Effects of Environmental Conditions on Development of Intelligence of College Students in The Districts of Kolkata and North & South 24 Parganas, West Bengal

: Various environmental factors like place of birth, family income, physical exercise, parent’s occupation and education influence the intelligent quotient of student to a great extent. Genes play a pivotal role in determining intelligence. The genes contribute bout 20-40% of the variance in intelligence in childhood and about 80% in the adulthood. Gene and its interaction with environment have created the variation in intelligence in groups of young children. Environment and intelligence are correlated with each other and environment has great impact on different levels of intelligence. Here the researcher search that how environmental condition and intelligence are correlated with different age, sex, cast, locate. The investigator wants to know the effect of environmental conditions on the growth of intelligence of student. This paper deals with how environmental condition closely is related with intelligence.

The environmental factors influence typically the intelligence of children which is termed s general intellectual climate of the home.According to psychologists parental encouragement and involvement for achievement, responsiveness of parent's to the child's overtures, stimulating lays and Books, intellectual activities of parents all are together called 'between family environmental factors'.Between family environmental factors are influential but the environmental conditions that contribute to the mental performance of the students (Freeberg & Pyne, 1967;McCall, 1979).Rows and Plomin (1981) have emphasized that the between family factors may be great influence on the development of intelligence.They suggest half the variance of general mental performance is an environmental and half of that environmental variation is within the family and not shared by sibling.Biometric students of adult twines used to estimates of genetic and environmental influence on intelligence and special mental abilities.Sir Francis Galton observed the relationship between biological families confounded genetic and environmental determinants of human traits.Galton introduces the use of both twins and adoptees for a method to detachment two sources of influence (Galton 1876, 1883).He also invented the method of correlation (Galton 1888; Stigler 1989), variants of which underlie most twin research (Neale and Cardon 1992) Galton is the pioneer and founder of quantitative behavioural genetics.

Review of Related Literature:
In Galton's period, both our understanding of the nature of human mental abilities and methods for detaching the various genetic and environmental sources of variance in these abilities (Bouchard Jr. J.T.; 1998) Genetic influences are the main drawing force behind continuity in general cognitive ability.Unique environmental influences contribute to the change of cognitive abilities solely (Bartels N.; Rietveld H.J.N., Ball V.N.C.G. et.al).Development of intelligence is affected by various environmental influences like family, peer group, education, training and intervention environmental enrichment and biological influences like nutrition, stress, mental age, perinatal factors, exposure to toxic chemicals and other substances also effects intelligence and development of genius (Nagpal J., Arora K.V. Nagpl B.; 2015).A longitudinal study that reveal that intra individual variation average in IQ accounts for as such or more variability that has been estimated to be the non-shared within environmental variation in IQ (McCall B.R.;1983).Students should set detailed short term goals to easily achieve long term goals.Soft skill élans like self identification skills, goal setting skills, time management skills help to student's their own strengths and weakness and able to set suitable goals and achieve that goal effectively, those skills classes help students learn how to solve problem in life and learning (NGUYEN T.K., DOUNG M.T. et.l 2019).Individual differs in intelligence due to difference in their environment (Makharia A., Nogranjn A., Mishra A. Et. al., 2016).

Objectives of the Study:
1. To find out any difference between the distribution of intelligence between government and non government schools in the same environment.2. To find out any difference between the distribution of intelligence boys and girls students in the same environment.3. Two find out any difference between distribution of intelligence between urban and rural students in the same environment.4. Two find out any difference between distribution of intelligence between general and schedule caste students in the same environment.Volume 6, Issue 1, January-February 2024 Hypothesis: H01: There is no effect of environmental conditions on the distribution of intelligence between government and non government college level.H02: There is no effect of environmental conditions on the distribution of intelligence between Boys and girls student college level.H03: There is no effect of environmental conditions on the distribution of intelligence between urban and rural students at college level.H04: There is no effect of environmental conditions on the distribution of intelligence between general and scheduled caste students at college level.

Methodology:
Present study conducted by primary and secondary data, place of residence, physical activity, family income, parental education, occupation of father.This study was quantitative in nature and descriptive survey approach was applied for conducting research.

Variables:
Intelligence question considered as a variable and environmental condition considered as an independent variable.

Sample:
The sample of 600 students in different colleges at Kolkata district and its fringe district North Parganas and South 24 Parganas was conducted as a sample and simple random sampling was used to data collection.

Tools:
A questionnaire was developed on environmental factor influence intelligence with 60 items (30 positive and 30 negative).This test item was based on five point likert scales.This reliability of the tool was established using split-half method, content and construct validity has been established by the researcher..Weschlet's IQ test for calculation of IQ has been used.Cross sectional observational study for 500 college student the age 19 -23 from 10 government college, 15 private college, 5 villages, cities statistical techniques, percentage, SD 't' test of the data was used to research purpose.

Delimitation of the Study:
The study was confine to college level student because their more sincere, young and sophisticated and attentive to their course and curriculum are than children.This study was confined to Kolkata District, North 24 Parganas, and South 24 Parganase because the admission procedures of college are arranged to their merit and they are attracted by good academic calendar of the college in mentioned district.Step -I: Setting up null hypothesis H0 H0 : There is no difference between the distributions of intelligence in both the groups, in other word; groups do not differ in terms of distribution of intelligence.

Data
Step  Hence H0 is to be accepted.Thus the researcher conclude that the both the schools do not differ in terms of the distribution of intelligence on account of the environmental influence.(b) Comparison between Urban and Rural Student: Step 1 : Setting null hypothesis H0 : There is no difference between the distribution of intelligence in the both the urban and rural student, on these groups of student do not differ in terms of distribution of intelligence.
Level of significance = 0.05 level.
Step = 150 -92.find N1 = 10 (Smaller group) and N2 (larger group) at the 0.05 level the critical value of U from table is 44.The computed value is 57.5.It is larger than critical value of U i.e. 44 read from the table for the significance level.Thus we may conclude that both the groups do not differ in terms of the distribution of intelligence on account of the environmental differences.
(c) Comparison between Boys and Girls student at college level :- Step -I Setting up of null hypothesis H0 H0 : There is no difference between the distribution of intelligence in both boys and girls.In other hand the groups do not differ in terms of distribution of intelligence Step -II Computation of The computed value of Z = > 1.96 is considered not significant at 0.05 level of significance for two tailed test.) and hence H0 is accepted.For one tailed test -Z value ≥1.64 at 0.05 and reject the alternative hypothesis It is significant at 0.05 level because computed value of Z > 1.96.So H0 stand rejected so.There can be difference in intelligence between boys and girl.So, environmental condition effects the growth of intelligence.
(d) Comparison between general caste and scheduled cast students in college.
H0 -There is no difference between the distribution of intelligence in both general and scheduled caste student, these group of student do not differ in terms of distribution of intelligence : Level of significance at 0.05 level.

Scheduled Caste
IQ of age 23 = 68 × 100 = 121.456 Interpretation = All student comes under average and bright average category.(b) Inferential Statistics (a) Comparison between Government and Non-government College.
-II : Computation of rank order between government school and non government school.
-II Comparison of rank order between urban and rural college student.U' = N1N2 or U' = N1N2 -U 52 = 10 × 15 -U... or U' = 150 -U Table of Rank R1 and R2 (d) Comparison of rank order Boys and Girls student.