DO UNIVERSITY entrances exam predict academic achievement (original) (raw)
RELATIONSHIP BETWEEN ADMISSION GRADES AND ACADEMIC ACHIEVEMENT
The predictive validity of standardized eligibility test for college admissions is a matter of debate and controversy. Standardized admission test came into vogue in the later part of the previous century. It gained traction due to various reasons. The main reason for this is the heterogeneity of high school GPA and the inherent drawbacks of teacher made tests. Often teacher-made tests fail to follow the basic rules of test construction, and are hence considered to be of poor quality. Standardized admission tests came to be widely accepted due to its presumed scientific predictive validity. Though number of studies has examined the predictive validity of standardized admission tests with respect to various health courses, there is a gap in literature with respect to business students. This study examined the relationship between the admission grades (high school GPA and GAT) of Saudi college students and their academic achievement. The result of the study points towards a strong relationship between the two variables. .
Journal of Educational and Social Research, 2014
The mandatory requirement for admission into the first year degree programmes for all Nigeria universities and tertiary institutions are the combination of: Secondary School Certificate (SSCE) or equivalent and Universal tertiary matriculation examination (UTME). The validity of these examinations have been subjected to scrutiny because of the poor performance of many of the students at their final year examinations. Hence most universities had introduced the Post UTME examinations to further assess their prospective students. Afe Babalola is one of them. There exist varied findings on the relationship of the various entry qualifications in the universities with students' final year performances. This work examined the academic admission scores of; SSCE, UTME, PUTME and WAITAV as predictors for the performance of the pioneer graduating students. Descriptive statistics, scatter plot, bi-variate correlation matrix and regression analysis were employed using the SPSS V 16 software. The SSCE, PUTME, WGHT and gender had positive significant correlation values of 0.183, 0.132 0.115 and 0.10 respectively with performance. The female performed better. Age and UTME had negative correlation. Since UTME is a bad predictor, yet a government compulsory requirement for admission, universities should continue to combine the UTME and PUTME but assign less weight to the UTME value in the computation WGHTAV. The managers of the UTME must reevaluate the reliability and integrity of the examination.
Higher Education Quarterly, 2018
In many countries entrance to Higher Education is determined by the performance of students in secondary school and/or the scores obtained in national exams. The relative weight of these two scores on the admission decision is a relevant policy topic, given its implication on who is admitted to university. The purpose of this paper is to investigate the relative predictive power of these two measures on the academic performance of students in Higher Education. It makes use of a dataset of Bachelor students from Portuguese Higher Education institutions with detailed information about their characteristics and past achievement results. The measure of academic achievement considered is the Bachelor's final average score. The main finding is that the scores given by teachers in secondary school are better predictors of subsequent performance than the access exam scores. The relevance of factors like working status, social support and gender vary with the reputation of the degree and...
Student selection and performance in higher education: admission exams vs. high school scores
Education Economics, 2020
In many countries, students are selected into higher education institutions based on their achievement at high school, measured by scores given by their teachers and obtained on final national exams. This paper compares these two measures in terms of their ability to predict students' success in higher education. Accounting for sample selection problems, we find that the high school score is a stronger predictor of students' performance at university. However, the score obtained in the mathematics national exam still adds information. We conclude that both measures are complementary, a result that is relevant for university recruitment and selection policies.
Lithuanian Journal of Statistics, 2021
Academic institutions are seeking to attract the most capable and prospective students. Many research studies seek to identify factors determining a successful transition from secondary to tertiary education. One of the important issues is the predictive value of national testing/Matura examination results in relation to higher education institutions admission. The aim of our study is to quantify the odds to study at university and the results of centralised student assessments (the 10th grade and Matura) of mathematics and the Lithuanian language and literature for the period of five years (Matura examinations for the period 2014–2018), taking into account the student's gender, the location of the school attended, social support, and special needs indicators. We estimate that the Matura grade in mathematics is almost double more important when compared to the10th grade test results for odds of studying at higher education institutions. Grades of the Lithuanian language and lite...
2019
This preliminary study was conducted to determine a possible correlation between the entrance exam results of students under the College of Computing and Information Technologies (CCIT) – National University, Manila, Philippines, and their accumulated GWA and the number of units earned. A total of 213 student entrance exam results from 2012 to 2015 were used as data. The entrance exam results were divided into two sections as there was the old and new instrument used. The old instrument consisted of three areas namely, General Information, Mental Alertness, and Comprehension, whereas, the new instrument which was implemented in 2015 includes four areas namely, English, Math, Science, and Aptitude. Simple linear regression and Pearson Correlation using Stata were used to predict whether the academic performance of the students can be predicted through the entrance exam results and whether an association exists between the two variables. The test revealed that both instruments could s...
Associations between the performance in the entrance exam and academic performance at UFMG
2019
Federal University of Minas Gerais (UFMG) implemented some recent changes in the entrance exam that may impact the selection process, in particular associations between performances in the entrance exams and posterior academic performance in the university. Differences between population groups in the entrance exams were much greater than for GPAs. Besides, differences in earlier semesters were larger than in later ones. Both results clearly indicate that minorities catchup while in the university. For the UFMG´s own first stage, Portuguese, mathematics and science exams had a larger predictive power, while the humanities and foreign language exams played smaller roles in predicting GPA outcomes. When the ENEM was used as a first stage of the selection process, all four exams (language, mathematics, humanities and science) showed positive and significant results. The second stage of UFMG´s exam had a greater predictive power when ENEM was used as the first stage of the selection process.
Entry Grades and the Academic Performance of University Students: A Review of Literature
Education Quarterly Reviews, 2021
The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.
The Relationships of Students Admission Process and Academic Achievement
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education, 2020
Background: The selection process in medical schools should be able to identify individuals that mostprobably will successfully complete their education. In Faculty of Medicine Hasanuddin University (FMHU)the selection processes are Seleksi Nasional Masuk Perguruan Tinggi Negeri), SBMPTN (Seleksi BersamaMasuk Perguruan Tinggi Negeri), JNS (Jalur Non Subsidi) and International students. Looking at the variousselection methods in FMHU, this study aimed to see how each selection method related with students’academic achievement.Methods: This study compared academic achievement in two semesters at three academic admission students(2014, 2015 and 2016), for four admission processes. The data consist of 308 students from batch of 2014, 308students from batch of 2015, and 320 students from batch of 2016. The analysis was conducted in descriptiveanalysis, One Way ANOVA, and followed by Post-hoc Bonferroni Test.Results: There was significant difference of students GPA for each type of admiss...
SSRN Electronic Journal, 2014
This study aims at investigating the effects of and the predictive capability of admission criteria on students' academic performances in higher institutions. For this, data on results and student's demographic characteristics were collected from the department of Economics, FCE Zaria, Nigeria. In order to capture plausible relationships and deterministic effects between the variables used, the study employed the use of a binary dependent model (logit model). The results from the model estimated showed consistency in the adequacy of the current admission criteria. It also espoused the need for emphasis on UME results rather than WASSCE or NECO results which should be interpreted with caution. Demographic characteristics of students showed better performances from students below 22 years old, feminine and are from the southern region of the country. Thus it was recommended that, the current admission criteria should be maintained as it adequately predicts students' academic performances in higher institutions, but caution should be used when interpreting WASSCE and NECO results of students.
Predicting students' academic performance in Aviation College from their admission test results
Academic performance of 134 students from Tartu Aviation College (Tartu, Estonia) was monitored during their first four study semesters. Moderate statistically significant correlations were found between several performance criteria and admission test results. Statistically significant sex differences in several variables measured had higher values in female students. Two regression models were developed. In the first model sex, ability scores and secondary school grades predicted 39,6 % of variance in mean college grades; in another model sex, abilities and Conscientiousness predicted 24 % of variance in academic performance.
Relevance of Admission System on Students' Grade Point Average: A Case Study
Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017), 2018
The admission system through Public Universities in Indonesia has been carried out in three phases namely: National Selection of Public Universities (SNMPTN) carried by each Public University based on the prospective student academic achievement while they are in High School; Joint Selection of State University (SBMPTN) undertaken by Public Universities together with a selection set based on the results of the written examination or a combination of the results of the written exam and skills test prospective students; and Admissions Independently conducted by the State Universities (SMMPTN) that the selection is set and determined by each Public University. Acceptance through each phase is 50%, 30%, and 20% in each study program received through every pathway respectively. As a Public University, Tadulako University obliged to follow those three phases. After accepted through one lane selection, all students who pass through three pathways will be mixed together regardless of admission track. After they finished one semester in their study, it is necessary to see whether there is any relevance between the lines passing on the student 's GPA? A study conducted on chemistry education students shows there is no relevance between admission system on students' GPA in average which is 2.8118, 2.9349, 2.8858 for SNMPTN, SBMPTN, and SMMPTN respectively, however the highest GPA obtained by students who admitted on SNMPTN which is 3.93, and 3.89 for student who admitted through SBMPTN, and 3.70 for students admitted through SMMPTN. The study showed that there was no relevance between admission system on students' GPA in the chemistry education study program.
It is a general perception that there are some personal characteristics, learning habits, previous academic background and college environmental factors which affect performance of the students at university level. These factors are directly or indirectly correlated with the students' performance. There are so many opinions about the impact of these factors. Some academicians think that personal characteristics, learning habits are more important whereas others argue that previous academic background and college environmental factors are more related with the students' performance. But there is substantial evidence that the views expressed by different stakeholders are not always consistent. Numbers of papers have been illustrated on the related topic and different multi-variable models have been developed to predict students' performance. This review article presents the results of some empirical investigations and illustrations of researches in the past. A new approach for tabulation of review papers is presented here which will ease and help the future researchers in their work.
The determinants of success in university entrance
2001
This paper proposes that high school graduates applying to higher education institutions do not have equal chances of succeeding. Therefore, admission outcomes must be taken into account by researchers and policy makers analysing college-going behaviour and the equity and efficiency of higher education systems.
Assessment & Evaluation in Higher Education, 2018
The main goal of this study is to show that the association between university entrance score and first-year students' academic performance varies randomly across courses after controlling for students' sociodemographic, schooling trajectory and motivational variables. The sample consists of 2697 first-year students who were enrolled in 54 courses at a Portuguese public university in 2015/16. Multilevel modelling of academic performance suggests that 34% of variability in grade point average is due to differences among courses and that 80% of such variability is explained by the field of study, whether the university is the student's first choice, and the student's gender, age and parents' level of education. In addition, the results corroborate that the university entrance score is the strongest predictor of first-year academic performance.
Disentangling the predictive validity of high school grades for academic success in university
To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university programme. Predictive validity is compared between the Dutch pre-university (VWO) and the International Baccalaureate (IB) diploma. Moreover, we study how final GPA is predicted by prior achievement after students complete their first year. Path models were separately run for VWO (n = 314) and IB (n = 113) graduates. For VWO graduates, high school GPA explained more variance than core subject grades in first-year GPA and final GPA. For IB graduates, we found the opposite. Subsequent path models showed that after students’ completion of the first year, final GPA is best predicted by a combination of first-year GPA and high school GPA. Based on our small-scale results, we cautiously challenge the use of high school GPA as the norm for measuring prior achievement. Which measure of prior achievement best predicts academic success in university may depend on the diploma students enter with.