This thesis is the result of an examination conducted to determine average student preparation before reaching post-secondary schools so that college freshmen receive proper guidance.

No description available.

It was the purpose of this study to correlate reading improvement as measured by test scores from a reading test with six values measured in a scale of values to see which, if any, could have served as predictors of reading improvement.

During the period of this study approximately twenty percent of the students enrolled in the plane geometry course in the Lodi Union High School failed. Students were admitted to the course if they had attained a grade of “B” for their third quarter of first year Algebra, or if their Algebra teacher recommended that they be allowed to enroll on a trial basis, or if the student was not recommended but he and his parents requested that he be allowed to enroll. The Orleans Geometry Prognosis Test was given at the beginning of the geometry course so that students, teachers, counselors, and parents might have further insight into the student’s likelihood of success. It is the purpose of this study to evaluate the usefulness of the Orleans Geometry Prognosis Test as used in the Lodi Union High School and to determine if its use in conjunction with two other standardized measuring instruments would yield better prediction results. The additional prediction tests were two subtests of the Differential Aptitude Test battery, the test of Numerical Ability and the test of Abstract Reasoning. The criterion of success used was the Seattle Plane Geometry Test. SImple and multiple correlations were computed.

The purpose of this study is to predict the GPA for the students from their SCAT scores. The specific objectives of this study are as follows: (1) to show what degree the GPA can be predicted from the SCAT scores and to what extent they will fall between the standard error of estimate of the regression equations and, (2) to predict the GPA of students in the area of their respective major.

Thesis (Ed.D.)--Boston University / Purpose The purpose of the study was to identify those factors which are related to success in the doctoral program, to analyze the relative importance and frequency of factors identified, and to draw implications and conclusions from the findings. Procedures The population of 327 subjects in five groups were all applicants to the doctoral program at Boston University School of Education, some of whom graduated, some of whom did not. Information for the study was obtained from the records of the School of Education, from responses to a questionnaire and data sheet, and from interviews. A group of graduates were first compared with a group of non-graduates to see if there were significant differences between the groups on four screening variabless undergraduate grade point average, graduate grade point average, score on the Boston University General Association Test, and recommendations in seven areas (taken individually and as a total). There was a difference on total recommendations in favor of the graduates significant at the .05 level. On the other variables there were no significant differences between the groups. [TRUNCATED]

The problem of this study was to determine the predictive validities, as measured by multiple correlation, of certain mathematics course grades and the American College Test (ACT) battery when various achievement criteria were used. This study had a two-fold purpose: (1) to determine measures which could be used effectively to predict academic achievement in college mathematics, and (2) to determine whether the multiple correlation between selected predictors and each criterion were significant.

A mini-dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Education at the University of Zululand, 2004. / This study investigates the validity of the General Scholastic Aptitude Test as a tool for predicting academic success for first year Information Technology (IT) students. Secondly it seeks to establish if it is an equally good predictor for the various racial groups in South Africa. Thirdly it investigates it’s usefulness as a predictor for the different gender groups. The final aim is to establish whether the GSAT correlates with the Swedish Rating (SR) and English language ability in terms of predicting academic success for first year IT students. The student group that served as the sample was the first year IT student group over the three year peroid from 2000 to 2002 at the Port Elizabeth (PE) Technikon. The study found that there was a weak link between GSAT and academic success across the entire sample. It however proved not to be an equally good predictor across all the racial groups, where it proved to be a far more useful tool for white students than for students from the other racial groups. Insofar as the gender groups were concerned it appeared to have some predictive power across the whole sample but not necessarily equally for the different gender and racial groups. There appeared to be a positive correlation between GSAT and Swedish Rating but not between GSAT and English language ability. From this study it appears that the GSAT has some merit in predicting academic success, although with differing rates of usefulness across different demographic groupings in South Africa. In addition there are many other factors that may militate against academic success in a student’s life which may hinder the usefulness of the GSAT as a predictive tool. If such assessments are to be used it would seem that they should be used very carefully, that factors reducing the chances of academic success need to be identified, and that institutions ensure that programmes are in place to empower students to maximize their potential.

No description available.

This study explored the feasibility of predicting academic achievement in prerequisite Anatomy-Physiology Classes for prospective nursing students and Medical Surgical Nursing Classes for students enrolled in a diploma program. This was accomplished by using three instruments that measure the attitudes of nursing students about the nursing profession or preferences towards learning environments . The purposes of this study were (1) to determine if the subgroup or total scores were correlated with final examination scores for each class, (2) to determine if the subgroup or total scores interacted with one another to increase the power of prediction, and (3) to compare the effects of different teaching styles, upon the instruments used to measure attitudes and preferences