Admission Test Results Research Articles

Assessment of College Admission Test Results: Basis for Enhancement of Asscat Admission and Retention Policy

This study aimed to assess the College Admission Test Results as basis for the enhancement of ASSCAT Admission and Retention Policy. A descriptive quantitative design was used in the study. There were Six Hundred Forty-Six research subjects in this study from the College of Teacher Education. Secondary data from the result of the College Admission Test for the first semester of the Academic Year 2022-2023 was utilized in this study. Frequency count and percentage were used to analyze the data gathered. The result of the study shows that the majority of the research subjects were BSEd-Science. It also shows that the results of the college admission test were below the admission criteria. This result may be utilized as a basis for enhancing the institution’s Admission and Retention Policy to establish procedures to consider the performance of all takers. Thus, be able to ­­­­accommodate more student-applicants in the province of Agusan del Sur and neighboring provinces.

Comparison of performance of undergraduate medical students trained in conventional and integrated curriculums

Introduction: Foundation University Medical College is one of the few institutions in Pakistan that have developed an Integrated Modular Teaching Program. This mode of teaching is a novel addition to our conventional system and needs evaluation. The objective of this study was to compare the overall cumulative results of undergraduates from (Group A/2015) conventional (old) with (Group B/2016) integrated (new curriculum) final professional examinations and to correlate the overall cumulative results of final professional examinations with their admission test results. Materials And Methods: We compared the final professional examination results of Group A and Group B undergraduates. Both the groups had identical final examinations in terms of pattern, subjects, examiners, and duration. In addition, a measure of central tendency and standard deviation was calculated and made comparisons between entry and final professional examination results. Finally, the t-test was used to compare the theoretical and practical scores. In addition, it established the reliability and validity of the results. Results: The overall performance of undergraduates who trained on integrated curriculum (97.0%) was better than that of undergraduates who had trained on conventional curriculum (85.2%). Comparison between the various components of the professional examinations using the ANOVA test also revealed that the same group of undergraduates performed better with P < 0.05, which is 0.002, which showed significant results. Cronbach's alpha for overall performance was 0.957, whereas for the theoretical and practical examinations, it was 0.792 and 0.897, respectively. Conclusion: The results revealed that the undergraduates who had trained on integrated curriculum had improved performance in the final professional examinations both in theory and practical. The following core competencies are addressed in this article: Medical Knowledge, Practice-based learning and improvement, Systems-based practice, and Interpersonal and communication skills.

Role of Admission test in predicting foetal outcome in low and high risk pregnancies

Introduction: Unfortunately, risk assessment profiles used at present are insufficient. Intrapartum mortality and morbidity are not uncommon in the low risk pregnancies also. FHR and fetal acidosis can occur with the same frequency as in a High risk group. Hence, there is a need for a simple, effective screening test to identify the pregnancies requiring continuous EFM. Materials and Methods: This study is a prospective study comprising of 200 singleton pregnancies with cephalic presentation in early labour admitted to the labour room. Following Admission, the Admission test was done and the results were classified based on the three tier Heart interpretation system recommended by the 2008 NICHD Workshop on EFM as Reassuring, Nonreassuring and Ominous. The patients were then followed up and the mode of delivery and the different variables of perinatal outcome noted and correlated with the Admission test results. Results: The Low risk group had 88% Reassuring, 8% Nonreassuring and 4% Ominous Admission Test patterns. The High risk group had 80% Reassuring, 11% Nonreassuring and 9% Ominous Admission Test patterns. The study showed that operative deliveries were more significantly associated with Non reassuring and Ominous Admission test patterns especially in the High risk group. Admission test showed Sensitivity of 60%, Specificity of 90.86%, PPV 48.39% and NPV of 94.08%. Conclusion: Admission test can be used as an important non-invasive method to diagnose fetal compromise present at the time of admission in both high as well as low risk patients in labour. Keywords: Admission test, Low and high risk pregnancies, Fetal distress, NICU admission.

Mathematical Performance of Freshman Students’ vis-à-vis

The descriptive correlational method of research aimed to analyze the mathematical performance of high school freshmen in relation to their admission test results. Specifically, it sought to answer the following questions: 1.) What is the profile of the respondents in the terms of age, gender, and types of elementary school graduated? 2.) What is the mathematical performance of the respondents? 3.) Is there a significant relationship between the mathematical performance and the profile of the respondents in terms of age, gender, and types of elementary school graduated? 4.) What are the admission test results of the respondents? 5.) Is there a significant relationship between the admission test results of the respondents and their profile in terms of age, gender, and types of elementary school graduated? 6.) Is there a significant relationship between the mathematical performance of the respondents to their admission test results? 7.) Is there a significant difference in the mathematical performance between ASC and VAC respondents? 8.) Is there a significant difference in the admission test results between ASC and VAC respondents? Findings revealed that the mean age of the respondents was 12.96 (ASC) and 12.80 (VAC). There were more female than the male students in the VAC, while of the same number among the ASC. More public elementary graduates were found in the VAC while lesser in the ASC program. Talking about the mathematical performance, the ASC obtained 29.42 (Good); the VAC was 25.15 (Good). The admission mean scores of both programs were 38.04 and 32.13 described as both Satisfactory. The relationship of the mathematical performance and the admission test results to the age, gender, and types of elementary school of the ASC and VAC respondents were not significant. Relationship between the mathematical performance and the admission test results was significant. Difference in mathematical performance and admission test results between ASC and VAC respondents was significant. In reference to the foregoing summary of findings and conclusions, the following recommendations are hereby provided: Different approaches such as cooperative learning, making topics practical and workable, and student’s perceptions towards Mathematics should be taken into considerations in teaching Math to ASC and VAC students to enhance their mathematical abilities and become very satisfactory in Mathematics. Elementary teacher should provide deeper concepts to prepare grade six students for the different school admission test. A similar study should be conducted that will trail the Mathematics learning process of the students from first year to fourth year high school. Further study should be conducted to include factors, which were not considered in this study.

Admission Test as Predictor of Performance of Students in the English Subject

Admission testing is an integral part of higher education institutions (HEIs) in maintaining the quality educational standards. Through testing, the HEI's can objectively select applicants that are likely to succeed in their intended course. The study was conducted to determine the predictive validity of the admission Tests of the secondary and college levels to their performance in English subjects using the descriptive-correlational designs. The respondents were the secondary students of the SSC Laboratory High School and First-Year college students from school years 2009-2012. The Pearson Correlation was used to determine the relationship of the admission test results and the performance of the identified respondents on the English subject. The GPA on English and SSC Admission test results on college level shows a moderate positive relationship. Also, high school level denotes a strong positive relationship. This relationship had been manifested in 40% of the respondents in secondary level, and 13% of the respondents in college level. This significant relationship suggests that admission test determines the potential performance of the students in their English subject in both secondary and tertiary level. Thus, it was concluded that SSC Admission Test is a valid predictor of the students' performance in English subject.

Impact of Merit-based Financial Aidon Student achievement

Some Russian universities provide tuition fee discount to their students conditioned on their academic achievement. The paper examines the impact of this type of financial aid on student performance. The amount of this discounts for the first academic year depends on the admission test results, and its extension for the second year depends on the student’s academic achievement in the first year. Using regression discontinuity design and quantile regression, we show that financial aid stimulates the performance of those fee-paying students, who are in the upper part of the grade-point-average distribution.

Yield of routine annual laboratory screening in the institutionalized elderly.

We examined the yield of a battery of 19 screening laboratory tests performed routinely in 70 functionally intact patients, averaging 82.6 years of age and residing at a chronic care facility. The 70 patients underwent 3,903 screening tests (70 admission batteries and 156 batteries at annual intervals). Twenty per cent of the admission test results and 17 per cent of all subsequent annual test results were "abnormal". "New abnormal" results (previously unknown to the responsible physicians) occurred primarily in five of the 19 screening tests; they were found in 13 per cent of all admission screening tests and in 6 per cent of all annual tests. However, many of the "new abnormalities" were only minimally outside the normal range, and only 26 (0.7 per cent) led to further diagnostic evaluation. Of these 26, only four (0.1 per cent of all tests ordered) led to changes in patient management, none of which benefited the patient in an important way.

The Use of a Probit Model for the Validation of Selection Procedures

After a review of the disadvantages of linear models for estimating the probability of academic success from previous school records and admission test results, we propose the use of a probit model. In contrast to a number of linear regression models which use academic results as a dependent variable, the probit model allows the retention of drop-out cases within the sample; in addition, the coefficients as well as the probability estimates obtained from the probit model by the maximum likelihood method have satisfactory asymptotic properties. The model is calibrated on admissions data for the Ecole des Hautes Etudes Commerciales in Montreal for the years 1979 and 1980. It is noted that both of the variables used in selection have a significant impact on the probability of success, and each variable seems to be associated with a specific aspect of the phenomenon. Furthermore, when the candidates are grouped into quintiles, the deviations of the estimated probabilities from actual success rates are extremely small.