Grade Point Average Scores Research Articles

English

The school principal’s role in determining the academic achievement of students has been an agenda of controversy among scholars in the field of educational leadership. Several studies, have been carried out, over the years, to resolve this controversy. However, the findings so far have not produced consistent outcomes pointing to the need for further research in differing socio-cultural settings. The main objective of this study was to investigate the relationship between secondary school principals’ leadership effectiveness as perceived by secondary school teachers and students’ academic achievement West Hararghe Zone, Oromia Regional State, Ethiopia. For this, the study employed correlation design comprising of eight randomly sampled secondary schools. In this study, a total of 190 teachers were selected using a proportional random sampling technique to fill in a standardized questionnaire on the leadership effectiveness of their school principals. Out of 3321 students who sat for Grade 10 national examinations in 2014, the Cumulative Grade Point Average (CGPA) scores of 440 students was selected from the sampled schools using proportional random sampling technique. A standardized questionnaire with five-point Likert scales was used to measure the leadership effectiveness of principals whereas CGPA of students on Grade 10 national examination was used to measure students' academic achievement. The findings of the study showed that the experience of principals was not significantly correlated with their corresponding leadership effectiveness. The findings also showed that the principals level of education was significantly negatively correlated with principals’ leadership effectiveness (R = -0.866, p < 0.05). Furthermore, the study findings showed that there was no significant correlation between a school principal’s leadership effectiveness and students’ academic achievement. The latter finding implies that there was no direct relationship between school leadership and students' academic achievement. In addition, the findings suggest that the relationship between principals’ level of education, service year, and leadership effectiveness was not direct. The researchers, therefore, recommended further research on a large scale and in different contexts to come up with more valid and generalizable finding. Key words: Leadership, effectiveness, students' academic achievement, secondary school principal.

Effects of the Maytiv positive psychology school program on early adolescents' well-being, engagement, and achievement

As positive psychology is a nascent area of research, there are very few empirical studies assessing the impact and sustained effects of positive psychology school interventions. The current study presents a 2-year longitudinal evaluation of the effects of a school-based positive psychology program on students' subjective well-being, school engagement, and academic achievements. The study investigated the effectiveness of the Maytiv school program using a positive psychology-based classroom-level intervention with 2517 seventh- to ninth-grade students in 70 classrooms, from six schools in the center of Israel. The classes were randomly assigned to intervention and control conditions, which were comparable in terms of students' age, gender, and socio-economic status. Hierarchical linear regression analyses revealed positive intervention effects on positive emotions, peer relations, emotional engagement in school, cognitive engagement, and grade point average scores (Cohen's ds 0.16–0.71). In the control group, there were significant decreases in positive emotions and cognitive engagement, and no significant changes in peer relations, emotional engagement or school achievements. These findings demonstrate the significant socio-emotional and academic benefits of incorporating components of positive psychology into school curricula.

Predictors of performance in an ophthalmology residency program

ObjectiveTo assess the value of current selection criteria and additional factors as predictors of performance in an ophthalmology residency training program. DesignA retrospective study. ParticipantsData were collected from the files of 166 residents who were collectively trained in an ophthalmology residency program from 2000 to 2013. MethodsThe program’s selection criteria included medical school grade point average (GPA), Saudi licensing examination (SLE) score, multiple-choice question ophthalmology selection (MCQ) examination score, and interview mark. Indicators of performance included average scores in the promotion examination for 4 years of training (average R), King Saud University fellowship examination (KSU) score, and Saudi Board in Ophthalmology examination (SBO) score. An average of KSU and SBO scores was also used as a performance indicator. Times of program completion and average performance score across all years in the residency program were used as second-level indicators of performance. ResultsThere were strong correlations between the MCQ examination score and each training performance indicator (average R, KSU score, SBO score, and average of KSU and SBO scores; p = 0.002, 0.008, 0.05, and 0.002, respectively). The interview mark correlated well with average R (p = 0.001) but not with other indicators. The MCQ examination score and the interview mark were the only predictors of second-level indicators of performance (p = 0.009 and 0.029, respectively). ConclusionsThe MCQ examination score and interview mark were the 2 best predictors of performance as an ophthalmology resident. GPA and SLE score were poor predictors of performance.

Predictive value of grade point average (GPA), Medical College Admission Test (MCAT), internal examinations (Block) and National Board of Medical Examiners (NBME) scores on Medical Council of Canada qualifying examination part I (MCCQE-1) scores

To determine whether the pre-medical Grade Point Average (GPA), Medical College Admission Test (MCAT), Internal examinations (Block) and National Board of Medical Examiners (NBME) scores are correlated with and predict the Medical Council of Canada Qualifying Examination Part I (MCCQE-1) scores. Data from 392 admitted students in the graduating classes of 2010-2013 at University of Manitoba (UofM), College of Medicine was considered. Pearson's correlation to assess the strength of the relationship, multiple linear regression to estimate MCCQE-1 score and stepwise linear regression to investigate the amount of variance were employed. Complete data from 367 (94%) students were studied. The MCCQE-1 had a moderate-to-large positive correlation with NBME scores and Block scores but a low correlation with GPA and MCAT scores. The multiple linear regression model gives a good estimate of the MCCQE-1 (R2 =0.604). Stepwise regression analysis demonstrated that 59.2% of the variation in the MCCQE-1 was accounted for by the NBME, but only 1.9% by the Block exams, and negligible variation came from the GPA and the MCAT. Amongst all the examinations used at UofM, the NBME is most closely correlated with MCCQE-1.

The Relationship Between the California Critical Thinking Disposition Inventory and Student Learning Outcomes in Baccalaureate Nursing Students.

Critical thinking is the foundation for nurses' decision making. One school of nursing used the California Critical Thinking Disposition Inventory (CCTDI) to document improvement in critical thinking dispositions. A retrospective study of 96 nursing students' records examined the relationships between the CCTDI and learning outcomes. Correlational statistics assessed relationships between CCTDI scores and cumulative grade point averages (GPA) and scores on two Health Education Systems Incorporated (HESI) examinations. Ordinal regression assessed predictive relationships between CCTDI scores and science course grades and NCLEX-RN success. First-year CCTDI scores did not predict first-year science grades. Senior-year CCTDI scores did not correlate with cumulative GPA or HESI RN Exit Exam scores, but were weakly correlated with HESI Pharmacology Exam scores. CCTDI scores did not predict NCLEX-RN success. This study did not identify meaningful relationships between critical thinking dispositions, as measured by the CCTDI, and important learning outcomes. The results do not support the efficacy of using the CCTDI in nursing education.

Are self-identified “disadvantaged” students less likely to enter surgical residencies? A single-institution study

BackgroundGiven more emphasis on training primary care physicians for underserved areas, we hypothesized that students self-identifying as “disadvantaged” would be less likely to pursue surgical training. MethodsWe retrospectively reviewed medical school data on students graduating 2005-2014. Students were stratified into “disadvantaged” and “nondisadvantaged”. Data were recorded on age, grade point average, Medical College Admission Test (MCAT), gender, surgery grade, United States Medical Licensing Examination step 1 score, and residency match into a surgical field. A comparison of the proportion of students matching into a surgical field was assessed with chi-square test. Multivariate logistic regression was performed to assess the factors that predict the choice of general surgery versus another surgical field. ResultsOf the 1140 students who graduated during the study period, 219 (19.2%) students self-identified as “disadvantaged”. Of all students, 158 (13.9%) chose a surgical field. The disadvantaged group was older at entry and had lower grade point average and total MCAT scores. Twenty-seven (12.3%) disadvantaged students chose a surgical residency versus 130 (14.1%) nondisadvantaged students (P = 0.56). On multivariate logistic regression, female gender (odds ratio [OR] = 3.9; 95% confidence interval = [1.9-8.3], P < 0.01), disadvantaged status (OR = 2.8 [1.1-7.1], P = 0.03), and United States Medical Licensing Examination step 1 score ≥ 227 (OR = 0.43 [0.21-0.88], P = 0.02) were significantly associated with matching into general surgery versus another surgical specialty. DiscussionAlthough the disadvantaged cohort was older and had lower undergraduate GPAs and MCAT scores, the proportion of disadvantaged students matching into a surgical residency was not statistically different. To address the future shortage of general surgeons in underserved areas, increasing enrollment of “disadvantaged” students may alleviate the “surgical desert”.

Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum.

BackgroundAlthough recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face) learning to further assess the potential value of web-based learning in medical statistics.MethodsThis was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545) the final exam of the obligatory introductory statistics course during 2013–14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course.ResultsMean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001) and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023) with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA) was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (p<0.001).ConclusionThis study provides empirical evidence to support educator decisions to implement different learning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional classroom training in medical statistics.

Admissions Criteria as Predictors of Academic Performance in a Three-Year Pharmacy Program at a Historically Black Institution

To determine the ability of University of Maryland Eastern Shore School of Pharmacy's admissions criteria to predict students' academic performance in a 3-year pharmacy program and to analyze transferability to African-American students. Statistical analyses were conducted on retrospective data for 174 students. Didactic and experiential scores were used as measures of academic performance. Pharmacy College Admission Test (PCAT), grade point average (GPA), interview, and observational scores combined with previous pharmacy experience and biochemistry coursework predicted the students' academic performance except second-year (P2) experiential performance. For African-American students, didactic performance positively correlated with PCAT writing subtests, while the experiential performance positively correlated with previous pharmacy experience and observational score. For nonAfrican-American students, didactic performance positively correlated with PCAT multiple-choice subtests, and experiential performance with interview score. The prerequisite GPA positively correlated with both of the student subgroups' didactic performance. Both PCAT and GPA were predictors of didactic performance, especially in nonAfrican-Americans. Pharmacy experience and observational scores were predictors of experiential performance, especially in African-Americans.

The relationship between secondary school grade point average scores and musical interest in Turkey

&lt;p&gt;In Turkish educational system, students’ secondary school grade point average (GPA) scores constitute the basic criteria in determining the high schools they will next attend. Students, who start their high school careers based on this grade, receive their education together with peers who have similar GPA scores. In these pivotal years which play a significant role in developing character, teenagers not only affect each other through interaction, but also shape their likes and dislikes collectively during this high school period. Music interest in students is also shaped during this process. &lt;em&gt; &lt;/em&gt;This descriptive study has been conducted at nine high schools in central Konya. The sample group includes a total of 626 students, 195 of whom are from three high schools with high GPA scores, 193 from three high schools with average GPA scores, and 238 from three high schools with low GPA scores. The results of the study reveal not only certain similarities between the student groups, but also significant difference between the groups in terms of the will to play a musical instrument, the music genres the students prefer to listen, singers and bands the students follow, and whether or not to choose music as a career path.&lt;/p&gt;

Noncognitive Indicators as Critical Predictors of Students’ Performance in Dental School

Dental educators have traditionally prioritized cognitive indicators (especially undergraduate grade point average and Dental Admission Test scores) in choosing students for admission to dental school. These indicators' role in predicting academic outcomes, including coursework and examination success, is well documented. However, noncognitive predictors including conscientiousness, self-discipline, achievement-striving, task orientation, deliberation, resilience, and situational judgment have also been identified. This study's aims were to assess the significance of noncognitive indicators measured by the version of the Neuroticism-Extraversion-Openness Personality Inventory (NEO PI) known as the NEO-PI-3, determine the place in the curriculum when these indicators' impact was most influential, and compare their influence with that of the cognitive indicators. Analysis was performed on stored data for three classes of dental students from admission through clinical exams at one U.S. dental school. Significant associations were found between NEO-PI-3 domains and facets (especially Conscientiousness) and the outcomes of coursework grades, standardized exam scores, and clinical behavior scores. Multiple regression analyses identified that the noncognitive indicators enhanced the prediction of students' academic and clinical performance early in the curriculum and then equaled or surpassed the predictive impact of cognitive indicators as they progressed through the curriculum sequence. The implications of noncognitive predictors for dental education are discussed including the challenge to identify and then weight the indicators, whether to include them as admissions criteria, how to assess their impact as compared with cognitive measures, the necessity of standardization of assessment, and if and when to evaluate their relevance to professional practice.

In the spirit of William Georgetti: scrutiny of a prestigious national scholarship selection process

Postgraduate scholarship programmes are increasingly important for supporting gifted students from diverse backgrounds. Systems and processes in the application, determination and delivery of scholarships must be robust, transparent, accountable and equitable. However, they are rarely evaluated. One of the most prestigious scholarships in New Zealand – the William Georgetti Scholarship – is investigated here for the impact of student’s grade point averages (GPAs) and sex on applicant’s progression, the level of agreement between Scholarship Board member rankings, and whether applicants or members’ sex is material to any outcomes. Data from 2007 to 2015 were extracted, and contained 301 applicants considered for shortlisting, 78 who were shortlisted and 60 successful recipients evaluated by 17 Scholarship Board members (5 female, 12 male). Mean GPAs significantly increased over time amongst applicants, those shortlisted, and those successful. While 60% of applicants were female, only 49% of those shortlisted were female; however, this was explained by GPA differences. Some 52% of successful applicants were female. Ranking discordance amongst members was relatively high, but no differential sex biases were noted. The empirical results suggest that current systems and processes are consistent with the scholarship’s deed, although the difference in GPA scores between female and male applicants is of concern.

Using the Major Field Test for a Bachelor's Degree in Business as a Learning Outcomes Assessment: Evidence From a Review of 20 Years of Institution-Based Research

By applying multilevel models with random effects, the authors reviewed and synthesized findings from 30 studies that were published in the last 20 years exploring the relationship between the Educational Testing Service Major Field Test for a Bachelor's Degree in Business (MFTB) and related factors. The results suggest that MFTB scores correlated moderately with overall grade point average (.45) and ACT or SAT scores (.56) across the studies, before accounting for imperfect reliability or range restriction issues, which supports the claim that the MFTB is a valid assessment tool to gauge information about business-related learning outcomes for a variety of colleges and universities that are similar to those included in the studies.

EXERCISING WILLPOWER: DIFFERENCES IN WILLPOWER DEPLETION AMONG ATHLETES AND NONATHLETES

the absence of willpower the most complete collection of virtues and talents is wholly worthless. --Aleister Crowley I. INTRODUCTION Participation in high school and college athletics has been linked to an earnings premium of between 4% and 10% (Barron, Ewing, and Waddell 2000; Cabane and Lechner 2014; Ewing 1998, 2007; Lechner 2009; Lechner and Downward 2013; Lechner and Sari 2014; Long and Caudill 1991; McCormick and Tinsley 1987; Rehberg and Schafer 1968; Rooth 2011; Spreitzerand Pugh 1973; Stevenson 2010). Stevenson (2010) identified a causal link between athletic participation and greater labor force participation and higher wages among women. What remains unclear, however, is the avenue through which this wage premium for athletes occurs. If the wage premium exists, holding constant measurable skills such as grade point average (GPA) and standardized test scores, do athletes possess other noncognitive skills that are valued by the market such as willpower, determination, competitiveness, and teamwork? In this study, we consider athletes and willpower. Based on Stevenson's findings, it is plausible that an athlete's willpower reserves could be an important source of their earnings premium. The significance of willpower as an important noncognitive skill was first recognized by Walter Mischel (1958) with his famous marshmallow experiments in which he linked the ability to stave off immediate gratification among small children to larger rewards later in life such as higher grades, greater graduation rates and, ultimately, higher earnings. Recent research (Baumeister, Heatherton, and Tice 1994; Baumeister et al. 1998; Muraven, Tice, and Baumeister 1998) has established that individuals have a limited supply of willpower that can be depleted. Hence, willpower is like a muscle that becomes exhausted with use. One can, however, strengthen this muscle with exercise, and develop an ability to diminish willpower depletion. (1) Based on the sports earnings premium literature, we hypothesize that athletes, by their participation in formal physical activities over many years, have developed and strengthened their willpower muscle, (2) and when tested, will exhibit less depletion as compared to nonathletes. In order to test this, we conduct a laboratory experiment based on the procedure laid out by Muraven, Tice, and Baumeister (1998) in which participants are timed while attempting to solve an unsolvable puzzle. Participants in treatment groups underwent a willpower-draining task of restraining from expressing emotions while watching an emotionally provocative video before attempting the puzzle, while control group participants watched the same video but were able to express emotions. We randomly assigned athletes and nonathletes into control and treatment groups, resulting in four separate experimental groups: athlete-treatment, athlete-control, nonathlete-treatment, and nonathlete-control. We hypothesized that athletes in the treatment group would spend more time on the puzzle, thereby exhibiting less willpower depletion. We found that treated athletes worked significantly longer on the difficult task than nonathletes. Because of the random assignment of treatment group and control group participants, we interpret this finding as causal evidence that after expending some self-control, athletes experience less willpower depletion than nonathletes in subsequent tasks. This article proceeds as follows: Section II describes the previous literature results on both the links between participation in athletics and an earnings premium as well as the literature on willpower and willpower depletion. Section III describes the experiment, Section IV describes the model and the results, and Section V concludes the article. II. LITERATURE REVIEW High school and college athletes earn more in labor markets (Barron, Ewing, and Waddell 2000; Cabane and Lechner 2014; Ewing 1998, 2007; Lechner 2009; Lechner and Downward 2013; Lechner and Sari 2014; Long and Caudill 1991; McCormick and Tinsley 1987; Rehberg and Schafer 1968; Rooth 2011; Spreitzer and Pugh 1973; Stevenson 2010). …

Identifying latent patterns in undergraduate Students’ programming profiles

This study aims to explore and reveal profiling patterns in the measurement of cognitive and noncognitivecharacteristics of undergraduate students’ programming performances. Spatial skills, workingmemory, perceived programming self-efficacy, mathematics scores, and academic grade point averagescores were taken indicative variables to be explored. Participants of the study are 100 undergraduatestudents registered to the Programming-I course at two different universities. The data were analyzedthrough multi-dimensional profile analysis. The result of the multidimensional scaling analysis indicated twodifferent profiles for the two groups: high and low programming performance groups. For both groups,relationship between the most similar variables was found to be verbal memory, mathematics achievementand perceived programming self-efficacy. The results indicated that there was a relatively similarrelationship between visual-spatial memory and spatial orientation skills in the low-performance group,while mental rotation skill was significantly different than the other variables. It was noted that two profiles forhigh- and low-performance groups were quite different in terms of mental rotation skill. It was also found that spatial orientation, visual-spatial memory and mental rotation performances were all different from eachother, and from the other three variables in the group with high programming performance. The mostdefinitive variables for low- and high-performance groups were self-efficacy, verbal memory andmathematics achievement. This study revealed that only verbal memory was the determinant variable inboth groups for working memory.

Sexual Selection and Humor in Courtship : A Case for Warmth and Extroversion.

This investigation examines a sexual selection-based argument regarding humor's role in courtship (i.e., humor production signals intelligence/creativity). Lens model (n =100) analyses suggest that humor production on Facebook profiles were self-reported and perceived to be associated with extroversion, not intelligence. Study 2 (n = 289) found that extroversion was associated humor production, but high school and college grade point average and American College Test (ACT) scores were not. In Study 3, pairs of opposite-sex strangers (n = 102) interacted for 10-12 min. Males' humor production and females' responsive laughter were both associated with females' dating interest. Both partners' dating interest was associated with simultaneous laughter. Without support for the sexual selection argument, three alternative explanations of humor's role in courtship are discussed.

Prospective ELT Students’ Foreign Language Reading Attitudes and Motivation

This article reports the results of a study investigating prospective ELT students’ foreign language reading attitudes and motivation. The study also examined the relationship between the participants’ academic achievement (GPA) and their attitudes and motivation in foreign language reading and the existence of any gender-related difference in the participants’ reading attitudes and motivation. The study was carried out in January 2015 in English Language Teaching (ELT) Department at Hacettepe University. This study was conducted with a quantitative research design using a survey methodology to collect data about the participants’ reading attitudes and motivation. A total of 104 undergraduate students (females: 76 and males: 28) enrolled in the department voluntarily participated in the study. Further quantitative data were also gathered from the participants’ cumulative grade point average (GPA) scores and their gender. The results revealed that prospective ELT students have positive attitudes and motivation in foreign language reading. Also, there was a statistically significant positive correlation between academic achievement (GPA) and attitudes and motivation in foreign language reading. The results indicated that there was no significant difference among groups regarding reading attitudes and motivation according to their GPA.

Examination of the Relation between Teog Score and School Success in Terms of Various Variables

The aim of this study is to examine the relation between TEOG score and Grade Point Averages from TR History of Revolution and Kemalism course. The study was carried out with correlation survey design, which is one of the non-experimental research methods. The universe of the study is composed of 588 8th grade students in secondary schools in Sivas city center. The sample of the study is composed of 303 male and 285 female 8th grade students Study data were collected via logging on MNE Information System and Exam Result Announcement System of Measurement, Assessment Center with the students’ own passwords. Besides, using a personal information form, personal information like the age, gender, parent education level and income level was collected. Data obtained from Information System of MNE and Exam Result Announcement System of Assessment and Evaluation Center were analyzed using PASW 18.0 package software, and the data, which has a parametric distribution, was statistically analyzed. Besides, to examine the relation between TEOG score, GPA and Academic Score from T.R. History of Revolution and Kemalism course, Pearson product-moment correlation statistics were used. As a result, no significant difference between gender, age and school success was found. Significant difference between students’ family income level and parent education level was found. As a result of correlation analysis conducted to determine the relation between students’ scores in TR History of Revolution and Kemalism course, TEOG score and Grade Point Average (GPA), it was concluded that the relation between them was significant.

Relationship of Undergraduate Grade Point Average (GPA) and Graduate Record Examination Scores With Level II Fieldwork Performance

Abstract Date Presented 4/17/2015 Admission into occupational therapy programs is an increasingly competitive process. It is important for programs to be strategic in admitting students who will be successful in both academic and clinical requirements. The results of the study may provide an evidence-based rationale for selecting applicants.

Adherence to the Mediterranean diet and academic performance in youth: the UP&DOWN study.

To examine the association between adherence to the Mediterranean diet and academic performance in children and adolescents. This is a cross-sectional study conducted with 1371 youth aged 12.04 ± 2.50 years (685 girls) in Spain during 2011-2012. Adherence to the Mediterranean diet was assessed using the KIDMED index (Mediterranean Diet Quality Index in children and adolescents), which includes 16 questions on specific dietary patterns. Levels of adherence were classified into three groups: poor adherence (0-3), average adherence (4-7), and good adherence (8-12). Academic performance was assessed through school records using four indicators: math, language, an average of math and language, and grade point average score. Adherence to the Mediterranean diet was related to academic performance (β ranging from 0.107 to 0.148; all P < 0.001) after adjusting for confounders. The group of good adherence to the Mediterranean diet had significantly higher scores in all of the academic indicators compared with the poor group (ranging from +0.429 to 0.464; all P ≤ 0.001); as well as the group of average adherence to the Mediterranean diet had significantly higher scores in all of the academic indicators compared with the poor group (ranging from +0.292 to 0.344; all P ≤ 0.06). There were no differences between the groups of good and average adherence to the Mediterranean diet. Adherence to the Mediterranean diet may have a beneficial influence on academic performance in youth. Importantly, the benefits of adherence to the Mediterranean diet on academic performance may be stronger as youth adhered to the optimal Mediterranean diet levels.

Empirical investigation of predictors of success in an MBA programme

Purpose – The twofold purpose of this study was to determine if selected variables were predictors of: student performance in the MBA programme; and student performance on the MBA MFT exam. Design/methodology/approach – This study focuses on MBA graduates at a US university who have successfully completed the entire programme requirements. Real student performance data, collected from 2007 to 2012, were analysed using multivariate regression techniques. Findings – Results suggest that academic performance in an MBA programme is positively related to undergraduate grade point average (GPA) and GMAT exam score, two of the most common admissions criteria in use today. Additionally, performance in an initial skills-building course exhibits a strong positive correlation with performance in subsequent MBA courses. With respect to performance on the Major Field Test (MFT-MBA), our results indicate that students who do well in the MBA programme tend to score at a higher level than those with lower overall GPAs. Research limitations/implications – The research study was limited to MBA graduates at a business school in central Virginia. Further studies can determine whether differences in predictors of success in the MBA programme from those found in this study might exist. Practical implications – Results of this study provide practical implication for MBA programme curriculum development and assist MBA admission committees in designing MBA programme admission criteria. Originality/value – An extensive literature exists about the variables that influence the performance on the MFT exam at the undergraduate level. This is the first study to explore these relationships at the graduate level.