Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance
DOI:
https://doi.org/10.37134/jrpptte.vol10.2.1.2020Keywords:
Admission test scores, College Grade Point Average (CGPA), entry variables, High School Grade Point Average (HSGPA), licensure examination ratings, standardized test scoresAbstract
This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.
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References
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Westrick, P. A., Le, H., Robbins, S. B., Radunzel, J. M. R., & Schmidt, F. L. (2015). College performance and retention: A meta-analysis of the predictive validities ofACT®scores, high school grades, and SES. Educational Assessment, 20(1), 23–45.
http://dx.doi.org/10.1080/10627197.2015.997614.
Wilcox, M. (2003). The Philosophy of Shewart’s theory of prediction. Modified from the authors Proceedings of the 9th Research Seminar: Deming Scholar's Program, Fordham University, New York. Retrieved from
http://pdfs.semanticscholar.org/dbe4/ 1fea806f3039c95806b72 f2768ff18734e1a.pdf
Willingham, W. W., Pollack, J. M., & Lewis, C. (2002). Grades and test scores: Accounting for observed differences. Journal of Educational Measurement, 39, 1–37.
http://doi:10.1111/j.1745-3984.2002.tb01133.x
Alfonso, D. N. (2019). Policies, Practices of Teacher Education Institutions and the Performance of their Graduates. International Journal of English Literature and Social Sciences (IJELS), 4(3), 1-14.
Allensworth, E. M., & Clark, K. (2020). High School GPAs and ACT scores as predictors of college completion: Examining assumptions about consistency across high schools. Educational Researcher, 49(3), 198-211.
Aquino, A.B., & Balilla, L.A. (2015). Preservice teachers’ licensure examination plans and content knowledge, Asia Pacific J. Educ. Arts Sci., 2(2), 110-116.
Arenillo, S.A. & Arenillo, M.T. (2009). Pre-service Education and Performances in Teacher Licensure Examination among Graduates of Mindoro State College of Agriculture and Technology. JPAIR Multidisciplinary Journal, 2(1), 132-140.
Bellen, J.A., Abela, R.P., & Truya, R.D. (2018). Academic achievement in the performance of licensure examination for teachers. Asia Pacific Journal of Education, Arts and Sciences, 5(1), 77-81.
Bowers, A. J. (2011). What’s in a grade? The multidimensional nature of what teacher-assigned grades assess in high school. Educational Research and Evaluation, 17(3), 141–159.
Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., ...Welsh, M. E. (2016). A century of grading research: Meaning and value in the most common educational measure. Review of Educational Research, 86(4), 803-848.
http://doi:10.3102/0034654316672069
Cahapay, M.B. (2020). Probing the differences caused by cognitive variables on LET performance: an embedded mixed method study. International Journal of Learning, Teaching and Educational Research, 19(4), 188-205.
Callena, E., Gabales, B., Tutor, R., Villanueva, S., Gonzales, C., de Vera, A., & Pantaleon, A. (2019). Predictors of passing probability in the licensure examination for selected programs in the University of Southeastern Philippines. Southeastern Philippines Journal of Research and Development, 24(1), 1-16.
Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hilldales, NJ: Lawrence Erlbaum Associates.
Davisson, E. K., & Hoyle, R. H. (2017). The social-psychological perspective on self-regulation. In T. Egner (Ed.), The Wiley handbook of cognitive control (pp. 440– 454). Hoboken, NJ: Wiley
Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B. W. Sokol, F. M. E. Grouzet, & U. Mu¨ller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208–230). New York, NY: Cambridge University Press.
Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B. W. Sokol, F. M. E. Grouzet, & U. Mu¨ller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208–230). New York, NY: Cambridge University Press
Duckworth, A. L., Taxer, J., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self -control and academic achievement. Annual Review of Psychology, 70(1), 373–399
Ferrer, R.C., Buted, D.R. & Ferrer, I.M.C. (2015). Performance of BSED Science graduates in the Licensure Examination for Teachers: Basis for a regression model. Asia-Pacific Journal of Multidisciplinary Research, 3(5), 1-6.
Fontejon-Bonior, G. & dela Rama, P.A. (2018). Determinant of LET performance of BEED, BSED, and CPE graduates at a center of excellence in teacher education. The Educator, 7(1), 17-38.
Gerundio M.G & Balagtas, M.U. (2014). Exploring Formula for Success in Teachers’ Licensure Examination in the Philippines. Educational Measurement and Evaluation Review, 5(1), 104-117.
Gottfredson, L. S. (1997). Mainstream science on intelligence: An editorial with 52 signatories, history and bibliography. Intelligence, 24(1), 13–23.
http://doi:10.1016/S0160- 2896(97)90011-8
Hellas, A., Ihantola, P., Petersen, A., Ajanovski, V. V., Gutica, M., Hynninen, T., ... & Liao, S. N. (2018). Predicting academic performance: a systematic literature review. Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, (pp. 175-199). New York, NY, USA: ACM.
Hena, R.H., Ballado, R.S , Dalucapas, M.C.C. Ubane, S.C. & Basierto, R.C. (2014). Variates of the Performance of Teacher Education Graduates in the Licensure Examination for Teachers (LET). International Journal of Interdisciplinary Research and Innovations, 2(4), 157-163. Retrieved from:
www.researchpublish.com
Hofmann, W., Friese, M., & Strack, F. (2009). Impulse and self-control from a dualsystems perspective. Perspectives on Psychological Science, 4(1), 162–176.
http://doi:10.1111/j.1745-6924.2009.01116.x
Labad, V.S., Hiponia, J.P., & Gabales, B.G. (2019). Preservice teachers entry credentials, SATT performance and academic achievement: A discriminant analysis. Southeastern Philippines Journal of Research and Development, 24(2), 21-44.
Labastilla, I.S. (2017). Admission factors associated with the academic and licensure examination for teachers performances of the graduates from Mindanao State University- Maigo School of Arts and Trades. Proceedings of ISER 68th International Conference, (pp. 43-47). Manila, Philippines.
Nool, N.R. & Ladia, M.A.P. (2017). Trend of performance in the licensure examination of teacher education institutions in Central Luzon, Philippines. International Journal of Applied Engineering Research, 12(24), 15734-15745.
Orlanda-Ventayen, C.C. (2020). Academic predictors of the licensure examination for teachers: a thematic review of studies investigating students’ performance. Asian Journal of Multidisciplinary Studies, 3(1), 35-40.
Pascua, J., Navalta, J., Dela Cruz, L., & Valderama, J. (2012). College Academic Performance of Teacher Education Students in a State University of Northern Philippines. JPAIR Multidisciplinary Research, 9(1), 11-15.
http://doi:10.7719/jpair.v9i1.10.
Quiambao, D.T., Baking, E.G., Buenviaje, L.B., Nuqui, A.V., & Cruz, R.C. (2015). Predictors of Board Exam Performance of the DHVTSU College of Education Graduates. Journal of Business & Management Studies, 1(1), 1-4.
Richardson, M., Abraham, C., Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(1), 353-387.
Schaffhauser, D. (2017). GPA versus exam scores. What’s better in predicting college success. Campus Technology. Retrieved from:
http://campustechnology.com/articles/2017/03/09/gpa-versus-exam-scores.aspx.
Visco, D.A. (2015). Determinants of Performance in the Licensure Examination for Teachers (LET) of Abra State Institute of Science and Technology. International Journal of Research in Management and Business Studies, 2(1), 39-44.
Wai, J., Brown, M.I. & Chabris, C.F. (2018). Using standardized test scores to include general cognitive ability in education research and policy. Journal of Intelligence. 6(1), 1-16.
doi: http://10.3390/jintelligence6030037
Westrick, P. A., Le, H., Robbins, S. B., Radunzel, J. M. R., & Schmidt, F. L. (2015). College performance and retention: A meta-analysis of the predictive validities ofACT®scores, high school grades, and SES. Educational Assessment, 20(1), 23–45.
http://dx.doi.org/10.1080/10627197.2015.997614.
Wilcox, M. (2003). The Philosophy of Shewart’s theory of prediction. Modified from the authors Proceedings of the 9th Research Seminar: Deming Scholar's Program, Fordham University, New York. Retrieved from
http://pdfs.semanticscholar.org/dbe4/ 1fea806f3039c95806b72 f2768ff18734e1a.pdf
Willingham, W. W., Pollack, J. M., & Lewis, C. (2002). Grades and test scores: Accounting for observed differences. Journal of Educational Measurement, 39, 1–37.
http://doi:10.1111/j.1745-3984.2002.tb01133.x
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Published
2020-11-09
How to Cite
Bansiong, A. J., & Balagtey, J. L. M. (2020). Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance. Journal of Research, Policy & Practice of Teachers and Teacher Education, 10(2), 1–17. https://doi.org/10.37134/jrpptte.vol10.2.1.2020
