La predicción de rendimiento académico y deserción en estudiantes universitarios (original) (raw)
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Analysis of Students’ Aptitude and Academic Performance: Input to Curriculum Enhancement
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A great deal of controversy surrounds the recent use of the General Aptitude Test, the Achievement Test (AT), and the High School Grade Point Average in all Saudi Arabian universities as admission criteria. Although similar high-stakes tests (e.g., SAT and ACT) are used in the U.S. and elsewhere, using them may deter students from pursuing higher education (AlMehrej, 2009). It is therefore crucial to inspect the predictive validity of these tests to help admissions personnel accurately admit qualified students into their institutions. This study empirically examined the predictive validity of these admission tests at the University of Dammam in the eastern province of Saudi Arabia using a sample of 417 Saudi male and female students from three colleges. Multiple and logistic regression analyses were implemented to examine the predictive validity of the predictor variables. The results indicated that high school GPA significantly predicts students' college performance, whereas Ge...
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A significant body of literature has shown that future academic success has been predicted from cognitive factors. In fact, both high school grade point averages and standardized test scores are generally significant predictors of student success during their undergraduate studies. This study examined the ability of the Cagayan State University College Aptitude Test (CAT) and High School GPA in predicting the performance of freshman students based on their first-year college GPA. Multiple linear regression analyses were used to answer the research questions. These analyses evaluated whether the CAT was an accurate predictor in predicting college academic success and whether adding the high school GPA improved the prediction validity as measured by first-year college GPA.It was found out that both the CAT scores and High school GPA are positively and significantly related to first year college GPA. The results also revealed that CAT scores is a significant predictor of academic performance as measured by first-year college GPA. The addition of High School GPA to the prediction equation along with CAT scores enhanced further the predictive power of academic performance. Moreover, the scores on Numerical Reasoning and Language Usage have positive correlation to Mathematics and Language related subjects respectively. They are also significant predictors of performance in Mathematics and Language related subjects. However, the tests showed that great amount of variance in the criteria variable is still unexplained by the predictor variables. Hence, there is room for more research to study the unexplained portion of academic performance.
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Graduate Aptitude Test predicts the future performance of students in first-year graduate examination of University of Calabar Cross River State, Nigeria. Specifically, the purpose of the study determined the predictive validity of 2012/2013, 2013/2014 graduate aptitude tests. The correlational research design was adopted for the study. A sample of seven hundred and seventy-three (737) students were selected for the study. The selection was done through the purposive. This was because the researcher intentionally decided to use the sample for the study because of certain characteristics or elements. Here the researcher intentionally decided to use only graduate students in 2012/2013 and 2013/2014 academic sessions in the University of Calabar. A researcher-designed proforma titled "Graduate Students' Academic Records Inventory" was the main instrument used for data collection. Face validation of the instrument was carried out by the supervisors who scrutinized and affirmed the suitability of the inventory. The reliability of the instrument was not ascertained since questionnaires were not used in the study. Regression analysis was the statistical analysis technique adopted to test the hypotheses under study tested at .05 level of significance. The result of the analysis revealed that Graduate aptitude test of 2012/2013, and 2013/2014 does not significantly predict the performance of first-year graduate CGPA. Based on the findings of the study it was recommended that Graduate Aptitude Test should be used as a valid criterion in the University of Calabar since it does not significantly predict graduate students future performance in the first graduate examination.
British Educational Research Journal, 2009
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Arts and Social Sciences Journal, 2017
The objective of the present study was to assess the predictive power of SAT, Sex and Department in AAU College of Science and Social Science. To analyse and interpret the collected data, both descriptive and inferential statistics were used. Pearson Product-Moment Correlation was employed to see the magnitude and direction of the relationship between the predictor variables and the criterion measure. To see the percentage of variance in students first year CGPA that can be explained by predictor variables multiple regression was used. Lastly, to identify relative contribution of predictor variables (or to identify the best predictor variable step-wise regression was employed. Predictor variables are statistically significant predictors of college academic performance for all participants 17.6% (R 2 =0.176, F (3, 296)=21.068, P<0.05). Regarding the gender, there is a significant difference between male and female students college academic performance. A large amount of variance accounted for was found for female students 22% (R 2 =0.220, F (2, 95)=13.362, P<0.05) than for males 13.2% (R 2 =0.132, F (2,199) =15.095, P<0.05). When the disciplines are considered, College of Science was found to be a more significantly predicted field of studies 17.5% (R 2 =0.175, F(3, 151)=10.697, P<0.05) than Social Science 8.4%(R 2 =0.084, F(3, 141)=4.317, P<0.05). Regarding the relative contribution of each predictor variables, the study result showed that department was the best predictor followed by SAT. Sex was a non-significant predictor of college CGPA. Hence, further investigation is required to conduct a study on the predictive power of sex.
FEBS Open Bio
Academic performance during the first year of university is correlated with future academic success, and is considered to be a determining factor in the reduction of dropouts. In the present study, we describe a new academic performance indicator for the first term of first-year science degrees students at La Laguna University in Spain. We are interested in identifying the most important previous academic factors for predicting the success of first-year students at university. Specifically, multiple linear regression models were used to identify such predictors of academic success. We report that, for all of the analyzed science degrees, the best predictor of academic success is high school grade point average. In addition, we obtained predictive models for estimating the value of the new academic performance indicator. Using these models, we can predict future academic success, which may help identify students at risk of failure at the beginning of the course. This in turn would ensure early implementation of educational interventions or strategies to increase academic achievement of such students.