Predictive validity of the Ethiopian higher education entrance qualification examination: the case of the college of education
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Date
2007-06
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Addis Ababa Universty
Abstract
This paper examines the predictive validity of the EHEEQE to the College
performance of students of the College of Education of Addis Ababa
University during three consecutive years of first entrants of preparatory
origin students in 2003104 academic year. The main purpose of the study
was to see whether each entrance examination score is related to College
GPA starting from first year up to the end of undergraduate work. The data
of 453 students of ten departments of the College of Education has been
collected ",tid analyzed. The study totally depended on document analyses.
Pearson Product Moment Correlation Coefficient was the Statistical Method
to obtain the necessary results (Hinkle et. aI, 1994). The result revealed that
EHEEQE test scores have positive and significant relationship to College
GPA in many departments of the College of Education with some exceptions.
According to the result, there was negative relationship between
Mathematics test score and College GPA in the Departments of Physics,
Physical Education and Sport, and History. There was also negative
relationship between English test scores and College GPA for the
Department of Physics. From the entrance examination, Mathematics test
score has relatively low relationship to College performance in most of the
Departments of the College of Education. The relationship between
EHEEQE and College GP A was high in the Department of Chemistry
throughou' undergraduate learning. For the relationship between Social
Studies test scores and College GPA, r values decrease whiles the year level
increases and vise versa. On the contrary, the values of r increase in the
later years of College work for the relationship between General Science
and College GPA. From the individual predictor variables, English test
scores and Social Studies test scores contribute better in the variation of YI
SI College GP A than others. Fore instance, English test score (X3)
accounted for 36.9% (F (I. 31) ~18.14, P<0.05) of the variation in College
performance for the Department of Chemistry. When Mathematics test
score(X2) is added to this model, the variation in College GP A increases to
49.0% (F (I . 30) =14425, p< 0.05). Implications for the results have been
discussed and some valuable recommendations have been forwarded for the
improvement of the quality of EHEEQE.
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Keywords
Ethiopian higher education