Performance of Visually Challenged Children on Verbal Tactile Test of Intelligence: Interaction Effects

Abstract

The present paper attempts to study verbal intelligence of visually challenged children with respect to their gender, school setting and age. Further attempt has been made to find out the interaction effect of independent variables i.e. gender, school setting and age on the dependent variable (verbal intelligence). A sample of 100 visually challenged children belonging to 11- 19 years of age; studying in inclusive and exclusive schools of Delhi region; having eligibility to read and write the Braille script was selected by employing purposive sampling technique. The findings of the study reveal that the performance of visually challenged children on verbal tactile test of intelligence becomes better as their age progressed. Moreover out of three independent variables i.e. gender, school setting and age, only age was found to have main effect on the dependent variable i.e. verbal intelligence while other two variables (gender and school setting) did not make any significant effect on this variable.