The socioeconomic determinants of the university entrance exam scores in Turkey

2008 ◽  
Vol 2 (4) ◽  
pp. 357
Author(s):  
Cumhur Erdem ◽  
Ismail Senturk ◽  
Cem Kaan Arslan
Keyword(s):  
Entrance Exam ◽  
Socioeconomic Determinants ◽  
Exam Scores ◽  
The University

An Example of Using MATLAB for Data Analysis—The Correlation between College Entrance Exam and Students’ Performance at Universities

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Zhihao Ren
Keyword(s):  
Standardized Testing ◽  
College Entrance ◽  
College Entrance Exam ◽  
Entrance Exam ◽  
Entire Cohort ◽  
Entrance Exams ◽  
Future Performance ◽  
Significant Difference ◽  
Exam Scores ◽  
The University

<p>Many universities all over the world use entrance exams as a tool for filtering and selecting applicants to their courses. While entrance exams provide a standardized testing mechanism, it is not clear whether they are a predictor of the student’s future performance at the university. As an initial investigation, the author found and analyzed a raw dataset of students’ entrance exam scores and their performance in the university during the first three semesters. The author carried out statistical analysis for the entire cohort and also according to gender. The analysis was carried out using Matlab. The analysis carried out shows that for the given dataset, there is no correlation between entrance exam scores and university scores. Also, there is no significant difference in the performance at the entrance exam and university scores, between male and female students.</p><p> </p>

scholarly journals An Unintended Effect of Financing the University Education of the Most Brilliant and Poorest Colombian Students: The Case of the Intervention of the Ser Pilo Paga Program

Complexity ◽  
2018 ◽  
Vol 2018 ◽  
pp. 1-9
Author(s):  
Pablo Medina ◽  
Natalia Ariza ◽  
Pablo Navas ◽  
Fernando Rojas ◽  
Gina Parody ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
University Education ◽  
Entrance Exam ◽  
Higher Education System ◽  
Performance Improvements ◽  
Unintended Effect ◽  
Colombian Government ◽  
New Students ◽  
The University

In this paper, we show an unintended effect of the program Ser Pilo Paga (SPP) that was a flagship program of the Colombian government between 2014 and 2018. It was designed as an intervention in the Colombian Higher Education System (CHES) by awarding, in the steady state, individual funding to about 40,000 students. Every year, 10,000 new students were chosen from the best applicants in the top decile of the population in the entrance exam to higher education in Colombia that also came from families that live under the level of poverty according to a national survey. Our approach, based on an intensive study of the changes in the statistical distributions of the exam scores during these four years, provides evidence of student performance improvements not only of the beneficiaries of the program, but also of the whole student population. This shows that the program opened similar opportunities for all the students, especially for the poorest ones. The program drove a reduction in the gap between students of the upper strata of the population and those of the lowest strata that usually did not access a high quality institution of higher education due to the lack of funding. This result has opened a debate about the optimal way of funding higher education.

scholarly journals Investigation of the Predictive Power of Academic Achievement, Learning Approaches and Self-Regulatory Learning Skills on University Entrance Exam Scores Using Path Analysis

2018 ◽  
Vol 8 (2) ◽  
pp. 114
Author(s):  
Dilek Ilhan Beyaztaş ◽  
Sakine Göçer-Şahin
Keyword(s):  
Academic Achievement ◽  
Self Regulation ◽  
Path Model ◽  
Learning Approaches ◽  
Exam Score ◽  
Strategic Learning ◽  
Learning Skills ◽  
Entrance Exam ◽  
Exam Scores ◽  
Self Regulatory Learning

A good analysis of the success factors in the university entrance exam, which is an important step for academiccareers of students, is believed to help them manage this process. Properties such as self-regulation and learningapproaches adopted by students undoubtedly influence their academic achievement as well as their success inuniversity entrance exams. However, it is not exactly known how the direct and indirect relations between thesevariables are, and which variable has more effect on success. This research aims to determine the extent to whichuniversity entrance exam score as dependant variable; and academic achievement, deep, surface and strategiclearning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predictuniversity entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope ofthe research, the data obtained from 445 students in the 4th class of the state-affiliated high schools in the 2016-2017academic year were used. As a result of the research, the most important factor affecting the success of universityentrance exam was found to be diploma grade; while diploma grades raise by using deep learning approaches, theyfall by using surface learning approaches. It was detected that the use of the strategic learning approach reducesuniversity entrance exam scores.

Relationship Between Achievement Performances of University Entrance Examination and International Baccalaureate Diploma Program: A Case From Turkey

2021 ◽  
pp. 105678792110159
Author(s):  
Akın Metli ◽  
Oğuzhan Özcan
Keyword(s):  
International Baccalaureate ◽  
Strong Predictor ◽  
Exam Performance ◽  
Entrance Examination ◽  
Entrance Exam ◽  
International Baccalaureate Diploma Program ◽  
The University ◽  
Diploma Program ◽  
The Relationship ◽  
International Baccalaureate Diploma

Prior research on the relationship between International Baccalaureate Diploma Program (IBDP) scores and the university entrance exam scores is limited and varied to a great extent due to the conflicting results in the literature. This study investigates whether there is any relationship between the students’ achievement performance in IBDP and university entrance exam performance. The study revealed that there is no statistically significant correlation between IBDP scores and university entrance exam rank orders. Furthermore, the study showed that the IBDP scores cannot be taken into account as a strong predictor for university entrance exam performance.

scholarly journals Determinants of Cumulative GPA of First Year Widyatama University Students

2018 ◽  
Vol 7 (4.34) ◽  
pp. 267
Author(s):  
Farida Nursjanti ◽  
Indra Taruna ◽  
Shinta .
Keyword(s):  
High School ◽  
Stepwise Multiple Regression ◽  
First Year ◽  
Exam Score ◽  
Prospective Students ◽  
First Year Students ◽  
Entrance Exam ◽  
Independent Variables ◽  
Students First ◽  
The University

As a private college-oriented quality, Widyatama University has some quality commitments including receiving potential prospective students and giving priority to customer satisfaction. However, the university only uses entrance exam score, does not use previous academic performance such as national exam score to select potential prospective students. The aims of this research were to examine and to evaluate the factors which affect students’ First Year Cumulative GPA (FYCGPA) in Widyatama University. This research also investigated the determinants of students’ FYCGPA by the factors to explain variances in FYCGPA. This research used gender, major in high school, national exam score and entrance exam score as independent variables. Stepwise multiple regression analysis was carried out in this study. The result indicated that gender, entrance exam score, and major in high school have significant effect to FYCGPA. The model used in this study showed that 24.6% of the variances in FYCGPA can be explained by gender, entrance exam score, and major in high school. This results show that Widyatama University should consider more factors in selecting potential prospective students and providing services to first year students.  

scholarly journals The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

2017 ◽  
Vol 5 (9) ◽  
pp. 146 ◽  
Author(s):  
M. Betul Yilmaz
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Learning Environments ◽  
The Other ◽  
Academic Procrastination ◽  
Face To Face ◽  
Logical Regression ◽  
Exam Scores ◽  
Face To Face Learning ◽  
The University

The relation between assignment and exam performances of the university students and their academic procrastination behaviors in distance and face-to-face learning environments was investigated in this study. Empirical research carried out both in face-to-face and online environments have generally shown a negative correlation between academic procrastination and academic performance. However, the effect of academic procrastination on assignments in distance learning setting has not been analyzed extensively. To understand the interaction between academic procrastination and the learning environment; assignment and exam performances of eighty-eight university students in face-to-face (FtF) and distance learning (DL) environments were investigated. According to the findings of the study, students’ academic procrastination and assignment scores were negatively correlated in both environments but especially in DL setting. Contrary to this, academic procrastination and exam scores were correlated to each other only in FtF environment. On the other hand, there was no correlation between total assignment and exam scores for DL group, while a medium positive correlation was found in FtF group. The findings of binary logical regression analysis demonstrated that predictive value of the DL environment for assignment score is much stronger than academic procrastination behavior of students.

scholarly journals Differences in general physical abilities viewed in relation to entrance exam and the efficiency of studying

2021 ◽  
Vol 63 (1) ◽  
pp. 44-61
Author(s):  
Radivoje Janković ◽  
Filip Kukić ◽  
Nenad Koropanovski
Keyword(s):  
Initial Level ◽  
Total Sample ◽  
Entrance Exam ◽  
Assessment Tests ◽  
Physical Abilities ◽  
Selection For ◽  
Study Process ◽  
General Physical ◽  
The University ◽  
Police Studies

The system of selection for the admission to the University of Criminal Investigation and Police Studies in Belgrade (UCIPS) is designed as a multidimensional model in order to select the individuals of utmost quality. One of the segments is the assessment of the level of general physical abilities (GPA). The aim of this research was to determine the differences between the initial level of candidates' GPA in terms of the success achieved in the entrance exam as well as the success of the study process. General physical abilities of 618 male candidates were evaluated as part of the UCIPS enrolment process. The total sample of respondents was divided into sub-samples: candidates who were not enrolled (NE), candidates who were enrolled but not graduated (ENG) and those who were enrolled and graduated (EG). It was found that both groups of enrolled candidates (ENG and EG) had statistically significantly better GPA compared to NE. There were no statistically significant differences between the ENG and the EG. Considering the fact that the results of the GPA assessment tests, which hypothetically represent 20% of the possible total score, depend on a training process that involves persistence, continuity and commitment, it can be concluded that constant physical exercise could be one of the preconditions for success in the entrance exam to enrol UCIPS.

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