Predictive Validity of Entrance Examination on the Academic Performance of BSHRM and

BSHTM Freshmen Students

By: Rizza D. Velasco

ABSTRACT

The study aims to determine the predictive validity of entrance examination of Bachelor of
Science in Hotel and Restaurant Management (BSHRM) and Bachelor of Science in Hospitality
and Tourism Management (BSHTM) freshmen students in the school year 2013-2014. It utilized
the descriptive correlation design in studying the Verbal Intelligence Test (VIT), Non-Verbal
Intelligence Test (NVIT) and Grade Point Average (GPA) of the respondents. Pearson r
correlation coefficient was used to interpret data. Results showed that BSHRM freshmen
students has fair performance in GPA (Major), poor performance in GPA (GECs) and GPA
(Total) while average low performance in VIT and average performance in NVIT. On the other
hand, BSHTM freshmen students performed fairly in GPA (Major), GPA (GECs) and GPA
(Total) while average performance both in VIT and NVIT. The results further implied that VIT
and NVIT scores could not forecast academic performance of BSHRM and BSHTM freshmen
students. Thus, admission policy and screening process and materials should be reviewed by
the admission committee for further improvement or changes if needed.

Keywords: entrance examination, academic performance, verbal intelligence test, non-verbal

intelligence test

INTRODUCTION

The Philippine educational system has a general practice to require freshmen students to
undergo entrance examination in order to determine their readiness for tertiary education in all
fields. The entrance exam is commonly used with the assumption that knowledge and skill can
be measured quantitatively (Hudson, et.al, 1993). If a student achieves a certain score on the
given test, that student is considered college-ready (Belfield and Crosta 2012). With this, higher
education institutions (HEIs) are interested in predicting the academic achievement of students
since the test result is used when deciding whether the student is accepted or not in the school
or program from which the student seek admission. when deciding which applicants to admit

In the University of Saint Louis, the College Guidance Center administered a placement
examination to incoming freshmen. The test is categorized as Verbal Intelligence Test (VIT) and
Non Verbal Intelligence Test (NVIT), however, this admission test is conducted not to measure
the learnings but the potential of the students in the future. Student’s admission in a course or
program is usually made after taken the placement exam in which the test result is used to
assist entering college freshmen to select appropriate course or program aligned with their skill
set in the university.

On the other hand, many higher education institutions (HEIs) considers other facets in their
admission procedures such as high school grade point average particularly in aligning the
course or program of freshmen students with the assumption that students having high grades
during their secondary education has capacity to achieve high grades in their tertiary level. This
happens subsequently due to some annotations that admission test result has been determined
to limited set of measures and real success in college seems dependent on broader .
Historically, college admission has been determined based on a rather narrow set of measures.
However, actual success in college seems to be more dependent on a much wider array of skills,
knowledge, attitudes, behaviors, and strategies than are currently considered for admission [4]. Most
selective colleges always look at test scores in tandem with grades, essays and other indicators of
student’s ability [5]. For the past decades some considerable research attention has focused on the
examination of the relationship between entry criteria or previous exposure and the subsequent
academic performance of students. This relationship has been examined from various angles and levels
but the findings of the studies and conclusions on the subject of predictive validity of entry criteria on
subsequent academic performance of students are inconsistent, t

This study aimed to determine the possible correlation between the result of entrance
examination and the academic grades of the freshmen students.

It is important for colleges to understand the relationship between students' entrance examination
record and their academic performance in college. College administrators can make proper
arrangements for students while planning the curriculum preparing teaching materials, and for setting
up class evaluation standard; etc.

The admission test studies showed different results and the admission test as a tool for selecting student
is very crucial especially starting this school year where the Free Tuition Fee Law in SUCs will take full
implementation. The first batch of the senior high school students will be the beneficiary of the Free
Tuition Fee Law and selection criteria in addition to the admission test scores should be holistic
considering that the students came from different academic and nonacademic strands. As such, this
warrants the study of the

For the past decades some considerable research attention has focused on the examination of the
relationship between entry criteria or previous exposure and the subsequent academic performance of
students. This relationship has been examined from various angles and levels but the findings of the
studies and conclusions on the subject of predictive validity of entry criteria on subsequent academic
performance of students are inconsistent, thus making it necessary to study every situation

Statement of the Problem

This study sought to determine the predictive validity of entrance examination of BSHRM and
BSHTM freshmen students.

Specifically, it answered the following questions:

1. Can the Verbal Intelligence Test (VIT) scores predict the following:
a. Total Grade Point Average (GPA)
b. Grade Point Average (GPA) of Major
c. Grade Point Average (GPA) of General Education Courses (GECs)

2. Can the Non Verbal Intelligence Test (NVIT) scores predict following:
 a. Total Grade Point Average (GPA)
b. Grade Point Average (GPA) of Major
c. Grade Point Average (GPA) of General Education Courses (GECs)

Hypotheses

The study proved the following hypotheses:

1. The entrance test scores are significantly related to the academic performance of
BSHRM and BSHTM students.
2. The VIT and NVIT scores can predict the academic performance of BSHRM and
BSHTM students.

Significance of the study

The result of this study will be significant to the USL administrators and policymakers as it will
provide guidance in developing better admission policy and screening process given to
incoming freshmen in predicting academic performance. It will also inform intervention programs
and further research that can be designed to enhance success and retention rates of the
existing admission policy and career placement of students.

Theoretical Framework Underpinning Theory (specific literature that gives support to the
conduct of the study)

This study is anchored on Gardner’s Multiple Intelligence Theory which states that
“_______________________.

As shown in the paradigm (figure 1) this study probed into determining the presence of
relationship between results in the Verbal Intelligence Test (VIT) and Non Verbal Intelligence
Test (NVIT) and Academic Performance.

Independent Variable Dependent Variable

Entrance Exam Academic

Result: Performance

 VIT
 NVIT

Figure 1. Paradigm of the Study

METHODS

The study made use of descriptive correlational analysis since it seeks to determine any
possible correlation between the scores in the entrance examination and the average grade of
BSHRM and BSHTM freshmen during the first semester S.Y. 2013-2014. The study made use
of Pearson r to determine the relationship of the entrance examination and the student’s grade
point average. Their scores in Verbal Intelligence Test (VIT) and Non Verbal Intelligence Test
(NVIT) and their corresponding average grade were determined from the data gathered by the
College Guidance Center and the Registrar respectively. The study utilized the data from the
standardized test administered to all freshmen students enrolled in the BSHRM and BSHTM
programs with the following:

*Significant at α = 0.05 level

**Significant at α = 0.01 level

Legend:

GPA: 95-99- Excellent VIT: 96-106 – Superior NVIT: 45-48 – Superior

90-94 - Very Satisfactory 85-95 - Above Average
85-89 - Satisfactory high
80- 84 - Fair 74-84 - Above Average
75-79 - Poor 62-73 - Average High
50-61 - Average
39-49 - Average Low
28-38 - Below Average
17-27 - Below Average Low
6-16 - Low
40-44 - Above Average High
35-39 - Above Average
30-34 - Average High
25-29 - Average
20-24 - Average Low
15-19 - Below Average
10-14 - Below Average Low
6-9 - Low

RESULTS

Table 1: Correlation of VIT Scores with College GPA in the Entrance Examination of
BSHRM Freshmen Students

Variables Mean Description Pearson-r Decision

GPA(Total) 79.6652 Poor .567** Not Significant
VIT 47.1579 Average Low
GPA (Major) 80.6915 Fair .467** Not Significant
VIT 47.1579 Average Low
GPA (GEC) 79.7204 Poor .602** Not Significant
VIT 47.1579 Average Low

The table shows that the academic performance of BSHRM freshmen students perform fairly in
their GPA (Major) while perform poorly in GPA (GEC) with an average of 79.72% and GPA
(Total) with an average of 79.66% respectively. Also, the freshmen perform average low in their
VIT scores. The table further shows that the VIT scores are negatively correlated to their GPA
(Total), GPA (Major) and GPA (GEC) which suggests that the VIT scores could not forecast the
success of BSHRM freshmen in their academic performance.
Table 2: Correlation of NVIT Scores with College GPA in the Entrance Examination of
BSHRM Freshmen Students

Variables Mean Description Pearson-r Decision

GPA(Total) 79.6652 Poor .509** Not Significant
NVIT 27.9737 Average
GPA (Major) 80.6915 Fair .527** Not Significant
NVIT 27.9737 Average
GPA (GEC) 79.7204 Poor .533** Not Significant
NVIT 27.9737 Average

The table shows that BSHRM freshmen students scored average in their NVIT. It also shows
that students perform fairly in GPA (Major) with an average of 80.69% while perform poorly in
GPA (Total) and GPA (GEC). The table further shows no correlation between the NVIT and
GPA Total, GPA (GEC) and GPA (Major) which indicates that the academic performance of
BSHRM freshmen students cannot be predicted by their NVIT examination.

Table 3: Correlation of VIT Scores with College GPA in the Entrance Examination of
BSHTM Freshmen Students
Variables Mean Description Pearson-r Decision
GPA(Total) 81.3448 Fair .429** Not Significant
VIT 51.8522 Average
GPA (Major) 82.5304 Fair .737** Not Significant
VIT 51.8522 Average
GPA (GEC) 81.4222 Fair .491** Not Significant
VIT 51.8522 Average

The table shows that BSHTM freshmen students perform fairly in their GPA (Total) with an
average of 81.34%, GPA (Major) with an 82.53% and GPA (GEC) with an average of 81.42%.
Also, their VIT scores has an average performance but it still connotes that their VIT scores
cannot forecast the success of BSHTM freshmen in their academic performance.

Table 4: Correlation of NVIT Scores with College GPA in the Entrance Examination of
BSHTM Freshmen Students

Variables Mean Description Pearson-r Decision

GPA(Total) 81.3448 Fair .351** Not Significant
NVIT 29.7217 Average
GPA (Major) 82.5304 Fair .529** Not Significant
NVIT 29.7217 Average
GPA (GEC) 81.4222 Fair .436** Not Significant
NVIT 29.7217 Average

The table shows a negative correlation in the NVIT scores and the GPA (Total), GPA (Major),
GPA (GECs). This means that the NVIT scores cannot predict the success in the academic
performance of BSHTM freshmen students in their GPA Total, GPA major subjects and GPA
GEC subjects. The table further shows that the higher the NVIT scores, the higher the GPAs in
the above mentioned areas.
DISCUSSION

The table shows that the academic performance of BSHRM freshmen students perform fairly in
their GPA (Major) while perform poorly in GPA (GEC) with an average of 79.72% and GPA
(Total) with an average of 79.66% respectively. Also, the freshmen perform average low in their
VIT scores. The table further shows that the VIT scores are negatively correlated to their GPA
(Total), GPA (Major) and GPA (GEC) which suggests that the VIT scores could not forecast the
success of BSHRM freshmen in their academic performance.

The table shows that BSHRM freshmen students scored average in their NVIT. It also shows
that students perform fairly in GPA (Major) with an average of 80.69% while perform poorly in
GPA (Total) and GPA (GEC). The table further shows no correlation between the NVIT and
GPA Total, GPA (GEC) and GPA (Major) which indicates that the academic performance of
BSHRM freshmen students cannot be predicted by their NVIT examination.

The table shows that BSHTM freshmen students perform fairly in their GPA (Total) with an
average of 81.34%, GPA (Major) with an 82.53% and GPA (GEC) with an average of 81.42%.
Also, their VIT scores has an average performance but it still connotes that their VIT scores
cannot forecast the success of BSHTM freshmen in their academic performance.

The table shows a negative correlation in the NVIT scores and the GPA (Total), GPA (Major),
GPA (GECs). This means that the NVIT scores cannot predict the success in the academic
performance of BSHTM freshmen students in their GPA Total, GPA major subjects and GPA
GEC subjects. The table further shows that the higher the NVIT scores, the higher the GPAs in
the above mentioned areas.

 These recent reports all misunderstand that a placement test is a measure

of achievement and, therefore, using predictive validity is the wrong
approach to evaluate a placement test- A Placement test is a basic skills
achievement test that measures skills proficiency (e.g., in reading, writing
and/ or mathematics^ The purpose of a placement test is to assist entering
college students to select appropriate beginning courses aligned with their
skill set. A placement test is not a test that should be used to predict success
in college courses or in college itself. Placement tests assess the skills or
proficiencies of the students at the time of the testing and should be used
with multiple variables as an integral part of a counseling/advising process
to place students in beginning college courses.
https://www.questia.com/library/journal/1P3-2803200901/editorial-what-do-placement-tests-measure

CONCLUSION
RECOMMENDATIONS
References

Belfield, C.R. & Crosta, P.M. (2012). Predicting Success in College: The Importance of
Placement Tests and High School Transcripts. Retrived November 19, 2019, from
https://ccrc.tc.columbia.edu/media/k2/attachments/predicting-success-placement-tests-
transcripts.pdf

Hudson, J. B., Mcphee, S. A., & Petrosko, J. (1993). The Relationship Between Tests, Course
Placement, and the Academic Performance of College Freshmen. NACADA Journal, 13(2), 5–
14. doi: 10.12930/0271-9517-13.2.5

Tupas, S. V. (n.d.). Entrance Examination and Academic Grades: Basis for

Predicting Students' Performance. Retrieved on November 18, 2019 from http://www.jblcf-
bacolod.edu.ph/tupas.php

Morante, & A., E. (2012, April 1). Editorial: What Do Placement Tests Measure? Retrieved from
https://www.questia.com/library/journal/1P3-2803200901/editorial-what-do-placement-tests-measure.