RELATIONSHIP OF SUCCESS IN UNIVERSITY STUDY AND ADMISSION EXAM RESULTS

Authors

  • Julie Poláčková Czech University of Life Sciences Prague
  • Libuše Svatošová Czech University of Life Sciences Prague

DOI:

https://doi.org/10.7160/eriesj.2013.060406

Keywords:

Admission Proceedings, Academic Success, Bachelor Degree Study, Regression and Correlation Analysis, SAS

Abstract

The admission examinations represent a first important moment in academic education. If the admission proceedings really are expected to satisfy the intention to select those most capable and fittest candidates for study, proper attention has to be paid to them. Besides checking and confirming satisfactory levels of the results of secondary school studies they also should predict with sufficient reliability the academic success of study in the given branch. The paper brings research results concerning the given problems at the Faculty of Economics and Management CULS in Prague. The paper focused on the examining relationship between study results and admission exam results in Bachelor study at Faculty of Economics and Management CULS over 2008-2011. The current analysis was made for 1 251 students who pass the admission exams in 2008. The relationship between study results and admission exam results was examined by Spearman rank correlation coefficient. The research also concentrates on the question how much the success of study can be predicted based on results of admission proceedings. As a data sample was chosen the Informatics branch of Bachelor ordinary study. The relationship between admission exam results and average progress was examined by regression analysis.

References

  • Cook, R.D. (1979) ‘Influential Observations in Linear Regression’, Journal of the American Statistical Association, vol. 74, pp. 169–174.

  • Deep, R. (2006) Probability and Statistics with Integrated Software Routines. London: Elsevier.

  • Farrokhi-Khajeh-Pasha, Y., Nedjat, S., Mohammadi, A. et al (2012) ‘The validity of Iran's national university entrance examination (Konkoor) for predicting medical students' academic performance’, BMC Medical Education, vol. 12, no. 60, pp. 219-235.

  • Hebák, P., Hustopecký, J., Malá, I. (2005) Vícerozměrné statistické metody [2]. Prague: Informatorium.

  • Höschl, C., Kožený, J. (1997) ‘Predicting Academic Performance of Medical Students: the First Three Years’, American Journal of Psychiatry, vol. 154, no. 6, pp. 87-92.

  • Houška, M., Beránková, M. (2011) ‘The Impact of Multimedia Lectures on Students´ Performance in Two Specific Subjects’, Journal on Efficiency and Responsibility in Education and Science, vol. 4, no. 4, pp. 187-186.

  • Huber, M., Marovich, P., Thielbar, M. (2006) SAS Enterprise Guide: ANOVA, Regression, and Logistic Regression. Cary: SAS Institute.

  • Chen, X., Ender, P., Mitchell, M., Wells, C. (2003) Regression with SAS [online]. UCLA: Academic Technology Services, Statistical Consulting Group. [20 Apr 2011] <http://www.ats.ucla.edu/stat/sas/webbooks>.

  • Ishitani, T. (2006) ‘Studying attrition and degree completion behavior among first-generation college students in the United States’, The Journal of Higher Education, vol. 77, no. 5, pp. 861–885.

  • Jarkovská, M., Kučera, P., Vostrá, H., Varvažovská, P. (2011) ‘Comparing Student´s Results in Distance-Studies Centres Using Statistical Analyses’, Proceeding of the 8th International Conference on Efficiency and Responsibility in Education (ERIE 2011), pp. 166-177.

  • Jones-White, D.R., Radcliffe, P.M., Huesman. R.L. and Kellogg, J.P. (2010) ‘Redefining Student Success: Applying Different Multinomial Regression Techniques for the Study of Student Graduation Across Institutions of Higher Education’, Research in Higher Education, vol. 51, no. 2, pp. 151–174.

  • Konečný, T., Basl, J., Mysliveček, J., Simonová, N. (2012) ‘Alternative models of entrance exams and access to higher education: the case of the Czech Republic’, Higher Education, vol. 63, no. 2, pp. 219–235.

  • Kožený, J., Klaschka, J. (1995) ‘Predikce průměrného prospěchu studentů v 1. roce studia medicíny’, Československá psychologie. vol. 39, no. 1, pp. 19–27.

  • Kožený, J., Tišanská, L. (1995) ‘Osobnostní profil studentů medicíny přijatých na 3. LF UK Praha v letech 1992-1994’, Československá psychologie, vol. 39, no. 4, pp. 358–364.

  • Kožený, J., Höschl, C. (1996) ‘Strukturální model akademického výkonu studentů medicíny v prvních čtyřech semestrech studia’, Československá psychologie, vol. 40, no. 3, pp. 177–184.

  • Kožený, J., Tišanská, L. (2001) ‘Akademická úspěšnost na střední škole: predátor absolvování studia medicíny’, Československá psychologie, vol. 45, no. 1, pp. 1–6.

  • Kubanová, J., Linda, B. (2012a) ‘Learning Potential Tests and Study Success’, Proceding of the 9th International Conference on Efficiency and Responsibility in Education (ERIE 2012), Czech University of Life Sciences Prague, pp. 279-286.

  • Kubanová, J., Linda, B. (2012b) ‘Relation between Results of the Learning Potential Tests and Study Results’, Journal on Efficiency and Responsibility in Education and Science, vol. 5, no. 3. pp. 125–134.

  • Kunstová, R. (2012) ‘Analysis of Study Results and the Use of e-learning Materials within Distance Education’, Journal on Efficiency and Responsibility in Education and Science, vol. 5, no. 4., pp. 185–194.

  • Mason, R., Gunst, R., Hess, J. (2003) Statistical Design and Analysis of Experiments. New Jersey: Wiley publishing.

  • Poláčková, J., Svatošová, L. (2013) ´Analysis of success in university study as connected to admission exam results´, Proceedings of the 10th International Conference on Efficiency and Responsibility in Education (ERIE 2013), CULS Prague, pp. 503–509.

  • Rubešová, J. (2009) ‘Souvisí úspěšnost studia na vysoké škole se středoškolským prospěchem?’, Pedagogická orientace, vol. 13, no. 3, pp. 89–103.

  • SAS Institute (2013) Base SAS(R) 9.2 Procedures Guide: Statistical Procedures, Third Edition. [online]. [20 Jun 2013]. <http://support.sas.com/documentation>.

  • Svatošová, L. (2000) ‘Přijímací řízení a akademická úspěšnost na PEF ČZU v Praze’, Sborník z mezinárodní konference „Agrární perspektivy IX“, Prague: FEM CULS. [online]. [20 Jun 2013]. <http://www.agris.cz/zemedelstvi?id_a=102064>.

  • Zvára, K., Anděl, J. (2001) ‘Souvislost výsledku přijímacího řízení s úspěšností studia na MFF’, Pokroky matematiky, fyziky a astronomie,  vol. 46, no. 6, pp. 304–312.

    • Additional Files

    Published

    2013-12-31

    How to Cite

    Poláčková, J. and Svatošová, L. (2013) ’RELATIONSHIP OF SUCCESS IN UNIVERSITY STUDY AND ADMISSION EXAM RESULTS’, Journal on Efficiency and Responsibility in Education and Science, vol. 6, no. 4, pp. 281–293. https://doi.org/10.7160/eriesj.2013.060406

    Issue

    Vol. 6 No. 4 (2013)

    Section

    Research Paper

    License

    Authors declare with this manuscript intended for publication to ERIES Journal that:

    • all co-authors agree with the publication of the manuscript even after amendments arising from peer review;
    • all co-authors agree with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;
    • no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;
    • the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);
    • submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;
    • experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);
    • grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.

    Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.