Abstract
This study assesses how institutions of higher education can successfully leverage their instructional infrastructure to prepare students for certification exams. A survey was constructed and administered to 103 participants over a year to test our hypotheses concerning exam takers’ study methods and habits in relation to the certification success rate. We found that age, test anxiety, and work status were significant factors that adversely affected test-takers certification exam performance. Conversely, instructor-led (faceto-face) courses with mock exam material incorporated in the course training resources were the most effective certification exam preparation method. By examining control variables to identify specific correlations that positively and negatively impact certification exam results, higher education institutions can successfully leverage their instructional infrastructure to prepare students for certification exams. Such understanding may provide curriculum and tangential teaching pedagogical impact indicators that positively contribute to certification exam success. The assimilation of traditional academic and certification course training may increase the value of college degrees for both students and employers alike.
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