Investigation of Instruments to Predict Academic Performance of High-Risk College Students

Abstract

Four standardized instruments that measured cognitive and affective domains were administered to 52 high-risk college students in a teacher education program at Memphis State University, The four instruments were School and College Ability Test-Series H (which yielded 3 scores), Study of Values (6 scores), Thorndike Dimensions of Temperament (10 scores), and the Alpha Biographical Inventory (2 scores). Coefficients of correlation were computed between each variable and cumulative grade point average and each variable and grade point average of professional education course work. Results suggested moderate relationships with cognitive variables, low relationships with affective variables. A series of multiple regression analyses involving instruments in all combinations possible was employed to determine the best indicators. The cognitive variables were the best predictors of academic success: SCAT Total ranked as the primary variable in predicting cumulative academic success; ABI Academic Performance ranked as the primary variable in predicting academic success in professional education areas. Because of its strength in both analyses, SCAT Total can be considered the most effective variable for prediction purposes.