The Impact of Montessori Teaching Method on IQ Levels of 5-Year Old Children

Abstract

The purpose of this research is to investigate the impact of the Montessori approach on the IQ of 5-year old children. To do this, a sample of 80 5-year old children (40 children from the traditional kindergartens and 40 ones from a Montessori-regulated kindergarten) were randomly selected from different kindergartens in Shiraz, Iran, based on a simple random selection (for Montessori system) and a multi-stage selection (for the traditional system). Raven's Coloured Progressive Matrices (RMP) test was used to measure participants’ IQ levels. Then Vineland Social Maturity scale was used. The data collected for testing hypotheses was then analyzed using the independent-samples t-test on dependent samples. Results showed that the IQ and the level of the 5-year old children educated through the Montessori approach was substantially higher than that of the children educated based on the traditional approach. The study suggested that education system (Montessori or traditional) had affected the children's IQ and social maturity growth level.

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Procedia - Social and Behavioral Sciences 205 ( 2015 ) 122 – 127
Available online at www.sciencedirect.com
1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Research and Education Center.
doi: 10.1016/j.sbspro.2015.09.037
ScienceDirect
6th World conference on Psychology Counseling and Guidance, 14 - 16 May 2015
The Impact of Montessori Teaching Method on IQ Levels of
5-Year Old Children
Nooshin Ahmadpour a, Adis Kraskian Mujembari b
*
a(MA)Graduate of General Psychology, Department of Psychology, Kish International Branch, Islamic Azad University (IAU), Kish Island, Iran
b (PhD) Department of psychology, Karaj Branch, Islamic Azad University (IAU), Karaj, Iran
Abstract
The purpose of this research is to investigate the impact of the Montessori approach on the IQ of 5-year old children. To do this,
a sample of 80 5-year old children (40 children from the traditional kindergartens and 40 ones from a Montessori-regulated
kindergarten) were randomly selected from different kindergartens in Shiraz, Iran, based on a simple random selection (for
Montessori system) and a multi-stage selection (for the traditional system). Raven's Coloured Progressive Matrices (RMP) test
was used to measure participants’ IQ levels. Then Vineland Social Maturity scale was used. The data collected for testing
hypotheses was then analyzed using the independent-samples t-test on dependent samples. Results showed that the IQ and the
level of the 5-year old children educated through the Montessori approach was substantially higher than that of the children
educated based on the traditional approach. The study suggested that education system (Montessori or traditional) had affected
the children’s IQ and social maturity growth level.
© 2015 The Authors. Published by Elsevier Ltd.
Peer-review under responsibility of Academic World Research and Education Center.
Keywords: Montessori learining style; 5 years old childeren, IQ
1. Introduction
Intelligence is among the topical concerns of psychology, although a universally acceptable framework has not
been proposed so far to explore what the components of “intelligence” exactly are. Some researchers view
intelligence as a discrete and general faculty, whereas others contend that intelligence encapsulates a range of skills
* Adis Kraskian Mujembari. Tel.: +98-21-26422952
E-mail address: adis.kraskian@kiau.ac.ir
© 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of Academic World Research and Education Center.

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Nooshin Ahmadpour and Adis Kraskian Mujembari / Procedia - Social and Behavioral Sciences 205 ( 2015 ) 122 – 127
and talents (Gholami, 2006). Intelligence is a construct or trait characterized by individual differences. Such
differences suggest that the range of this ability varies from person to person. Therefore, it could be argued that
intelligence can be subjected to measurement.
One of the most comprehensive definitions of intelligence has been proposed by Wechsler (1958), who believes
that intelligence is “the global capacity of the individual to act purposefully, think rationally, and to deal effectively
with his environment.” One of the fields in which the question of intelligence has been actively studied as a central
topic is children’s education. Some psychologists are convinced that intelligence is a capacity that every individual
possesses. They also contend that intelligence is a factor that determines an individual’s behaviors under different
circumstances.
In 1991, Sternberg, in his significant Triarchic Theory of Intelligence, stated that intelligence is of three levels
and that the majority of human beings fall within one of the levels: componential (analytical) intelligence is a
representation of analytical thinking and is usually realized by high scores in examinations. Experimental
intelligence is usually characterized by creativity and is related to the patterns a person learns from life experiences.
Finally, contextual (practical) intelligence is the capacity that enables a person to engage in the “game of life” in the
best way possible, making optimal use of environmental conditions (Yousefi, 2010).
2. Background of the research
2.1. Factors affecting IQ
Some of the factors that leave an impact on an individual’s intelligence are nutrition and other relevant variables
during the pregnancy of the individual’s mother. Mothers’ Good nutrition over this period, along with their
physiological/psychological care, can significantly affect infants’ levels of intelligence. Parents’ levels of
intelligence, nutrition during infanthood and childhood, environmental conditions and facilities, parents’ patterns of
interpersonal relationship with the child are all accounted as other factors that affect the growth and maturation of
intelligence.
Environmental conditions, such as appropriate stimulants where the child is raised and thought-provoking and
curiosity-inspiring education, can have a specific function in developing and realizing the child’s intelligence
(Gholami, 2006).
2.2. Pre-elementary education systems in Iran
The most prevalent pre-elementary education systems in Iran are the traditional and Montessori systems, which
are founded up on different approaches. The traditional system is teacher-based, whereas the Montessori approach is
student-centered. On this account, in the traditional system emphasizes is put on the transfer of knowledge from the
teacher to the student, although in the Montessori system the teacher plays the role of a guide or consultant and the
concern is the student’s learning.
The traditional view regards the central task of education as the subjective preparation of students for life.
Because of this, the school is seen as a unit separated from the society. Yet, in the Montessori system, education is
part of life, while the school is not divorced from the society and its current issues and students learn to deal with
real social matters.
According to the traditional view, acquisition of knowledge demands concentration and discipline, and that the
teacher is responsible for creating the discipline needed for learning. On the other hand, Montessori approach
suggests that acquisition of knowledge requires inspiration and a suitable educational environment, and that the
teacher’s task is to design and foster an environment for learning; in other words, the environment is not just limited
to the physical context, but it is an integrated set of physical factors and relations among the students and with the
teacher.
The traditional view finds reiteration important for learning, while the Montessori approach emphasizes research.
In this approach, every student possesses his/her unique traits and talents and the teacher should encourage students
to discover their talents. In the traditional approach, however, all of the students are assumed equal and attempt is

124 Nooshin Ahmadpour and Adis Kraskian Mujembari / Procedia - Social and Behavioral Sciences 205 ( 2015 ) 122 – 127
made to help them achieve similar-for-all results.
As a method, Montessori approach is child-oriented and education in it is based on child development theories,
which started to emerge in late nineteenth century and early twentieth century (1870-1925) by the Italian teacher,
Maria Montessori. Her education method, emphasizing the child’s self-regulated activities and the teacher’s (usually
called supervisor or guide) clinical observation, sought to unravel the importance of children’s adaptation to the
learning environment, proportion of teaching to children’s development, and the role of physical activities in
learning abstract concepts or taught scientific skills. Furthermore, the method uses tools for self-study and self-
correction for introducing concepts and facilitating their learning.
Montessori also believed that children’s developmental stages involved critical points which, in practice,
represent different developments of the same child and the education system has to take the specifications of each
stage. Montessori, describing the conditions from birth to age of seven, uses her “mental web” metaphor, pointing
out that a child’s mind is like a spider-web passionately hunting moments and phenomena. More specifically, she
describes that, depending on the complexity of a child’s life situations, his/her mental web would be smaller or
larger and it would help the child reach small or big goals. Thus, enriching the environment is emphasized in this
method (see Hessabi, 2011).
2.3. Montessori teaching style
Montessori style avoids many traditional achievement measures such grades and tests, and instead it employs
techniques for inspiring children in the learning process through presenting provoking tools to them. This education
style measures the qualitative analysis and the performance feedback of the child. The analysis, of course, does not
rely on grades but is extracted from the child’s accurate observations (Pollard, 1990).
2.4. Experimental research
In Iran, few studies have addressed Montessori method and its impact on children is not well-known, although
numerous studies have focused on this issue worldwide. From among the few studies conducted in Iran, one can
point to Hessabi’s (2011) research, which investigates the effect of Montessori method on self-confidence,
independent, and social skills of students aged 5-6. Results showed that there was a significant difference between
the children who were exposed to Montessori method and those who were taught according to the ordinary method
in terms of the variables under study.
One of the most valid studies in this field is Lilard’s research, which concluded that students (aged 5-12) taught
based on the Montessori method performed better than members of the control group who been selected via a
random computerized sampling out of students who had failed to study in Montessori-style classes. Dohrmann et al.
(2007) showed that skills and mathematical performance of students who had attended public Montessori
classrooms was better than that of those who had studied in ordinary schools.
In a research conducted by Dohrmann (2003), a member of the Montessori School of New York International, the
learning output of students was analyzed based on Montessori method. The general conduction was of the
examination was that Montessori education method had long-term effects for students. Furthermore, students taught
via Montessori method showed more achievement. Carl Manner (2006) conducted a comparative study on
Montessori and traditional methods, investigating the differences through a mathematic and a Stanford
comprehension test. A significant difference was observed between the scores of the two groups under study, as the
student of the Montessori-based method scored relatively higher than those of the other group.
Similarly, Lillard (2012) conducted a comparative study on educational achievement of students taught by the
Montessori method and those educated by the ordinary method. Lillard’s findings revealed that the students’
performance and social skills guided by the Montessori-based method were significantly different from those who
were educated by the ordinary method.
3. Research Method

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Nooshin Ahmadpour and Adis Kraskian Mujembari / Procedia - Social and Behavioral Sciences 205 ( 2015 ) 122 – 127
Considering that the present research sought to compare the dependent variable intelligence among the
participants of two sub-groups who were educated based on two different education systems (Montessori and
traditional), then the research is an ex-post facto non-experimental type.
3.1. Population
In this research, the population included all of the children being educated in kindergartens of Shiraz city, Iran.
3.2. Sampling method
The sample size selected in this research included 80 5-year old children, 40 ones educated in an traditional
system and 40 ones in a Montessori-based system. The participants were sampled at two sections: first, to select the
participants of the Montessori-based method, random sampling was used. Given that in Shiraz one kindergarten
employs the Montessori method, after preparing a list of all of the children registered there (n = 120), simple random
sampling was used to select 40 children out of the list. At the second phase, to select the participants educated by the
traditional method, multistage random sampling was used.
3.3. Research instruments
To measure intelligence as a variable, Raven's Coloured Progressive Matrices (RMP) was used. This test includes
36 pictures and it was prepared in 1947. This version is used for children aged 5-9 years or for mentally challenged
children. RMP is composed of abstract matrices or series of pictures creating a logical sequence set based on
increasingly difficulty. Participants should choice from among the separate 6-8 pictures provided in the lower
section the picture that best completes the matrix in the upper section.
To standardize Raven progressive matrices and to reach validity and reliability for this test, Rahmani and Abedi
(2004) selected a sample of 2164 children aged 5-10 from pre-elementary and elementary schools in Isfahan, Iran,
and conducted their study using RMP and a Wechsler’s test modified for children (Standardized in Shiraz). Findings
showed that RMP tests for the participants had acceptable validity and reliability, and that the test could be
appropriately used for examining children’s IQ.
3.4. Data description
The distribution of the data, the percentage of sample members based on the type of education system, and
parents’ level of education are all illustrated in Table 1.
Table 1. Frequency distribution of data and percentage of sample members based on demographical variables
Montessori
(n=40)
Traditional
(n=40)
Total
(n=80)
Equality Test
F
% of
group
% of
total
F
% of
group
% of
total
F
%
χ2(df=3)
Sig.
sex
boys
20
50
25
20
50
25
40
50
0.000
N.S.
girls
20
50
25
20
50
25
40
50
Father’s
Educati
on
Masters and up
6
15
7.5
4
10
5
10
12.5
0.807
N.S.
Bachelor
25
62.5
31.25
24
60
30
49
61.25
Diploma and Associate
8
20
10
10
25
12.5
18
22.5
Less than diploma
1
2.5
1.25
2
5
2.5
3
3.75
Mother’
s
Educati
on
Masters and up
4
10
5
5
12.5
6.25
9
11.25
0.653
N.S.
Bachelor
30
7.5
37.5
29
72.5
36.25
59
73.75
Diploma and Associate
3
7.5
3.75
5
12.5
6.25
8
10

126 Nooshin Ahmadpour and Adis Kraskian Mujembari / Procedia - Social and Behavioral Sciences 205 ( 2015 ) 122 – 127
Less than diploma
3
7.5
3.75
1
2.5
1.25
4
5
Before addressing research hypotheses, three issues should be noted here:
1. Equality of both of the samples as far as age and parents’ level of education are concerned: to find any
relationships in this regard, chi-square test of independence was used.
2. Calculation of reliability coefficient for the present study: to find the internal consistency of the test
Cronbach alpha coefficient was used.
3. Investigation of normality of the distribution through Kolmogorov-Smirnov test, which was conducted by
measuring the variables under study.
4. Results
To test the following hypothesis, t-test for two independent groups was used:
IQ of 5-year children educated according to Montessori method is higher than that of 5-year children
educated to the traditional method.
Statistical indices, the assumption of equal variances, and results of t-test for two independent groups are presented
in Table 2.
Table 2. Results of the t-test for two independent groups for comparing IQ in the two groups
The
educatio
n system
n
M
SD
Levene's test for
Equality of Variances
t-test for Equality of Means
Effect
Size
F
Mean
Difference
Std. Error
Difference
df
t
η2
Montess
ori
40
106.19
13.44
0.138
12.37
3.071
78
4.029**
0.172
Traditio
nal
40
93.82
14.03
** p<0.01
Considering that the t observed (4.029) is greater than t value (0.01), at 78 degree of freedom, in case of one-tailed
tests (2.390), then null hypothesis assuming the equality of means in both of the groups is rejected at 99% level of
confidence. In other word, the mean of IQ of children educated according to the Montessori method (106.19)
showed a higher level than that of the children educated according to the traditional method (93.82).
5. Discussion and conclusion
Following the test of hypotheses, these findings were observed: comparing the means of the scores obtained from
the IQ tests of children educated according to the Montessori method revealed they enjoyed a higher level of
intelligence than the children educated according to the traditional method. Furthermore, the present study is in line
with the findings of Lilard (2006, 2012), Dohrmann et al. (2007), and Dohrmann (2003), who had shown that
Montessori method helped students to have a significantly higher level of IQ compared to other students. As a
general conclusion, the reasons why Montessori method can positively affect IQ could be due to:
x Children’s experience of real world during their education;
x Activities stimulating sensations and objective knowledge, gradually focusing on abstract concepts after
concrete objects;
x A truly tangible experience of shapes, letters, and so on;
x Children’s often individualistic learning in such a way that they control their error by self-correction, which
reinforces learning;
x Children’s responsibility for preserving the equipment and educational instruments, which accordingly
enhances their sense of responsibility and social intelligence;

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Nooshin Ahmadpour and Adis Kraskian Mujembari / Procedia - Social and Behavioral Sciences 205 ( 2015 ) 122 – 127
x Individualized self-correction and expansive activities;
x Coherent and indirect education which is effective and reinforces learning;
x A sense of freedom which encourages the child to develop his/her talents and tastes.
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