Predictive Validity of Entrance Examination in Predicting the Academic Performance of

BSHRM and BSHTM Freshmen Students

Rizza D. Velasco
School of Accountancy, Business and Hospitality

ABSTRACT

Entrance examination is currently used as part of the admission criteria for higher education institutions.
It is therefore important 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 the 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 the descriptive-correlational design in
analyzing the Verbal Intelligence Test (VIT), Non-Verbal Intelligence Test (NVIT) and Grade Point
Average (GPA) of the respondents. Moreover, correlational and regression analysis were conducted to
analyze the relationship between the entrance examination scores and the academic performance of the
respondents. Results showed that VIT scores of HRM freshmen students were highly correlated to their
GPA and GPA of GECs while moderately correlated to their GPA in major subjects. Their NVIT scores
also showed high correlation to their GPA, GPA of GECs and GPA of major subjects. On the other hand,
the VIT and NVIT scores of HTM freshmen students were moderately correlated to their overall GPA
and GPA of GECs while highly correlated to their GPA in major subjects. Finally, the study has shown
that VIT and NVIT scores in the entrance examination were statistically significant predictors of the
academic performance 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 examination 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 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 conducted 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 disclosed 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 was 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 was conducted to determine the correlation between the entrance examination and the academic
performance of freshmen students.

Research Questions

This study aimed 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. How do BSHRM and BSHTM college freshmen fair in the entrance exam and their
academics?
2. 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)
3. 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. The Verbal Intelligence Test (VIT) score cannot predict the Academic Performance of Hotel
and Restaurant Management (HRM) and Hospitality and Tourism Management (HTM)
freshmen students.
2. The Non-Verbal Intelligence Test (NVIT) cannot predict the 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. The study would also add in the relevant
literature regarding the use of entrance examination.

Literature Review

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.

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 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

Academic Performance
Entrance Examination  GPA
 VIT  GPA of Major Courses
 NVIT  GPA of GECs

Figure 1. Research Paradigm

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) may predict 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. Correlation and
regression analyses were conducted to determine and analyze 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 requested from 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 85-95 - Above Average high
85-89 - Satisfactory 74-84 - Above Average
80- 84 - Fair 62-73 - Average High
75-79 - Poor 50-61 - Average
39-49 - Average Low
28-38 - Below Average
40-44 - Above Average High
35-39 - Above Average
30-34 - Average High
25-29 - Average
20-24 - Average Low
15-19 - Below Average
 17-27 - Below Average Low 10-14 - Below Average Low
6-16 - Low 6 - 9 - Low

RESULTS

Table 1. Entrance Examination Scores and GPA of HRM and HTM College Freshmen

HRM HTM
Variables
Mean Description Mean Description
Entrance VIT 47.1579 Average Low 51.8522 Average
Examination NVIT 27.9737 Average 29.7217 Average
Academic GPA (Total) 79.6652 Poor 81.3448 Fair
Performance GPA (Major Courses) 80.6915 Fair 82.5304 Fair
GPA (GEC) 79.7204 Poor 81.4222 Fair

Table 1 shows the performance of HRM and HTM college freshmen in the entrance examination
and in their academics. The academic performance of HRM college freshmen is not very encouraging
(did not perform well in their academics). Their verbal intelligence test score is at average low level while
their nonverbal intelligence test score is at average level. The finding implies that… (describe)

The table further reveals that the HTM students performed fairly in their academics. Their
obtained scores in the verbal and nonverbal intelligence tests indicate an average performance. This result
suggests that… (describe)

Table 2. Correlation of VIT Scores and GPA of HRM College Freshmen

Variables R R2 p-value Interpretation

GPA (Total)
.567 .322 .000 Significant
VIT
GPA (Major Courses)
.467 .218 .005 Significant
VIT
GPA (GEC)
.555 .308 .000 Significant
VIT

As disclosed in Table 2, the VIT scores of HRM freshmen is significantly correlated with their
GPA. Specifically, the VIT score is strongly correlated to their GPA and GPA of GECs while moderately
correlated to their GPA of Major courses. This suggests that the higher the VIT score it is most likely that
the GPA is higher.

Further analysis of the result shows that the VIT score could predict the academic performance of
HRM freshmen. The VIT score can explain 32% of the total variance in the GPA and about 31% in the
GPA of GECs. Moreover, around 22% of the total variance in the GPA of Major courses is shared by the
VIT score.
Table 3. Correlation of NVIT Scores and GPA of HRM College Freshmen
Variables R R2 p-value Interpretation
GPA(Total)
.509 .259 .001 Significant
NVIT
GPA (Major Courses)
.527 .278 .001 Significant
NVIT
GPA (GEC)
.473 .224 .004 Significant
NVIT

Table 3 reveals high correlation between NVIT and GPA which means that the academic
performance of HRM students is influenced by their NVIT examination score. Their NVIT score is also
found to have high correlation with their GPA in Major courses while moderate correlation to their GPA
in GECs. It further implies that the higher the NVIT, the higher the GPA. Furthermore, the NVIT can
predict the academic performance of the HRM students.

Table 4. Correlation of VIT Score and GPA of HTM College Freshmen

Variables R R2 p-value Interpretation

GPA(Total)
.433 .187 .000 Significant
VIT
GPA (Major Courses)
.737 .544 .000 Significant
VIT
GPA (GEC)
.491 .241 .000 Significant
VIT

As gleaned from the table, the VIT score of HTM freshmen is highly correlated with their GPA in
Major courses and moderately correlated with GPA and GPA of GECs. This suggests that the higher the
VIT score, it is most likely that the GPA is higher. The data also reveals that the VIT score is a
statistically significant predictor of HTM freshmen’s academic performance measured in terms of GPA,
GPA of Major courses and GPA of GECs. The VIT accounts for 54.4% of the total variance in the GPA
of HTM students.

Table 5. Correlation of NVIT Scores and GPA of HTM College Freshmen

Variables R R2 p-value Interpretation

GPA(Total)
.362 .131 .000 Significant
NVIT
GPA (Major Courses)
.529 .280 .000 Significant
NVIT
GPA (GEC) .436 .190 .000 Significant
 NVIT

Table 5 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 score has strong
correlation with GPA of major subjects while moderate correlation is observed with the GPA and GPA in
GECs. This result indicates that students who have high score in NVIT will perform well in their
academics. Further analysis reveals that the NVIT score can predict the academic performance of HTM
college freshmen.

DISCUSSION

The findings of this study revealed that HRM college freshmen scored at average low level in
their VIT which implies that most of the students 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. The HRM students performed at average level in the NVIT which means that they have
obtained the standard skill in assessing the consistency, objectivity and credibility of non-verbal
reasoning. This result also illustrates that they show competence in using their non-verbal intelligence
such as spatial, motor skills and so on. In terms of academic performance, the HRM students performed
fairly in their major courses as revealed by their GPA which means the students have good knowledge on
this domain and they can handle their performance in major courses. However, their overall performance
and their performance in GECs is poor. This could signify that most students have not grasped the
essential content and performance to meet the requirement of the course. Hence, 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 meet the standard requirement of
the program.

On the other hand, the HTM freshmen performed at average level both in their VIT and NVIT
whereas they performed fairly in their academics. This implies that HTM freshmen will most likely
succeed in their academics. It further suggests that the HTM students can handle their academics since
they acquire the necessary skills and competence of the course or program.

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

The result of the study 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 reported 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), and 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 significant. 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 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 of the present study, the linear relationship between VIT scores and
GPA, GPA of Major courses and GPA of GECs of HRM and HTM 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.

In a similar way, the correlation result of the NVIT score 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 only 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 are 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 the entrance examination results are
significantly correlated with the academic performance of BSHRM and BSHTM students. Specifically,
the VIT and NVIT scores are found to be statistically significant predictors of students’ academic
performance measured in terms of GPA, GPA of Major courses and GPA of GECs. 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 have practical implications to the selection criteria of USL and future
direction of research.

1. The 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.

References

Armstrong, T. (2019). Multiple Intelligences. Retrieved November 29, 2019,

00000https://www.institute4learning.com/resources/articles/multiple-intelligences/
Bai, C. E., Chi, W., & Qian, X. (2013). Do College Entrance Examination Scores Predict Undergraduate
GPAs? A Tale of Two Universities. SSRN Electronic Journal. doi: 10.2139/ssrn.2304089

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

Commission on Higher Education Memorandum Order No. 62 series of 2017–CHED Policies,

Standards and Guidelines for Bachelor of Science in Tourism Management (BSTM) Bachelor
of Science in Hospitality Management (BSHM).

Corengia, et., al (2012). Predicting Academic Performance and Attrition In Undergraduate Students.
Retrieved December 20, 2019, from https://www.redalyc.org/pdf/686/68627456009.pdf

Dawson M. (2013). Verbal Intelligence. In: Volkmar F.R. (eds) Encyclopedia of Autism Spectrum
Disorders. Springer, New York, NY

Fabito, B.S., Rodriguez, R.L. & Bangit, A. C., (2019). Correlation between Student Entrance Exam
Results and Academic Performance: Case of a College in a Philippine University. Retrieved
Novermber 20, 2019, from https://www.national-u.edu.ph/wp-content/uploads/2019/08/6-JSTAR5-
Fabito.edited.edited1.pdf

How to Use Gardner's Multiple Intelligences Theory to Help Struggling Students. (2019, July 8).
Retrieved November 29, 2019, from https://www.waterford.org/education/multiple-intelligences-
activities/.

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

Krishnakumar, K., & Dutt, S. (2017). Predictive value of Engineering entrance test on academic
performance in Engineering Degree course. International Journal of Recent Engineering Research
and Development, 38-43.

Kuschner E.S. (2013) Nonverbal Intelligence. In: Volkmar F.R. (eds) Encyclopedia of Autism
Spectrum Disorders. Springer, New York, NY

McLeod, J. & Cropley, A. (2013). Fostering Academic Excellence. Great Britain: Pergamon Press.
Fabito, B.S., Rodriguez, R.L. & Bangit, A. C., (2019). Correlation between Student Entrance Exam
Results and Academic Performance: Case of a College in a Philippine University. Retrieved
 Novermber 20, 2019, from https://www.national-u.edu.ph/wp-content/uploads/2019/08/6-JSTAR5-
Fabito.edited.edited1.pdf

McDonald, A., et al (2001) Aptitude Testing for University Entrance: A Literature Review. Retrieved on
December 20, 2019 from https://www.suttontrust.com/wp-content/uploads/2001/02/SAT-
Literature_Report.pdf

Montalbo, A., Evangelista, Y. & Bernal, M. (2018). Admission Test as Predictor of Student Performance
in Political Science and Psychology Students of Rizal Technological University. Retrieved on
December 10, 2018 from http://www.apjmr.com/wpcontent/uploads/2018/07/APJMR-
2018.6.3.09a.pdf

Sebastian, A. N., & Sebastian, J. F. (2014). Correlation between performance in the entrance examination
and academic achievement of BSBA students. JBLFMU institutional Research Journal. Retrieved
from John B. Lacson Foundation Maritime University: http://www.jblfmu.edu.ph/?q=node/571

Sulphey, M., Al-Kahtani, N., Syed, A. (2018). Relationship between admission gradescand academic
achievement. Retrieved on November 24, 2019 from https://hal.archives-ouvertes.fr/hal-
01829634/document

Takele, S. (2017). Validity Strength of College Entrance Assessment Score and High School Academic
Records in Predicting College Academic Performance. Retrieved on December 20, 2019 from
https://files.eric.ed.gov/fulltext/EJ1137552.pdf

Tupas, S. V. (2005). Entrance Examination and Academic Grades: Basis for Predicting Students'
Performance. Retrieved on November 18, 2019 from http://www.jblcf-bacolod.edu.ph/tupas.php

Wambugu, L. & Emeke, A. (2013). Relationship between Entry Qualification and Academic Performance
in Undergraduate Science Courses at the University of Nairobi, Kenya. Retrieved on November 24,
2019 from http://oasis.col.org/handle/11599/1807

Zekarias, Z., Aba-Milki, N. & Mikre, F. (2015). Predictors of Academic Achievement for First Year
Students. The Case of Wolaita-Soddo University, Ethiopia. Retrieved on November 24, 2019 from
https://eujournal.org/index.php/esj/article/view/6382