ERIC Number: EJ1081025
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 13
Use of Standardized Test Scores to Predict Success in a Computer Applications Course
Harris, Robert V.; King, Stephanie B.
Community College Journal of Research and Practice, v40 n1 p75-78 2016
The purpose of this study was to see if a relationship existed between American College Testing (ACT) scores (i.e., English, reading, mathematics, science reasoning, and composite) and student success in a computer applications course at a Mississippi community college. The study showed that while the ACT scores were excellent predictors of success, the ACT scores did not predict nonsuccess. Inclusion in the nonsuccess group is only slightly accounted for in the models by use of either ACT composite score or ACT subscores; therefore, there must be other factors that affect the student outcome in the course. However, the odds ratio indicated that for every one point of increase in ACT composite score, a student is 18% more likely to be successful in the computer applications course. Likewise, a student is 11.9% more likely to be successful in the computer applications course for every one point of increase on ACT science reasoning score.
Descriptors: College Entrance Examinations, Standardized Tests, Scores, Predictor Variables, Success, Academic Achievement, Computer Science Education, Computer Oriented Programs, College Students, Community Colleges, Science Process Skills, Abstract Reasoning, Multivariate Analysis, Regression (Statistics), Correlation, Statistical Analysis, Grade Point Average
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Authoring Institution: N/A
Identifiers - Location: Mississippi
Identifiers - Assessments and Surveys: ACT Assessment