Source: https://doi.org/10.1080/21622965.2025.2475297
This new study in Northern Nigeria explored how well the WISC-IV works for two groups of boys: Almajiri children, who often live on the streets and study in religious Quranic schools, and boys who attend public primary schools.
The results showed a striking 12-point IQ score gap, with public school boys scoring higher on average. This difference highlights the importance of formal schooling in building skills, like understanding words, solving puzzles, and remembering information.
However, the study also demonstrated that the test isn’t fully fair for both groups. This raises important questions about how we measure children’s abilities in diverse settings.
To make the test more suitable for the participants, the research translated it into Hausa, their local language. It also adjusted some questions related to Nigerian life (instead of “winter and summer,” they used “harmattan and rainy season”).
Despite these modifications, some parts of the test didn’t measure skills the same way for both groups. This implies that the IQ gap in memory and overall scores may partly reflect test flaws or differences in life experiences, such as having access to books or parental education, rather than true ability.
These challenges also show how difficult it is to create tests that work equally well for children with such different backgrounds.
The study urges better testing methods in places like Nigeria, where cultural and economic differences have a huge impact on children’s lives. It suggests creating guidelines tailored to groups, like Almajiri children, and revising test questions to enhance fairness. Through these, educators can better understand the children’s capabilities and guide them to succeed.
From what I learned in my guidance and counseling course, we should strengthen the “No Child Left Behind Act” to ensure every child has a fair chance to shine by supporting them in reaching their potential.