Predictive Validity of Entrance Examination in Predicting Academic Performance of

BSHRM and BSHTM Freshmen Students

By: Rizza D. Velasco

ABSTRACT

Entrance examination is currently used as part of the admission criteria for higher education
institutions in the Philippines. It is very vital to determine its predictive validity in order to ensure
the objectivity and accuracy of admission decisions. This study was conducted to determine the
predictive validity of entrance examination in predicting academic performance of BS in Hotel
and Restaurant Management (BSHRM) and BS in Hospitality and Tourism Management
(BSHTM) freshmen students enrolled at University of Saint Louis in the school year 2013-2014.
It utilized descriptive-correlational design in analyzing the Verbal Intelligence Test (VIT), Non-
Verbal Intelligence Test (NVIT) and Grade Point Average (GPA) of the respondents.
Correlational and regression analysis were conducted to analyze the relationship between the
entrance examination score and the academic performance of the respondents. Results showed
that VIT scores of HRM freshmen students are highly correlated to their average GPA and
GECs while moderately correlated to their GPA in major subjects. Their NVIT scores also
showed high correlation to their average GPA, GECs and GPA of major subjects. On the other
hand, the VIT and NVIT scores of HTM freshmen students showed moderate correlation to their
average GPA and GECs while high correlation to their GPA in major subjects. Finally, the study
has shown that VIT and NVIT scores in the entrance examination are found to be statistically
significant predictors of GPA, GPA of Major courses and GPA of GECs of BSHRM and BSHTM
freshmen students.

Keywords: entrance examination, academic performance, grade point average, verbal

intelligence test, non-verbal intelligence test

INTRODUCTION

Higher Education Institutions (HEIs) in the Philippines has a general practice to

administer entrance examination to freshmen students 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 & Crosta,
2012). The test result is further used to determine whether the student is accepted or not in the
school or program from which the students seek admission (Tupas, 2005). With this, higher
education institutions are administering admission test to students in order to guide and advice
examinees as to the program that would suit them.

In the University of Saint Louis, entrance examination is administered to incoming

freshmen in order to determine student’s potential to perform college-level work through the
assessment of verbal and non-verbal skills. The Acorn National Academic Aptitude Test- Verbal
and Non-Verbal Intelligence is currently being used as a tool for placement of students. The
substance of the test and the administering of the test is the same for all takers. The test is an
aptitude test designed to measure what a student is able to learn or perform certain skills such
as verbal, numerical, abstract, mechanical and clerical abilities. This test is not to measure the
learnings but the potential of the students to succeed in the future. The entrance examination
scores which is categorized as Verbal Intelligence Test (VIT) and Non-Verbal Intelligence Test
(NVIT) are used to assist entering college freshmen to select appropriate course or program
aligned with their skill set in the university.

Earlier studies had focused on determining the predictive validity of admission test on
the academic performance of students in various courses and programs but the findings of
these studies and conclusions showed different results. For some fields of study, for instance,
college entrance examination scores as an admission criterion was found as a valid process
since it significantly predicts the grade weighted average and units earned by the students (Bai,
Chi, & Qian, 2013; Fabito, Rodriguez, & Bangit, 2019; Belfield, Krishnakumar & Dutt, 2017;
Sebastian, A. and Sebastian, J., 2014). There are also research findings which disclose the low
association of college entrance test scores with college grade point average (Belfield & Crosta,
2012; Zekarias et. al, 2015). Wambugu & Emeke (2013) also found that entry qualification and
academic performance were found significantly correlated but not in all subjects. Thus, it
concluded that entrance exam is not the best variable to predict academic performance, though
this parameter should not be ignored in admission exercises.

In spite of the number of studies that examined the predictive validity of admission tests
with respect to various courses or programs, there seem to be no studies made in the field of
BS in Hotel and Restaurant Management (BSHRM) and BS in Hospitality and Tourism
Management (BSHTM) programs that explores a possible correlation between an entrance
exam and their academic performance. Thus, the study intends to determine the possible
correlation between the result of entrance examination and the academic grades of freshmen
students.

Statement of the Problem

This study sought to determine the predictive validity of entrance examination in predicting
the academic performance of BS in Hotel and Restaurant Management (BSHRM) and BS in
Hospitality and Tourism Management (BSHTM) freshmen students. Specifically, it answered the
following questions:

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

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

Hypotheses

The study proved the following hypotheses:

1. There is no significant relationship between results in the Verbal Intelligence Test (VIT)
and Academic Performance of Hotel and Restaurant Management (HRM) and
Hospitality and Tourism Management (HTM) freshmen students.
 2. There is no significant relationship between results in the Non-Verbal Intelligence Test
(NVIT) and Academic Performance of Hotel and Restaurant Management (HRM) and
Hospitality and Tourism Management (HTM) freshmen students.

Significance of the study

The result of this study can be valuable in various ways. First, the findings 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. Second, the findings might help the guidance counsellors in assisting
college transition needs by being able to better identify students at risk for dropping out. Third, it
will also inform intervention programs and thus serves as a motivation for further research that
can be designed to enhance success and retention rates of the existing admission policy and
career placement of students.

Theoretical Framework

This study is anchored on Gardner’s Multiple Intelligence Theory which states that
individuals differ in the strength of intelligences such as in linguistic, logical-mathematical
analysis, spatial, musical, bodily-kinesthetic, naturalistic, interpersonal, intrapersonal intelligence
(Armstrong, 2019). This theory further believed that intelligence can be measured in person’s
many diverse characteristics which can be independent of each other, hence, test
measurements can be deliberated with concrete strategies for addressing the needs of every
learner. In this current study, entrance exam results are assumed to have an effect on the
academic performance of HRM and HTM freshmen, represented by their grade point average
(GPA). Since the kind of entrance exam in the University is an aptitude test intended to predict
an individual’s potential to learn certain skills. It is reasonable to assume that entrance test
scores (VIT and NVIT) are significantly correlated to the academic performance of students. The
results would be suggestive of what type of intelligence one has, thus increasing the chances of
one’s success in his chosen course.

Literature Review

College Entrance Examination

Over the years, most colleges require entering students to take entrance tests and use the
scores as the sole determinant of whether students are ready for college-level coursework. The
scores obtained during the entrance test indicate the baseline academic preparation when they
enter the university. The type of entrance test conducted in University of Saint Louis is an
aptitude test which is known as Acorn National Aptitude Test-Verbal and Non Verbal Test.
Similarly, some schools are administering aptitude tests such as General Aptitude Test (GAT) in
KSA, Differential Aptitude Test (DAT) in Argentina, American College Test (ACT) or Scholastic
Aptitude Test (SAT) in United States and so on. It is assumed that the primary role of aptitude
tests is to predict students’ likely performance on a college or university course (McDonald,
et.al, 2001).

Moreover, Takele (2019) stated that college entrance exam is an assessment designed to
measure a student’s readiness for college academic success. It was further cited that the
number one goal of using college admission variables or factors in the admission decision
process is to accurately identify and admit potentially successful applicants.
 Sulphey, Al-Kahtani, & Syed (2018) also revealed that better grades in standardized
eligibility tests are considered a basic requirement for admission to university programs. This is
based on the thought pattern that, learning being an accumulative process, student admitted
with higher entry qualification is expected to be well prepared for the course content than those
with lower qualifications.

Relationship of Entrance Examination and Academic Performance

Many researches have been conducted to determine the correlation or predictability of

academic performance of students based from their scores in entrance test or admission test
and college GPA. Though, these researches focused in various courses and programs but the
findings of these studies and conclusions showed different results.

For some researchers, college entrance examination scores as an admission criterion

was found as a valid process for Chinese universities, since it revealed that it predicts
undergraduate grade point average for all four years in college (Bai, Chi and Qian, 2013).
Similar results were found in the College of Computing and Information Technologies (Fabito,
Rodriguez & Bangit, 2019), engineering programs (Tupas, 2005; Belfield & Crosta, 2012,
Krishnakumar & Dutt, 2017), business administration students (Sebastian, A. and Sebastian, J.,
2014), political science and psychology (Montalbo, Evangelista & Bernal, 2018), business,
engineering, law and social communication (Corengia, et., al, 2012).Thus, these findings
showed that entrance examination results may approximately determine the applicants’
knowledge and skill to be able to cope with the demands of the educational curriculum of the
school they wish to apply.

On the other hand, there were studies found that entrance exam scores are positively but
low associated with college grade point average such as (Belfield & Crosta, 2012) and
university in Ethopia (Zekarias et. al, 2015). In addition, Wambugu & Emeke (2013) found that
there was a significant positive correlation between entry qualification and academic
performance of undergraduate science courses in chemistry and biology but no correlation in
physics, whereas in others such as nursing and medicine, its prediction capacity is not
significantly in the statistical meaning (Corengia, et., al, 2012). Thus, it further concluded in
some studies, that entrance exam alone does not yield strong predictions of how student will
perform in college, though this parameter should not be ignored in admission exercises.

Research Paradigm

Independent Variable Dependent Variable

Entrance Exam Academic

Scores: Performance

 VIT  GPA
 NVIT
 The paradigm shows that the independent variable, which is the entrance exam scores
that is categorized as Verbal Intelligence Test (VIT) and Non Verbal Intelligence Test (NVIT)
maybe correlated to the dependent variable which is the academic performance of freshmen
students.

METHODS

The study made use of the descriptive-correlational research design since it seeks to
determine the correlation between the scores in the entrance examination and the first semester
grade point average of Hotel and Restaurant Management (HRM) and Hospitality and Tourism
Management (HTM) freshmen students enrolled at University of Saint Louis Tuguegarao in the
school year 2013-2014. The study made use of correlation and regression 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
grade point average were determined from the data gathered by the College Guidance Center
and the Registrar respectively. The scores of the HRM and HTM students in the entrance exam
and their grades in general education and major courses were analyzed using the following
scales:

Legend:

Grade Point Average Verbal Intelligence Non-Verbal Intelligence

(GPA) Test (VIT) Test (NVIT)

95-99- Excellent 96-106 – Superior 45-48 – Superior

90-94 - Very Satisfactory
85-89 - Satisfactory
80- 84 – Fair
75-79 - Poor
85-95 - Above Average high
74-84 - Above Average
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 in the Entrance Examination with College GPA of HRM
Freshmen Students

Variables Mean R R2 p-value Interpretation

GPA(Total) 79.6652 .567 .322 .000 Reject Ho
VIT 47.1579
GPA (Major 80.6915 .467 .218 .005 Reject Ho
Courses)
VIT 47.1579
 GPA (GEC) 79.7204 .555 .308 .000 Reject Ho
VIT 47.1579

Table 1 shows that the VIT scores of HRM freshmen and their GPA, GPA of Major
courses and GPA of GECs are significantly correlated. Specifically, the VIT scores of HRM
freshmen students are strongly correlated to their GPA and GPA of GECs while moderately
correlated to their GPA of Major courses. The table further shows that the VIT scores could
predict the academic performance of HRM freshmen in their GPA, GPA of Major courses and
GPA of GECs. It further suggests that the higher the VIT scores it is most likely that the GPA is
higher.

Table 2: Correlation of NVIT Scores in the Entrance Examination with College GPA of HRM
Freshmen Students

Variables Mean R R2 p-value Interpretation

GPA(Total) 79.6652 .509 .259 .001 Reject Ho
NVIT 27.9737
GPA (Major 80.6915 .527 .278 .001 Reject Ho
Courses)
NVIT 27.9737
GPA (GEC) 79.7204 .473 .224 .004 Reject Ho
NVIT 27.9737

Table 2 indicates high correlation between NVIT and GPA which means that the
academic performance of freshmen students can be predicted by their NVIT examination score.
Their NVIT scores are also found to have high correlation with their GPA in Major courses while
moderate correlation to their GPA in GECs. This implies that the NVIT could predict the
academic performance of the HRM freshmen students. It further implies that the higher the
NVIT, the higher the GPA.

Table 3: Correlation of VIT Scores in the Entrance Examination with College GPA of HTM
Freshmen Students
Variables Mean R R2 p-value Interpretation
GPA(Total) 81.3448 .433 .187 .000 Reject Ho
VIT 51.8522
GPA (Major Courses) 82.5304 .737 .544 .000 Reject Ho
VIT 51.8522
GPA (GEC) 81.4222 .491 .241 .000 Reject Ho
VIT 51.8522

Table 3 shows that the VIT scores of HTM freshmen and their GPA, GPA of Major
courses and GPA of GECs are significantly correlated. The table also indicates that the VIT
scores of HTM freshmen students is moderately correlated with GPA and GECs while highly
correlated with their GPA in Major courses. This also suggests that the higher the VIT scores, it
is most likely that the GPA is higher. Finally, it suggests that the VIT scores are found to be
statistically significant predictors of HTM freshmen in their GPA, GPA Major and GECs subjects’
academic performance.
Table 4: Correlation of NVIT Scores in the Entrance Examination with College GPA of HTM
Freshmen Students

Variables Mean R R2 p-value Interpretation

GPA(Total) 81.3448 .362 .131 .000 Reject Ho
NVIT 29.7217
GPA (Major Courses) 82.5304 .529 .280 .000 Reject Ho
NVIT 29.7217
GPA (GEC) 81.4222 .436 .190 .000 Reject Ho
NVIT 29.7217

Table 4 shows that the NVIT scores of HTM freshmen and their GPA, GPA of Major
courses and GPA of GECs are significantly correlated. The table further shows that the NVIT
scores has moderate correlation in the GPA and GPA in GECs of students while strong
correlation in GPA of major subjects. This means that the NVIT scores could predict the
success in the academic performance of HTM freshmen students in their GPA, GPA major
subjects and GPA GEC subjects. The table also suggests that the higher the NVIT scores, the
higher the GPAs in the above mentioned areas.

DISCUSSION

The result of the study shows a positive relationship between the entrance examination
and the academic performance of HRM and HTM students which implies that the VIT and NVIT
scores could aptly predict academic performance of the students. The existence of a positive
relationship in the VIT and NVIT entrance exam result and the GPA also signifies that the higher
the respondents’ VIT and NVIT scores, the higher their GPAs.

Specifically, the findings of this study revealed that the HRM freshmen performed
average low to their VIT scores which implies that most of the respondents failed to perform the
necessary learning competencies along verbal competencies. In short, they lack the needed
potential to perform certain skills on the basic understanding of verbal domain which suggests
that they need more training to enhance their verbal reasoning or else majority of the students
would most likely to perform poorly to their future academic training. Moreover, it can also be
gleaned that majority of the respondents performed fairly to their GPA in Major courses which
suggests that HRM students can handle their academic performance in major subjects. It further
shows that the respondents have good knowledge on this domain, thereby, they would most
likely to succeed in their professional subjects. In contrary, majority of the students performed
poorly to their GPA and GPA in GECs. This could signify that most students have not grasped
the essential content and performance to meet the requirement of the course or some may have
not completed the subjects hence they performed poorly. Furthermore, the NVIT scores of HRM
freshmen students scored average which means that they have obtained the standard skill in
assessing the consistency, objectivity and credibility of non-verbal reasoning. Their GPA in
major courses performed fairly which also signifies that majority of the respondents can handle
their academic performance in major subjects. This result illustrates that they show competence
along professional subjects using their non-verbal intelligence such as spatial, motor skills and
so on. Their GPA and GPA in GECs also performed poorly which suggests that the respondents
find difficulty to meet the necessary requirement of the course. Since majority of the
respondents obtained low scores to their VIT and NVIT, it is safe to assume that they would
most likely to obtain low scores in the future. However, possible assistance such as tutorial
classes, guidance on study skills, academic counseling and continuous monitoring and other
basic academic skills can be organized in order to help HRM students with low scores to meet
the standard requirement of the program.

On the other hand, HTM freshmen performed average both to their VIT and NVIT scores
while performed fairly to their GPA, GPA of Major courses and GPA of GECs. This implies that
HTM freshmen would most likely to succeed in their academic training in the university. It further
suggests that the HTM freshmen students can handle their academic performance in GPA, GPA
of Major courses and GPA of GECs since they show necessary skills and competence of the
course or program. Thus, majority of the HTM freshmen students would most likely to succeed
academically in the above-mentioned areas.

The result of the study in this regard affirms the findings of Montalbo, Evangelista &
Bernal (2018) showing significant level that suggests that the admission test scores has a
significant relationship with academic performance. It further stated that the higher the
admission test result, the higher the academic performance and the reverse is also true for low
scores on the admission test of political science and psychology students. Similar results were
also taken such as in Chinese Universities (Bai, Chi, & Qian, 2013), computing and information
programs (Fabito, Rodriguez, & Bangit, 2019), engineering programs (Tupas, 2005, Belfield,
Krishnakumar & Dutt, 2017), business administration programs (Sebastian, A. and Sebastian,
J., 2014), However, in the study Corengia, et., al (2012) the entrance exam scores predict
moderately in some programs only such as business, engineering, law and social
communication, whereas in others such as nursing and medicine, its prediction capacity is not
significantly in the statistical meaning. Moreover, some studies found that entrance exam scores
are positively but low associated with college grade point average (Belfield & Crosta, 2012;
Zekarias et. al, 2015). Wambugu & Emeke (2013) also confirmed that there was a significant
positive correlation between entry qualification and academic performance of undergraduate
science courses in some subjects. This further means that in some studies, admission test
scores alone do not yield strong predictions of how student will perform in college, though this
parameter should not be ignored in admission exercises.

Looking further at the result, the direct relationship in the VIT scores and GPA, GPA of
Major courses and GPA of GECs of HRM and HTM freshmen students could be explained by
the fact that academic learning is predominantly verbal in nature, thus, a verbal intelligence test
will usually predict academic success (McLeod & Cropley (2013). Moreover, in Gardner’s
multiple intelligence theory, verbal intelligence is defined as the ability to think words and use
those words to express one’s thoughts to others. In school, this intelligence is vital to good
school performance, as most subjects require reading and writing skills. Basic verbal reasoning
may also be evaluated through VIT in order to identify how well an individual can do this, and
then to improve upon it if necessary. It is also added by Dawson (2013) that a person’s verbal
intelligence is usually assessed through performance on one or more specific tests involving
receptive and/or expressive spoken language. Since success in school places heavy demands
on students’ abilities to use language to express their thoughts and to understand other people’s
attempts to express their thoughts, it only shows that the respondents, whose abilities lie on the
verbal aspect, which could be measured through tests, have higher probability to succeed in
their academic endeavors. In short, students’ who would most likely to succeed in formal
schooling will be those who are best able to reason verbally, which is measured by the VIT.

On the other hand, the correlation result of the NVIT scores and GPA, GPA of Major
courses and GPA of GECs of HRM and HTM students means that the NVIT could aptly predict
their academic performance. This result may have been due to the fact that NVIT has scales
that could measure a wide variety of academic skills or abilities for the HRM and HTM students
such as the ability to analyze information and solve problems using visual or hands-on
reasoning. The non-verbal intelligence usually describes thinking skills and problem-solving
abilities about visual information that do not fundamentally require verbal language production
and comprehension but it may vary in the amount of internalized, abstract, or conceptual
reasoning and motor skills that are required to complete a task (Kuschner, 2013). This is further
supported by the description of the test that NVIT is designed to assess intelligence in the form
of pictures or diagrams rather than words (McLeod & Cropley, 2013). Hence, it is reasonable to
assume that those who would score high in this test has propensity for training in technical
subjects and could predict the probability of success in these areas.

Furthermore, in Gardner’s multiple intelligence theory, some of the potential career

choices of HRM and HTM students with verbal and non-verbal intelligence are front line staffs,
flight attendants, tourism officers, travel and tour operators, professional tour guides, event
planners, professional chefs, caterers, hoteliers, restauranteurs, bartenders and etc. This is
further supported by (CMO 62, series of 2017) that the nature of HRM and HTM programs are
those competencies that are needed to execute operational tasks and management functions in
food production (culinary), accommodation, food and beverage service, tourism planning and
product development, events planning, transportation services, travel and tour operations and
other emerging sectors of hospitality and tourism industry. This just shows that the students,
whose abilities lie on the verbal and non-verbal aspect, which could be measured through
intelligence tests, have higher probability to succeed in their academic endeavors. Moreover,
the result of this study implies that there may be students who are good in nonverbal reasoning
who have enrolled in the department as there are also those who are more verbally-inclined.

CONCLUSION

Based on the findings of this study, it is concluded that entrance test results are found to
be significantly related with the academic performance of BSHRM and BSHTM students.
Specifically, the VIT and NVIT scores are found to be statistically significant predictors of GPA,
GPA of Major courses and GPA of GECs of BSHRM and BSHTM freshmen students. It is
therefore important to administer these tests in order to guide and advice examinees as to the
program that would suit them in the university.

RECOMMENDATIONS

The findings of this study seem to have some practical implications to the selection
criteria of USL and future direction of research.

1. It is believed that this study is limited to freshmen students only, thereby, it is

recommended the inclusion of their higher year average scores, so as to validate the
predictive function of entrance tests with that of college students advancing through their
career.
2. It would also be better to arrange special educational support programs for students with
low average grade and university entrance exam result such as tutorial classes,
guidance on study skills and other basic academic skills.
3. This study recommends that varied teaching and learning strategies and/or instructional
resources should be further incorporated in order to provide opportunity to students to
learn in a way that works best for them.
 4. The researcher hoped that this study serves as baseline for further research with the
same programs, but utilizing another data to be undertaken.

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