Predictive validity of the cognitive admission measures of Saint Paul College of Dumaguete

• Main Author: Etrata, Maria Milagros T.
• Format: text
• Language: English
• Published: Animo Repository 1994
• Subjects: Tests and scales > Validity; Examinations > Validity; High schools > Entrance requirements; Saint Paul College; Dumaguete; Universities and colleges > Entrance examinations; Psychology
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1613
• Institution: De La Salle University

This study assesses the predictive validity of the cognitive admission measures used in St. Paul's College in Dumaguete. The descriptive correlational research was employed to ascertain the relationship between the college academic performance (criterion) and cognitive admission measures (predictors). Cognitive admission measures considered were intellectual ability, abstract thinking, scholastic aptitude and achievement in high school. The sample of this study included the 143 college freshmen enrolled for the first and second semesters of the school year 1991-92. All the subjects passed the two standardized tests administered prior to their acceptance to the college. The descriptive correlational analysis results indicated the following: (1) The profile of the students in terms of intellectual ability, abstract thinking, scholastic aptitude and achievement in high school placed them at an average category (2) College academic performance was related to intellectual ability, scholastic aptitude and achievement in high school (3) Intellectual ability was the best predictor of college academic performance and (4) Academic performance could be better predicted by the combination of intellectual ability, scholastic aptitude and achievement in high school. The continued use of cognitive measures such as intellectual ability, scholastic attitude, and achievement in admitting students us strongly recommended. Based on the results of the study, the continued use of cognitive measures such as intellectual ability, scholastic aptitude and achievement in admitting students is strongly recommended.