Graduate Grade Point Average Research Articles

The Comparative Validities of Undergraduate Grade Point Average and of Part Scores on the Graduate Record Examinations in the Prediction of Two Criterion Measures in a Graduate Library School Program

This study was concerned with the use of (a) scores on Graduate Record Examinations (GRE) and (b) undergraduate grade point averages as predictors of success of library school students as measured by (a) a graded comprehensive examination administered to those in their last term of the master's degree program, and (b) graduate grade point averages. GRE-Verbal scores proved to be the most valid predictors of success-noticeably more prognostic than were undergraduate grades.

The Predictive Validity of Selected Admissions Variables Relative to Grade Point Average Earned in a Master of Business Administration Program

Results of a study undertaken to determine the predictive validity of admission variables used to screen applicants for graduate study in business at a medium sized university are reported. Stepwise linear regression analysis was utilized to identify the variables which explain significant amounts of variance in graduate grade point average (GGPA)—the criterion variable. The study revealed that the following variables explained slightly less than 21 percent of the total variance in GGPA: (1) junior/senior undergraduate grade point average (GPA), (2) Graduate Management Aptitude Test (GMAT) score, (3) full/part-time attendance in the graduate program, (4) number of credit hours required in the Master of Business Administration (MBA) program, (5) undergraduate major, (6) age and (7) pursuance of the MBA at the same institution where the student received the undergraduate degree. Junior/senior GPA, GMAT score, and full vs. part-time attendance in the MBA program were significant at the .01 level.

Personality Measures as Predictors of Success in a Counselor Education Master's Degree Program

This study examined the predictive validity of the 18 scales of the California Psychological Inventory (CPI) and of two scales of the Opinion Scale relative to success criteria in graduate school as measured by grades in individual courses, performance on the Master's Comprehensive Examinations (MCE), and graduate grade-point average (GGPA). Subjects were 107 graduate students in a master's degree program in Counselor Education. Scores on CPI scales of Self-acceptance, Responsibility, Tolerance, Achievement via Independence, and Intellectual Efficiency were correlated .18, .19, .20, .21, and .19 (all p < .05), respectively, with MCE performance. Scores on the CPI scales of Psychological-Mindedness and Flexibility were correlated .24 (p < .01) and .27 (p < .01), respectively, with MCE performance. Significant correlations of .22, .17, and .19, respectively, were also found between scores on each of the factors of Tolerance, Achievement via Independence, and Psychological-Mindedness and grades in Educational Foundations (FED) courses—all significant at the .05 level. Standing on Dogmatism was correlated inversely (-.33) with FED course grades and -.39 with MCE performance—both coefficients being significant at the .001 level. Finally, Externality scores were inversely correlated with MCE performance and GGPA with both coefficients being -.22 (p < .05). It was concluded that psychological measures representing personality characteristics afford only limited promise as predictors of success in graduate programs. It was recommended that further research be conducted concerning use of other personality instruments and college populations.

The Relationship Between the Graduate Record Examinations Aptitude Test and Graduate Grade Point Average in a Master of Arts in Counseling Program

This study was concerned with a determination of the predictive validity of the Graduate Record Examinations Aptitude Test: the verbal section (GRE-V), the quantitative portion (GRE-Q) and the total score (GRE-T). The criterion variable was the graduate grade point average (GGPA); subjects were 135 students enrolled in a Master of Arts in Counseling Program (MAC) at an urban university. The GRE-V part was correlated significantly with GGPA (.26), whereas the GRE-Q was not. The GRE-T score was correlated .24 with GGPA. It would appear that the GRE-V portion largely contributed to this correlation. These findings raise questions regarding the adequacy of the predictive validity of the GRE Aptitude Test for this sample of students for the criterion measure employed.

The Prediction of Performance in a Counselor Education Master's Degree Program

An examination was made of the predictive validity of the Graduate Record Examinations Aptitude Test, Verbal, Quantitative, and Total scores (GRE-V, GRE-Q, and GRE-T) and undergraduate grade-point average (UGPA). Criterion variables consisted of graduate grade-point average (GGPA), performance on the Master's Comprehensive Examination (MCE), and grades in required area and core courses. Subjects were 107 students enrolled in the Department of Counselor Education Master's degree program at a large Southwestern university. Scores on the GRE-V were correlated .24 ( p < .01) with both MCE scores and GGPA, but were not correlated significantly with any other criterion variable. GRE-Q test scores were correlated .31 ( p < .001) with performance in Educational Foundations (FED) courses which involved at least one course in research and statistics. The GRE-T measure was a valid predictor of grades in FED courses and of GGPA. Although each predictor variable was correlated with at least one of the criterion variables, the most valid predictor was UGPA which was found to be significantly correlated with FED grades (.51), MCE scores (.17), and GGPA (.38), respectively, at the .001, .05, and .001 levels of significance.

Graduate Record Examinations Aptitude Test Scores as a Predictor of Graduate Grade Point Average

A literature review was carried out to determine existing knowledge regarding the relationship of Graduate Record Examinations Aptitude Test (GRE) scores and graduate grade point average (GGPA). Building upon this information, a study was undertaken in which data were gathered for 67 M.Ed. candidates admitted into and graduating from the University of New Hampshire Department of Education during a given three year period. Nonparametric measures of association and of difference were employed. The findings supported the conclusion that a significant correlation exists between GRE-Verbal scores and GGPA for the sample studied. A significant difference in GGPA was supported, as well, for those within the sample earning scores categorized as high, middle, and low on the GRE-Verbal measure. The results were discussed, and conclusions were drawn.

Prediction of Performance in a Doctoral Education Program by the Graduate Record Examinations and Other Measures

Averaged rankings by faculty members on scholarship and professionalism were used as criterion variables for 61 doctoral recipients. A function of the age at entrance into the program was highly negatively related to both criteria. Undergraduate and graduate grade-point averages showed statistically significant validities of moderate magnitude. The scores from the Graduate Record Examinations (GRE) Aptitude Test and Advanced Education Test gave somewhat lower correlations than did the grade-point averages. Use of the GRE for various purposes is discussed.

Graduate School Success of Black Students from White Colleges and Black Colleges

American graduate students who graduated from traditionally black colleges (Group A) with the academic performance of black American graduate students who graduated from historically white colleges (Group B). The study also presents data on the relationship between undergraduate grade point average and graduate school grade point average. No significant difference was found between Group A and Group B on mean graduate grade point average, retention rate, or graduation rate. There was a positive correlation between undergraduate and graduate grade point averages for Group A and Group B within each offourfields of study andfor the total group.

Predictions of Academic Performance in Graduate and Professional School

Using a model followed in earlier research, corre lations were computed between undergraduate and graduate grade-point averages as well as between these and standard graduate and professional school tests. Approximately 1200 law school stu dents constituted a professional school sample and another 1200 students in mathematics, physics, and chemistry constituted a graduate school sample. Earlier findings were replicated. In addition, it is shown that both graduate and professional school grades form simplex matrices and that early grades are more highly predictable from aptitude tests than later grades. There is evidence for a single simplex matrix extending through the four under graduate and three post-graduate years only in the law school sample. There are two separate simplex matrices for the two levels in the graduate school sample. Correlations between test scores and under graduate grades are biased to very low values in the professional school sample by a compensatory selec tion system, but both aptitude and achievement tests are clearly more highly correlated with fresh- man than with senior grades in the graduate school sample. In this sample, however, the advanced test in the discipline is more highly correlated with first year graduate grades than with senior grades. These data suggest that the first year in a new aca demic learning situation represents a greater intel lectual challenge than subsequent years.

The Prediction of Performance in an Educational Psychology Master's Degree Program

This study examined the predictive validity of the Graduate Record Examinations Aptitude Test, Verbal and Quantitative scores (GREV and GREQ) and undergraduate grade-point average (UGPA). Criterion variables consisted of graduate grade-point average (GGPA), the Master's Comprehensive Examination scores (MCE), and grades in individual required courses. Subjects were 91 students enrolled in the Department of Educational Psychology Master's degree program at a large metropolitan university. G REV correlated .31 with GGPA, but failed to correlate significantly with any other criterion. GREQ correlated .45 and .59 with grades in two research methods courses, but failed to correlate with any other criterion. UGPA was not significantly related to any of the criteria. These somewhat atypical findings stress the need for local validation of graduate admissions measures.

ADMISSION STANDARDS FOR GRADUATE STUDY IN MANAGEMENT

ABSTRACTThis paper reports the results of a study undertaken to evaluate the validity of requirements for admission to Florida State University's Graduate Program in Management offered by its School of Business in the Cape Kennedy Area of Florida.A multiple regression study was made using as independent variables students' undergraduate grade point average (UGPA), Graduate Record Examination aptitude test score (GRE), and age (AGE) at time of admission. The dependent variable was graduate grade point average (GGPA).The study revealed a significant positive correlation between GRE and GGPA. The correlation between AGE and GGPA was also significant but was positive for values of AGE up to approximately 29 and negative thereafter. UGPA was not even marginally significant.

Prediction of Graduate Performance in Economics

Professor Hansen's paper describes an effort to predict the success of graduate students in economics at The University of Wisconsin. Undergraduate grade point average, GRE scores, and the quality of the undergraduate schools were used as independent variables in a linear multiple regression model. Graduate grade point average was the dependent variable. The value of the independent variables as predictors is analyzed both jointly and in isolation. Among the important conclusions reached by Hansen is that heavy reliance upon a single predictor such as the undergraduate grade point average is unwise, that the GRE quantitative score takes on greater significance as the graduate student advances into the second year of his program, and that school quality must be taken into account.

Predicting Academic Success in Master’s Degree Programs in Education

AbstractThis study tested relationships between selected predictors and success in the Master's degree program in education at The Ohio State University for 171 students who received the degree during the 1962-63 academic year. The basic statistical tool used was multiple regression analysis in which the dependent variables were the graduate grade-point average (GPA) and adviser ratings.The three best single predictors (all significant at the one per cent level) were found to be undergraduate GPA, the Watson-Glaser Critical Thinking Appraisal Test, and The Ohio State University Psychological Test. A multiple predictor involving these three variables yielded a correlation coefficient of .389 with the graduate GPA. The difference in predictor correlation between undergraduate GPA for all four years and that for only the last two years was very slight.