Prediction of Standardized Tests and English Competence for Saudi Medical Students’ Performance in an Introductory Physics Course

Abdulaziz Althewini

doi:10.5539/ijel.v10n2p153

Abstract

The following study tested the relationship between admission criteria and college students&rsquo; performance in an introductory physics course. For this study, I analyzed the performance of 250 students based on two college admission standardized tests (i.e., General Aptitude Test (GAT), Scholastic Achievement Admission Test (SAAT)), and English competence performance (i.e., average English course grades and reading and communication proficiency test). Based on this analysis, GAT and SAAT, along with English competence, are significant individual predictors for students&rsquo; performance in physics. Reading proficiency tests were the best individual predictors in simple linear regression analysis with 19.6% variance. The combined methods, with multivariate regression analysis, explained only 29.3% of physics course grade variance. This low variance of Saudi admission criteria for a single physics course should motivate Saudi policymakers to conduct a national study that includes an increased number of participants. Through such a national study, more evidence-based conclusions regarding the college admission system can be made to improve the admission process for Saudi students.

Highlights

The academic community of high education views Saudi standardized tests and English competence as indicators for selecting high school students who may perform well in college
I analyzed the performance of 250 students based on two college admission standardized tests (i.e., General Aptitude Test (GAT), Scholastic Achievement Admission Test (SAAT)), and English competence performance
When students apply to college, they are required to take the General Aptitude Test (GAT) and Scholastic Achievement Admission Test (SAAT)

Summary

Introduction

The academic community of high education views Saudi standardized tests and English competence as indicators for selecting high school students who may perform well in college. Such assumptions are not tested and evaluated adequately to assure whether these two admission components can predict students’ college performance. When students apply to college, they are required to take the General Aptitude Test (GAT) and Scholastic Achievement Admission Test (SAAT) Their scores in both standardized tests are combined with their high school GPA to create a collective score for college administrators to make informed admission decisions. As for English competence, there are questions on whether students’ performance in English as a second language courses and English proficiency tests can predict students’ college success in general and at science subjects

Methods

Results

Discussion

Conclusion