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Relationship between admission grades and academic achievement

Author

Listed:
  • M. M. Sulphey

    (Prince Sattam Bin Abdulaziz University, Saudi Arabia)

  • Nasser Saad Al-Kahtani

    (Prince Sattam Bin Abdulaziz University, Saudi Arabia)

  • Abdul Malik Syed

    (Prince Sattam Bin Abdulaziz University, Saudi Arabia)

Abstract

The predictive validity of standardized eligibility test for college admissions is a matter of debate and controversy. Standardized admission test came into vogue in the later part of the previous century. It gained traction due to various reasons. The main reason for this is the heterogeneity of high school GPA and the inherent drawbacks of teacher made tests. Often teacher-made tests fail to follow the basic rules of test construction, and are hence considered to be of poor quality. Standardized admission tests came to be widely accepted due to its presumed scientific predictive validity. Though number of studies has examined the predictive validity of standardized admission tests with respect to various health courses, there is a gap in literature with respect to business students. This study examined the relationship between the admission grades (high school GPA and GAT) of Saudi college students and their academic achievement. The result of the study points towards a strong relationship between the two variables.

Suggested Citation

  • M. M. Sulphey & Nasser Saad Al-Kahtani & Abdul Malik Syed, 2018. "Relationship between admission grades and academic achievement," Entrepreneurship and Sustainability Issues, VsI Entrepreneurship and Sustainability Center, vol. 5(3), pages 648-658, March.
    • Handle: RePEc:ssi:jouesi:v:5:y:2018:i:3:p:648-658
    DOI: 10.9770/jesi.2018.5.3(17)
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    References listed on IDEAS

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    1. M.M. Sulphey & Nasser Saad Alkahtani, 2018. "Academic excellences of business graduates through nudging: prospects in Saudi Arabia," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 24(1), pages 98-114.
    2. James McIntosh & Martin Munk, 2007. "Scholastic ability vs family background in educational success: evidence from Danish sample survey data," Journal of Population Economics, Springer;European Society for Population Economics, vol. 20(1), pages 101-120, February.
    3. Geiser, Saul & Maria Veronica Santelices, 2007. "Validity Of High-School Grades In Predicting Student Success Beyond The Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes," University of California at Berkeley, Center for Studies in Higher Education qt7306z0zf, Center for Studies in Higher Education, UC Berkeley.
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    Cited by:

    1. Nabil Ahmed Mareai Senan, 2018. "Developmental review program impact on enhancing the effectiveness of "Teaching and Learning" in accounting program: a case study in a Saudi University," Entrepreneurship and Sustainability Issues, VsI Entrepreneurship and Sustainability Center, vol. 6(2), pages 1001-1017, December.
    2. Dr. Abigail Jebose-Ebom & Dr Chizi-Otu Samuel Egumah & Dr Gold Leton Kpurunee, 2025. "Enhancing Secondary School Student Academic Performance in Nigeria: The Critical Roles of Teacher Training and Classroom Environment," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(1), pages 3952-3958, January.
    3. Leiv Opstad, 2023. "The Relationship Between Norwegian Business Students’ Attitudes Towards Mathematics And Success In Business Education," International Journal of Teaching and Education, European Research Center, vol. 11(1), pages 47-60, December.
    4. Ahmad Alsagoafi, 2021. "Exploring Saudi Students’ Perceptions of National Exams: A Washback Study," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 13(1Sup1), pages 213-234, May.

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    More about this item

    Keywords

    admission grades; Standardized admission test; academic achievement;
    All these keywords.

    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A29 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Other

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