they were found to be relevant to the main objective of this study.

METHODOLOGY

SAMPLE OF STANDARDIZATION

A random sample of 1042 Omani children was selected for standardization from
70 schools in all regions of the Sultanate of Oman. Table 2 shows characteristics
of the sample.
 TABLE 1. Psychometric properties for Ravens coloured progressive matrix test as presented in previous studies

No Researcher and year Country Sample size Reliability Validity Norms

1 Al-Qurashi (1987) Kuwait 2000 test-retest Concurrent: WISC-III, Portues test, non- Percentile
6-10.5 years split-half verbal intelligence test. ranks
Construct: age differentiation
2 Al-Ani (1989) Iraq 1000 test-retest Concurrent: academic achievement Percentile
6-12 years ranks
3 Barnabas, Kapur & India 828 Percentile
Rao (1995) 7-11 years ranks
4 Al-Heeti, Ganim, Yemen 1000 test-retest Construct: age differentiation, Gradual Percentile
Zubaidi & Alnood 6-11 years split-half difficulty of the test groups ranks
(1995)
5 Eid (1999) UAE 5403 Cronbachs Construct: age differentiation Percentile
6-11.5 years alpha Concurrent: academic achievement, ranks
correlation between test sets.
6 Costenbader and Kenya 1222 test-retest Construct: sex differentiation Percentile
Ngari (2001) 6-10 years Cronbachs Concurrent: teacher rating ranks
alpha
7 Linstrom (2002) South 2400 Percentile
Africa 6-12 years ranks
8 Cotton, Kiely, Crewther, Australia 618 split-half Construct: age differentiation Percentile
Thomson, Laycock & 6-11 years internal ranks
Crewther (2005) consistency
9 Al-Khateeb, Mustaafa Sudan 1683 split-half Construct: age differentiation Percentile
& Hussein (2006) 6-9 years Cronbachs ranks
alpha
42 Jurnal Pendidikan Malaysia 34(1)

TABLE 2. Standardization sample distributed by region,

Childs gender, and age groups

No. Region Childs Age Groups

Total
Gender 5(*) 6 7 8 9 10 11
1 Muscat Males 11 10 11 11 13 15 15 86
168
Females 11 10 11 11 12 13 14 82
2 North Al Males 14 12 14 14 15 17 18 104
204
Batinah Females 13 12 13 13 15 17 17 100
3 South Al Males 9 8 9 9 10 11 12 68
134
Batinah Females 8 8 9 9 10 11 11 66
4 Ad Males 10 9 10 10 11 12 13 75
145
Dakhliyah Females 9 8 9 10 10 12 12 70
5 South Ash Males 6 5 6 6 7 7 7 44
85
Sharqiyah Females 5 5 5 6 6 7 7 41
6 North Ash Males 5 5 5 6 6 7 7 41
79
Sharqiyah Females 5 4 5 5 6 6 7 38
7 North Adh Males 2 2 2 2 2 2 2 14
28
Dhahirah Females 2 2 2 2 2 2 2 14
8 South Adh Males 4 4 4 5 5 5 6 33
63
Dhahirah Females 4 4 4 4 4 5 5 30
9 Dhofar Males 5 5 5 6 6 7 7 41
80
Females 5 5 5 5 6 6 7 39
10 Al Wusta Males 2 2 2 2 2 2 2 14
28
Females 2 2 2 2 2 2 2 14
11 Musandam Males 2 2 2 2 2 2 2 14
28
Females 2 2 2 2 2 2 2 14
Total 136 126 137 142 154 170 177 1042
(*) These children were selected from government schools having preparation classes which
are new in some government schools and equivalent to the kindergarten.

RESEARCH INSTRUMENTS

Ravens coloured progressive matrices test was used to achieve the goal of the
research. To obtain indices of test validity, the Omani version of Otis Lennon
test was used, and a teachers checklist of the childs intelligence was designed.
Ravens Coloured Progressive Matrices Test. Ravens coloured progressive
matrices test consists of 36 matrices divided equally into three sets (A, AB, B). In
each matrix, there are six choices (answer alternatives). The matrices in set A
depend on the childs ability to complete the missing parts. The matrices in set
AB depend on the childs ability to perceive the relationships and relations
between the matrices and the six answer alternatives. The matrices in set B
depend on the development of the childs ability in abstract thinking. The correct
A Normative Study of the Raven Coloured Progressive Matrices Test 43

answer is given one score whereas the wrong answer is given zero. Thus, the
raw score on the coloured progressive matrices test ranges between zero and 36.
The psychometric properties of the test are acceptable in most of the studies
(Raven, Court & Raven 1990, 2002). In the Arab world, the test has been
standardized in many countries including: the United Arab Emirates (Eid 1999),
Sudan (Al-Khateeb et al. 2006), Iraq (Al-Ani 1989), Kuwait (Al-Qurashi 1987),
and Yemen (Al-Heeti et al. 1995), and its psychometric properties were acceptable,
too.
Otis Lennon Test. For the purpose of establishing the concurrent validity of the
coloured progressive matrices test, the Omani version of the Otis Lennon test
for general mental ability, the modified K version (Al-Shukri 2002) was used. The
test consists of 80 items, divided into three sections by 20 items in each of the
sections I and II, and 40 items in Section III. The correct answer is given a score
of one, and the wrong answers are given zero. Thus, the raw score on the test
ranges between zero and 80. The test is used to measure the intelligence of
school children aged 7-10 years. The Omani version of the test has acceptable
psychometric properties. The Cronbachs alpha reliability coefficient was .90,
the stability coefficient after 14 days was .71, and the split-half coefficient was
.82. The validity of the test was supported by several methods including item
difficulty and discrimination indexes, concurrent validity, and discriminate
validity.
Teachers Checklist of the Students Intelligence. For the purpose of verifying
the concurrent validity of the coloured progressive matrices test and in light of
the theoretical framework of the progressive matrices test, especially the
assumptions of the Spearmans theory of intelligence, a teachers checklist was
developed to assess the intelligence of children. The checklist consists of 15
items on a 5-point rating scale (never, rarely, sometimes, often, always). The
answers (never, rarely, sometimes, often, always) are given the scores (1, 2, 3, 4,
5), respectively. Thus, the raw score on the list ranges between 15 and 75.
Teachers rating depends on his/her observation of the childs behavior during
teaching for a period of not less than six months. The content of the checklists
items was validated by three experts in educational psychology. Also, the item
total correlation was calculated, and the Pearson correlation coefficients ranged
from .74 to .92. In terms of reliability, the Cronbachs alpha coefficient was .98
(Kazem et al. 2007).

APPLICATION OF THE TEST ON THE STANDARDIZATION SAMPLE

The research team obtained the approval of the Ministry of Education to apply
the coloured progressive matrices test on school children. The application of
the coloured progressive matrices test on the standardization sample was
individually applied by some members of the team, and through the use of two
44 Jurnal Pendidikan Malaysia 34(1)

members having a masters degree in education from the Technical Office for
Studies and Development at the Ministry of Education, and two graduate students
in educational psychology, and one expert of the Adults Center who has a
doctorate degree in measurement and evaluation. The application process lasted
nearly three months.

RESULTS

DESCRIPTIVE STATISTICS

The research team found that it is suitable to calculate some important statistical
indices such as: least score, highest score, the mean, the standard deviation,
skewness, and kurtosis. Table 3 below includes a display of these statistical
indices. As shown in Table 3, the skewness and kurtosis values were within
acceptable range of normality. Also, the average CPMs test score tended to
increase as age increases.

TABLE 3. Descriptive statistics of the standardizations sample

(N = 1042) in the CPM

Age Number Least Score Highest Mean SD Skewness Kurtosis

Score
5 136 6 36 17.37 5.85 0.782 0.283
6 126 4 32 17.05 5.35 0.608 0.448
7 137 8 36 20.20 6.40 0.506 0.454 -
8 142 4 36 21.91 6.37 0.021 - 0.272 -
9 154 6 36 23.25 6.82 0.165 - 0.786 -
10 170 6 36 25.50 7.09 0.560 - 0.489 -
11 177 6 36 26.39 6.37 0.847 - 0.477

RELIABILITY INDICES

To address the reliability of the standardization samples responses to the items

in the test three methods were used:
Test-retest method. The Raven CPM test was administered to a subsample of 52
male and female children aged between 5-11 years in Muscat District, and the
test was re-administered after a period ranged between 14-20 days. The correlation
coefficient between the two administrations was 0.56.
A Normative Study of the Raven Coloured Progressive Matrices Test 45

Split-half method. The coefficient reliability of the split-half method was

calculated for all children of the standardization sample and separately for each
age group using Pearson correlation coefficients, and corrected by using
Spearman-Brown equation. Table 4 shows the reliability of the split-half
coefficients according to age categories. According to Table 4, the reliability
coefficients ranged between 0.705- 0.858 with a median of 0.777.

TABLE 4. The reliability coefficients of the split-half according to age categories

Age n Second Half First Half r Reliability

group M SD M SD Coefficients
5 136 11.27 2.63 6.10 3.92 0.577 0.732
6 126 11.13 2.72 5.92 3.36 0.544 0.705
7 137 12.65 2.81 7.55 4.24 0.635 0.777
8 142 12.94 3.00 8.97 4.03 0.636 0.777
9 154 13.71 2.98 9.53 4.41 0.691 0.817
10 170 14.38 2.89 11.12 4.66 0.752 0.858
11 177 14.74 2.72 11.65 4.25 0.653 0.790

Cronbachs- alpha coefficient. Cronbachs alpha Coefficient was calculated for

all children of the standardization sample and separately for each age category.
Table 5 shows the results of alpha coefficients. As indicated by Table 5, the
alpha Coefficients ranged between 0.81- 0.91 with a median of 0.88.

TABLE 5. The reliability of Cronbachs alpha coefficients

according to age

Age group n Cronbachs alpha

5 136 0.85
6 126 0.81
7 137 0.88
8 142 0.87
9 154 0.90
10 170 0.91
11 177 0.89

VALIDITY INDICES

The researchers calculated the validity indices using the concurrent validity and
the construct validity:
46 Jurnal Pendidikan Malaysia 34(1)

Concurrent Validity
Overall achievement. To test the assumption concerning relationship of
intelligence to academic achievement, the relationship between the scores in the
CPM test and the general academic achievement in four taught courses (Arabic
Language, English Language, Mathematics, and Science) was calculated in this
study. Pearsons correlation coefficient was found to be 0.405, and it was
statistically significant at p < 0.01.
Otis-Linone test. To test the assumption concerning relationship of performance
on the Raven CPM test and performance on other mental ability tests, the
relationship between students scores in the Raven CPM test and their scores on
the Otis-Linone test was calculated in this study. Pearsons correlation coefficient
was 0.641, and it was statistically significant at p < 0.01.
Teachers ratings. To test the hypothesis regarding the relationship between
performance on the Ravens CPM test and teachers ratings of the childs
intelligence, students scores on the Ravens CPM test were correlated with their
teachers ratings of the intelligence. Pearson correlation coefficient was found
to be 0.412, and it was statistically significant at p < 0.01.

Construct Validity
Gradual difficulty of the test groups. A t-test for two correlated samples was
performed for the scores of the two test groups (A) and (AB), and between the
scores of the two test groups (AB) and (B) according to each age group. Table 6
shows the summary of the t-test results. As revealed by Table 6, all calculated t-
values were statistically significant. This result confirms that the hypothesis
regarding the differences between the scores of the children in group (A) and
their scores in group (AB), and also between their scores in group (AB) and their
scores in group (B).

TABLE 6. T-Test results comparing the subset scores of the Ravens CPM
across age groups

Age Subtest A Subtest AB Subtest B t

group M SD M SD M M A vs. AB AB vs. B

5 7.67 1.77 5.16 2.30 4.54 2.76 15.443 * 3.424 *

6 7.40 1.83 5.37 2.29 4.27 2.41 10.607* 5.654 *
7 8.38 1.76 6.47 2.72 5.35 2.91 10.247* 6.202 *
8 8.39 2.09 7.16 2.70 6.36 2.76 6.311* 4.040 *
9 8.81 2.05 7.86 2.79 6.58 2.98 5.040* 7.817 *
10 9.31 1.84 8.64 2.92 7.55 3.12 4.281* 7.031 *
11 9.44 1.92 9.03 2.59 7.92 2.85 2.579* 7.209 *
* p < .01.
A Normative Study of the Raven Coloured Progressive Matrices Test 47

Age Differentiation. To test the hypothesis which states that individuals show
systematic progress in their scores in Ravens Matrices tests with increasing
age, one-way ANOVA was used. The calculated F value was found to be
statistically significant at p < 0.001, with an effect size of 0.224. Following this,
Sheffees test for multiple comparisons revealed statistically significant
differences for all dual comparisons between each age group and its subsequent
elder category (6 and 7), (7 and 8), (8 and 9), (9 and 10), (10 and 11), except for the
first comparison between the categories (5 and 6) which was not statistically
significant. This result is an indication of the availability of the construct validity
in the test. Table 7 summarizes the ANOVA results; and Figure 1 shows a graph of
the raw scores means of the standardization sample according to age.

TABLE 7. One-way ANOVA results for the differences between

age groups in Ravens CPM

Source of Sum of df Mean of F value Sig. Effect size

Variance Squares Squares
Between groups 12185.56 6 2030.93 49.756 0.001 0.224
Within groups 42246.05 1035 40.817

27.50

25.00
Raw Scores

22.50

20.00

17.50

15.00
4 5 6 7 8 9 10 11 12

Age Categories

FIGURE 1. Mean scores in the CPM test for ages 5-11

Gender differences. To test the hypothesis concerning the invariance of the

Ravens CPM test scores across gender, the t test for two independent samples
was performed on the scores of males and females in each age category. It was
found that all calculated t values were statistically insignificant, except for the
5 year category, where females outperformed males. Table 8 shows the t test
results for the comparison of the Raven CPM test scores between the two gender
groups according to each age category.
48 Jurnal Pendidikan Malaysia 34(1)

TABLE 8. Gender differences on Ravens CPM test performance for

children aged 5-11 years

Age Boys Girls

n t
group M SD n M SD
5 70 16.31 5.64 66 18.48 5.91 2.192*
6 64 17.14 5.22 62 16.95 5.52 0.197
7 70 19.50 6.44 67 20.93 6.33 1.306
8 73 21.32 6.47 69 22.54 6.25 1.143
9 79 23.05 7.05 75 23.45 6.60 0.365
10 87 25.75 6.72 83 25.24 7.50 0.464
11 91 26.23 6.15 86 26.56 6.62 0.341
*p < .05.

NORMS

Percentile ranks were extracted as norms for the raw scores of the standardization
sample (n = 1042), as they are the most spread norms in intelligence tests in
general) Nitko & Brookhart 2007), and particularly in the progressive matrices
test (e.g Al-Khateeb et al. 2006; Al-Ani 1989; Eid 1999; Al-Qurashi 1987; Al-Heeti
et al. 1995; Cotton et al. 2005; Costenbader & Ngari 2001; Linstrom 2002). Percentile
ranks are also good indicators of the individuals relative position in his group.
Furthermore, percentile ranks are used because they are easy to calculate and
interpret (Anastasi & Urbina 1997). Table 9 shows the percentile ranks for each
age group. The norms are available with the first author upon request.

DISCUSSION

Theoretically, most psychological phenomena, including intelligence, tend to be

normally distributed in the population (Abu Hatab 1979). In the present study,
the process of deducing statistical indices about the Ravens CPM test scores
revealed that the Omani childrens scores were nearly similar to the normal
distribution. This, in turn, might be considered as the norm for judging the
representation of the sample to the population from which the results are intended
to generalize.
The estimated reliability coefficients of the standardization samples
responses in this study were high and acceptable in comparison with the previous
studies (e.g. Al-Heeti et al. 1995; Al-Khateeb et al. 2006; Al-Qurashi 1987; Eid
1999). In addition, all calculated indices of the concurrent and construct validity
in this study were found to be high and acceptable in comparison with previous
studies in this area. Specifically, agreeing with past research (e.g. Al-Qurashi,
1987; Costenbader & Ngari 2001; Eid 1999), the present study found that the
intelligence scores in Ravens CPM test correlated significantly with (a) scores
A Normative Study of the Raven Coloured Progressive Matrices Test 49

TABLE 9. Percentile ranks for each age group

Percentile Age group

ranks 5 6 7 8 9 10 11
5 9 10 11 12 12 12 14
10 11 12 12 13 13 14 17
15 12 12 13 15 14 16 20
20 12 12 14 16 15 19 23
25 12 13 15 17 17 21 23
30 13 13 15 18 19 22 24
35 13 14 16 19 20 23 25
40 14 14 17 20 21 23 25
45 15 15 18 21 22 25 26
50 15 16 19 21 23 26 27
55 16 16 20 22 24 27 28
60 17 17 21 23 25 28 28
65 18 18 22 24 26 29 29
70 19 18 23 25 27 30 30
75 21 19 24 26 28 31 30
80 22 20 25 27 29 32 31
85 23 22 26 28 30 33 32
90 26 25 29 29 32 33 33
95 28 27 33 32 34 34 34
99 36 36 36 36 36 36 36

on another mental ability test, (b) students academic achievement, and

(c) teachers ratings of the students intelligence; thereby providing evidence
for concurrent validity of the Omani childrens responses on Ravens CPM test.
In line with previous research (e.g. Abu Hatab 1979; Al-Heeti et al. 1995; Al-
Khateeb & Al-Mutawakil 2001; Al-Khateeb et al. 2006; Al-Qurashi 1987; Eid
1999; Lynn 1994; Lynn, Allik, Pullman & Laidra 2004; Raven 2000; Schaie 1986),
the current study showed (a) significant gradual difficulty of the Ravens CPM
test groups (A, AB, and B), (b) significant differences in the Ravens CPM test
performance with respect to age, and (c) non-significant differences in the
Ravens CPM test performance with respect to gender. These findings provide
sound evidence for the construct validity of the Omani children responses on
Ravens CPM test.
50 Jurnal Pendidikan Malaysia 34(1)

CONCLUSION

The present study provides normative data regarding the performance of Omani
children aged 5-11 years on Ravens CPM. As in previous research, the study
yielded reliable data and valid inferences could be made from them. For example,
the Ministry of Education may use it to diagnose and detect those children with
learning difficulties; the Ministry of Health may use it in hospitals to measure
the IQ of certain patients in order to make medical decisions. This line of research
could be extended to further investigate the psychometric properties of the CPM
for Omani children with special needs.

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For more information please contact:

Ali Mahdi Kazem
Department of Psychology
College of Education
Sultan Qaboos University
P.O.Box 50, Muscat 123,
Sultanate of Oman