University of Bahrain
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The Ability of the Admission Measures to Predict the First Year GPA in some Saudi Universities

Show simple item record A. Al-Qataee, Abdullah A. Al-Harbi, Khaleel 2018-11-05T15:32:06Z 2018-11-05T15:32:06Z 2018-09-03
dc.description.abstract The aim of the present study was to investigate the ability of the General Aptitude Test )GAT( scores, the Standard Achievement Admission Test (SAAT) scores, and High School Percentage (HSP) scores to predict the first year GPA )FYGPA( of the students. Two large student samples were randomly drawn from Saudi universities. A sample of 29,763 students was used to study the relationship between FYGPA, GAT and HSP. A second sample )22,139( was used to study the relationship between FYGPA and GAT, SAAT, and HSP. Multiple regression analysis was used to calculate the single and multiple Raw )RC( and Adjusted Correlations )AC( of the predictors )GAT, SAAT, and HSP( with FYGPA. The range of RC and AC coefficients among the three predictors (GAT, SAAT, and HSP( ranged from )0.38( to )0.63(, and from )0.46( to )0.73( respectively. The single and multiple correlations between the FYGPA and GAT, SAAT, and HSP ranged from )0.41( to )0.50( and )0.51( to )0.57( for RC, and from )0.53( to )0.59( and )0.58( to )0.68( for AC, respectively. Incremental predictive validity of the three predictors ranged from )0.02( to )0.12( for RC and from )0.03( to )0.12( for AC. It was found that the predictive ability in older universities was more significant than in newly established ones.. en_US
dc.language.iso ar en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution 4.0 International *
dc.rights.uri *
dc.subject general aptitude test (GAT) en_US
dc.subject standard achievement admission test (SAAT) en_US
dc.subject grade point average (GPA) en_US
dc.subject predictive validity en_US
dc.subject range restriction en_US
dc.subject incremental validity en_US
dc.title The Ability of the Admission Measures to Predict the First Year GPA in some Saudi Universities en_US
dc.type Article en_US
dc.volume 19 en_US
dc.issue 03 en_US
dc.pagestart 343 en_US
dc.pageend 368 en_US
dc.contributor.authorcountry Saudia Arabia en_US
dc.contributor.authoraffiliation The National Center for Assessment en_US
dc.contributor.authoraffiliation College of Education Taibah University en_US
dc.source.title Journal of Educational & Psychological Sciences en_US
dc.abbreviatedsourcetitle JEPS en_US

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