Arab World English Journal (AWEJ) Volume 12. Number2 June 2021                                              Pp.348-363
DOI: https://dx.doi.org/10.24093/awej/vol12no2.24

Full Paper PDF

The Predictive Ability of High School General Point Average, Standardized Test for
English Proficiency, and Type of High School to Foresee the Academic Success of
Saudi EFL Freshmen

 Nayef Alotaibi
Department of English Language and Literature College of Languages and
Translation, IMSIU, Saudi Arabia

Received: 3/30/2021               Accepted: 6/11/2021               Published 6/24/2021

 

Abstract:
Although many studies have examined the ability of admission tests and High School General Point Averages to predict academic performance, they are not in agreement whether or not, these two measures are an entirely sufficient criterion to foretell college learning success. In addition, there seems to be a gap in the literature concerning using the type of high school (private or public) a student attends as a supportive measure to the two criteria mentioned above. This study tried to answer the research question, which is: to what extent can student’s high school point average, admission test, and the type of school he attended predict his academic performance? The research carries a considerable significance as it cast light on some factors that may foretell the academic success of a college student. The study investigated the predictive capability of students’ high school general averages, admission test, which is Standardized Test for English Proficiency, and student’s type of high school to predict freshmen’s academic success as defined by their college General Point Averages at the end of their first year. The present study utilized regression analysis to analyze the data of 100 students who finished their first year at the college of languages and translation, Imam Muhammad ibn Saud Islamic University, Saudi Arabia. The study findings indicated that the admission test was the best predictor for students’ performance. In contrast, surprisingly, students’ HSGPAs and the type of school they attended had little significance in determining the attainment of college students. Thus, it is suggested that the entry test be considered an essential measure for admission to the Saudi college.
Keywords: academic success, criterion, future performance, high school general point average predictive ability,
Saudi EFL Freshmen, admission test   

Cite as:   Alotaibi, N. (2021). The Predictive Ability of High School General Point Average, Standardized Test for English Proficiency, and
Type of High School to Foresee the Academic Success of Saudi EFL Freshmen.  Arab World English Journal, 12 (2) 348-363.
DOI: https://dx.doi.org/10.24093/awej/vol12no2.24

References

ACT. (2009). National overview: Measuring college and career readiness – the class  of 2009. Iowa City, IA: ACT.

Adelman, Clifford & Clifford, (1999). Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment

Ali R, Ali SK, Afzal A. (2019) Predictive validity of a Uniform Entrance Test for the health professionals. Pak J Med Sci.   35(2):330-336.

Allen, J., & Robbins, S. (2010). Effects of interes.t-major congruence, motivation, and  academic performance on timely degree attainment.
Journal of Counseling
  Psychology, 57(1), 23- 35. doi: 10.1037/a0017267

Allen, J., Robbins, S., Casilla, A., & Oh, I. (2008) Third-year college retention and transfer: Effects of academic performance, motivation, and social

connectedness. Research in Higher Education, 49, (7), 647-664. Doi 10.1007/s11162-008-9098-3

Atkinson, R., & Geiser, S. (Eds.). (2009). Reflections on a century of college  admissions test. Berkeley, CA: University of California, Berkeley.

Bracco, S. (2014), A mathematical model for the optimal operation of the University  of Genoa Smart Poly-generation Microgrid:
evaluation of the technical, economic

and environmental performance indicators. Science direct, 14, 912-922. DOI: 10.1016/j.energy.2013.10.039

Burton, N. W., & Ramist, L. (2001). Predicting long term success in undergraduate

 school: A review of predictive validity studies. Princeton, NJ: Educational Testing Service.

Camara, W. J., & Echternacht, G. (2000). The SAT I and high school grades: Utility in predicting success in college. College Board Research
Notes
(RN-10). New York: College Board.

Clayton, S. D. (2012). Environment and identity. In S. D. Clayton (Ed.), The Oxford handbook of environmental and conservation psychology
 (pp. 164–180). Oxford  University Press. https://doi.org/10.1093/oxfordhb/9780199733026.013.0010

Clinedinst, M.E., Hurley, S.F., & Hawkins, D.A. (2011). 2011 State of College Admission. Alexandria, VA:
National Association for College Admissions  Counseling.

Crede’, M., & Kuncel, N. R. (2008). Study Habits, Skills, and Attitudes: The ThirdPillar Supporting Collegiate Academic Performance.
Perspectives on  Psychological Science, 3, (6), 425-453. https://doi.org/10.1111/j.1745-6924.2008.00089.x

Crocker, L. & Algina, J. (1986). Introduction to Classical and Modem Test Theory.  New York: Holt, Rinehart and Winston.

Dadgar, M., Collins, L., & Schaefer, K. (2015). Placed for success: How California  community colleges can improve the accuracy
of placement in English and math
  courses, reduce remediation rates, and improve student success. Oakland, CA:

Career Ladders Project. Retrieved from: http://www.careerladdersproject.org/wpcontent/uploads/2015/03/CLP_IP_Brief_37_508.pdf.

Elert, G. (1992). The SAT, aptitude or demographics? E-World. Retrieved from:  http://www.hypertextbook.com/eworld/.

Fleming, J., & Garcia, N. (1998). Are standardized tests fair to African Americans?  Predictive validity of the SAT in Black and White institutions.
Journal of Higher  Education, 69(5), 471–495.

Geiser, S., and Santelices, M.V. (2006). “The role of Advanced Placement and honors  courses in college admissions.” In P. Gandara, G. Orfield & C.
Horn (Eds.),

Expanding Opportunity in Higher Education (pp. 75-114). Albany, NY: SUNY  Press.

Gose, Daris A., (1994 “The Development of the Better Schools Program in Tennessee  From 1981 to 1986” Electronic Theses and Dissertations.
Paper 2687.      https://dc.etsu.edu/etd/2687

Hawkins, R., Lantz L. (2005). From self-sufficiency to personal and family

sustainability: A new paradigm for social policy. Journal of Sociology & Social  Welfare, 32(4), 77–92.

Hiss, W. C., & Franks, V. W. (2014). Defining promise: Optional standardized testing policies in American college and university admissions.
Arlington, VA:  National Association for College Admission Counseling. Retrieved from:

http://www.nacacnet.org/research/research-data/nacac-  Research/Documents/DefiningPromise.pdf.

Hodara, M., & Cox, M. (2016). Developmental education and college readiness at the  University of Alaska (REL 2016–123). Washington, DC:
U.S. Department of  Education, Institute of Education Sciences, National Center for Education

Evaluation and Regional Assistance, Regional Educational Laboratory  Northwest. Retrieved from http://ies.ed.gov/ncee/edlabs.

Hoffman, J. L. (2002). The impact of student cocurricular involvement on student success: Racial and religious differences. Journal of College Student Development,   43(5), 712–739.

Jerald, C. D. (2009). Defining a 21st century education. Alexandria, VA: The Center  for Public Education.

Kobrin, J. L., Patterson, B. F., Shaw, E. J., Mattern, K. D., & Barbuti, S. M. (2008).  Validity of the SAT for predicting first-year
college grade point average.
New  York: The College Board.

Lawlor, S., Richman, S., & Richman, C. L. (1997). The validity of using the SAT as a  criterion for black and white students’ admission to college.
College Student  Journal, 31(4), 507–515.

Levin, J., & Wyckoff, J. H. (1994). Predicting persistence and success in baccalaureate engineering. Education, 111, 461-468.

Marsh AA, Finger EC, Mitchell DG, Reid ME, Sims C, Kosson DS, Towbin KE, Leibenluft E, Pine DS, Blair RJ, (2008). Reduced amygdala response to
fearful  expressions in children and adolescents with callous-unemotional traits and

disruptive behavior disorders. Am J Psychiatry. 2008 Jun;165(6):712-20. doi: 10.1176/appi.ajp.2007.07071145. Epub 2008 Feb 15. Erratum in:
Am J   Psychiatry. 2008 Jul;165(7):920. Erratum in: Am J Psychiatry. 2008   May;165(5):652. PMID: 18281412.

Mathiasen, R. E. (1984). Predicting college academic achievement: a research review.  College Student Journal, 18, (4), 380-386.

Melancon, J. G. (2002). Reliability, structure, and correlates of Learning and Study  Strategies Inventory scores. Educational and Psychological Measurement, 62(6),   1020-1027. doi.org/10.1177/0013164402238088

Messick, S. (1989). Validity. In R. L. Linn, (ed.), Educational Measurement (pp.13- 103). New York: Macmillan Publishing Company.

McPherson, M. S., & Schapiro, M. O. (Eds.). (2008). College success: What it means   and how to make it happen. New York: The College Board.

Noble, J., & Radunzel, J. (2007). College readiness = college success beyond the first  year. Paper presented at the Annual Forum
of the Association for Institutional
  Research, June 2–6, Kansas City, Missouri.

O’Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-u  secondary academic performance. Personality and Individual Differences, 43(5),      971–990. https://doi.org/10.1016/j.paid.2007.03.017

Perfetto, G. (2002). Predicting academic success in the admissions process: Placing an   empirical approach in a larger process.
College Board Review, 196, 30-35.

Radunzel, J., & Noble, J. (2012). Tracking 2003 ACT®-tested high school graduates:  College readiness, enrollment, and long-term success.
(ACT Research Report No.  2012-2). Iowa City, IA: ACT, Inc.

Ridgell, S. D., & Lounsbury, J. W. (2004). Predicting academic success: General  intelligence, “Big Five” personality traits, and work drive.
College Student      Journal, 38, (4), 607–618.

Robbins, S., Allen, J., Casillas, A., Peterson, C., & Le, H. (2006). Unraveling the  differential effects of motivational and skills, social,
and self-management   measures from traditional predictors of college outcomes. Journal of Educational

 Psychology, 98, (3), 598-616. doi.org/10.2190/CS.13.1.a

Rothstein, J. (2004), college performance prediction and the SAT, ScienceDirect, 121, 1-2, 297-317.

Sawyer, R. (2010). Usefulness of high school average and ACT scores in making   ollege admission decisions.
(ACT Research Report No. 2010-2).
Iowa City, IA:    ACT, Inc.

Scott-Clayton, J. (2012). Do High-Stakes Placement Exams Predict College Success?   (CCRC Working Paper No. 41). New York, NY:
Columbia University, Teachers   College, Community College Research Center. Scott-Clayton, J., Crosta, P. M., & Belfield, C. R. (2014).
Improving the targeting of   treatment: Evidence from college remediation. Educational Evaluation & Policy

  Analysis, 36(3), 371–393. http://eric.ed.gov/?id=EJ1042032.

Silva, E. (2008). Measuring skills for the 21st century. Washington, DC: Education  Sector.

Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student   attrition. Chicago: The University of Chicago Press.

Tracey, T. J., & Sedlacek, W. E. (1984). Noncognitive variables in predicting   academic success by race.
Measurement and Evaluation in Guidance, 16, 172-178.

Tross, Stuart & Harper, JP & Osher, LW & Kneidinger, Linda. (2000). Not just the usual cast of characteristics:
Using personality to predict college performance and   retention. 41. 323-334.

Vulperhorst, J., Lutz, C., de Kleijn, R., & van Tartwijk, J. (2018). Disentangling the  predictive validity of high school grades for academic success in

university. Assessment & Evaluation in Higher Education, 43(3), 399–414 https://doi.org/10.1080/02602938.2017.1353586

Westrick, P., Le, H., Robbins, S., Radunzel, J., & Schmidt, F. (2012). “Can Do” vs.  ” Will Do”: The Relative Effects of ACT Scores and High School GPA on College  Performance and Retention. Manuscript in preparation.

Wigdor, A. K., & Garner, W. R. (Eds.) (1982). Ability testing: Uses, consequences, and controversies. Washington, DC: National Academic.

Zeegers, P. (2001). Approaches to learning in science: A longitudinal study. British  Journal of Educational Psychology,
71
(1), 115–

  1. https://doi.org/10.1348/000709901158424.

Zheng, J. L., Saunders, K. P., Shelley II, M. C., & Whalen, D. F. (2002). Predictors of  academic success for freshmen residence hall students.
Journal of College Student  Development, 43(2), 267–283.

Zwick, R., & Sklar, J. (2005). Predicting college grades and degree completion using  high school grades and SAT scores:
The role of student ethnicity and first  language. American Educational Research Journal, 42(3), 439-464.

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
Received: 3/30/2021 
Accepted: 6/11/2021
Published: 6/24/2021   
https://dx.doi.org/10.24093/awej/vol12no2.24
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Alotaibi, Nayef Shaie, is an assistant professor and head of the testing unit in the English Department, College of Languages and Translations, Imam Mohammad Ibn Saud Islamic University, Riyadh, Saudi Arabia. He is interested in applied linguistics research in general and in assessment research in specific. ORCiD ID: https://orcid.org/0000-0001-9463-3770