2. Individuals have different focused cognitive abilities. Such as when high school student is more aligned to Science subject (such as relying on observation, formulating hypothesis, predictions, and experimentation). But there is a tendency to decrease attention and concentration on the other field of subjects like English or Mathematics which might lead into extinction. When these are all mastered, it may induce conflicts that consumed time and effort, thinking what must be the first to prioritize.

3. Ethnic groups (such as Aetas, Mangyans, Igorots, etc.) are not familiar with the changes occurred on industrialized environment like the development of cellular phones, computers, or even improvement on vehicles. This is the fact that their cultural background was followed from descendants and passes through next generation. Their lifestyle was quite simple and traditional; from the house made from nipa hut; the use of charcoal as a source of heat; and their practical ability to search for food without relying money. Also, ethnic groups have their own way of teaching their children, despite big differences in the languages used by other nationalities.

4. The following mentioned factors were made because of intelligence. Intelligence is the whole term used to describe a property of the mind that encompasses many related abilities, such as the capacities to reason, to plan, to solve problems, to think abstractly, to comprehend ideas, to use language, and to learn. No one in this world has not gifted by intelligence because without this, he or she cannot comprehend ideas, unable to solve problems, and cannot survive in everyday life. The problem arises if there’s inadequacy on some abilities. Some high school students and ethnic groups have language and comprehension problems that made them difficult to understand and some formed faulty verbal communication. In order to minimize the impact of language skills and cultural bias, a non-verbal intelligence test known as Standard Progressive Matrices (SPM) is an instrument used the innate ability of an individual on how he thinks quickly in a given situation as well as to reason out abstractly.

5. The Standard Progressive Matrices is originally developed as “Raven’s Progressive Matrices” by Dr. John C. Raven in 1936. This is an intelligence scale designed to cover the widest possible range of mental ability and to be equally useful with persons of all ages, whatever their education, nationality, or physical conditions. This scale is also developed to provide a reliable estimate of a person’s capacity to think clearly when allowed to work steady at his or her own speed from the beginning to the end without interruption. It covers the whole range of intellectual development from the time a child is able to grasp the idea of finding a missing piece to complete a pattern to the levels of ability required to form comparison and reason by analogy.

6. The purpose of this paper is to update of test norms or scales; in this case, those corresponding to Raven’s Progressive Matrices Test, and the increase of the mean scores observed in the samples of the individuals examined, belonging to successive generations. The test, unlike any others, is made for individuals in high school levels, specifically those who are in fourth year levels. The test was concerned about individuals innate on how he thinks quickly in a given situation as well as to reason out abstractly.