cover single with DOI 138 JPAIR: Multidisciplinary Research Vol. 9 · August 2012 Print ISSN 2012-3981 • Online ISSN 2244-0445 doi: http://dx.doi.org/10.7719/jpair.v9i1.10 Published Online: August 2012 College Academic Performance of Teacher Education Students in a State University of Northern Philippines JUANITA B. PASCUA juanita16_pascua@yahoo.com JANE D. NAVALTA LEILA M. DELA CRUZ JULIUS S. VALDERAMA nvsu.edu.ph Nueva Vizcaya State University Nueva Vizcaya, Philippines Abstract - The study determined the factors that influence the college academic performance of the respondents. This study used the descriptive and correlational survey methods of research with document scanning. It was found that gender and degree/course of the respondents were not significant factors in college academic performance; HS GPA was a significant factor that influences college academic performance; Admission Test Score in English and Science had no significant relationship on the college academic performance but in Mathematics, however, the higher the overall Admission Test Score, the higher is the college academic performance; male respondents did not differ in college academic performance when compared with their female counterparts and the BEED respondents did not differ in college academic performance when compared with their BSIE and BSED counterparts; and there was no significant difference between Admission Test Scores in General Information and Science when compared with their academic performance; however, when grouped JPAIR Multidisciplinary Research is produced by PAIR, an ISO 9001:2008 QMS certified by AJA Registrars, Inc. 139 International Peer Reviewed Journal according to admission test in English, those who obtained average and above average scores performed better in college than those who got failing and below average scores while in Mathematics, those who obtained average and above average scores performed better in college than those who failed and got below average scores. Keywords - academic performance, grade point average, admission test score INTRODUCTION College life is nothing more than a tough challenge to beat. It entails rigorous academic work that would separate the “chaffs” from the “grains,” the “able and “unable.” It’s a whole new world that high school graduates who are dreaming to finish a degree would enter with much excitement and apprehension. In order to thrive in college, freshmen acquaint themselves with strategies that would help them survive their university years. These strategies are boosted by the quality of basic education that they bring with them in the University. Facility in the tool subjects Mathematics, English and Science provide the incoming college students the necessary knowledge, skills as well as the relevant attitudes in beating the rigors of academic work. As students push themselves towards achieving their goals, their ability and proficiency in dealing with every academic endeavor, may give them an edge over those with lesser ability and lower in proficiency level. Predictors of a freshmen’s survival in university education needs to be determined. These may provide decisions on classifying freshmen students and fitting them to courses that suits their abilities and inclinations. FRAMEWORK Grade Point Average (GPA) as one of the main factors associated with the admission test result of student measures how well one is doing in his academic studies. It is the average obtained by dividing the total quality hours for course for which one is registered for any 140 JPAIR: Multidisciplinary Research state or period of time. GPA ensures that a student’s performance is easily understood by many institutions around the world that rely on GPA in the assessment of the performance of students prior to, and during their course of studies. All good grading systems recognize and reward multi-skilled students. Under GPA, performance in a given set of courses summarizes overall performance (tru.ca/policy/allpolicy. html). High school GPA is considered a reliable gauge of future college achievement because it measures academic performance over a four- year period. Students in college preparation classes gain familiarity by studying some of the same liberal arts classes they will encounter in college, including English and the social sciences. Similar approaches to teaching that rely on lectures, tests, term papers, labs and final exams also make the transition to college classes easier (Briggs, 2011). Moreover, Admission Test Scores (ATS) measures a high school chance of academic success on their college studies. The Educational Testing Service (ETS) also claims that the test measures not just how capable individuals answer questions but how they will perform in the academic world (http//:www.philippineeducation.edu). Students can take the Scholastic Admission Test (SAT) subject test to show colleges their mastery of specific subjects like English, History and Social Science, Mathematics, Science and Language. The SAT subject test gives students an additional opportunity to distinguish themselves and showcase their skills in a particular subject area (http//:www. collegeboard.com/parents/tests/testing overview/2194html). OBJECTIVE OF THE STUDY The study was conducted to determine the factors that influence the college academic performance of the respondents. MATERIALS AND METHODS The study used the descriptive and correlational survey methods of research with document scanning. The descriptive part described the demographic profile of the respondents, and the level of college academic performance. Correlation procedure was used to determine 141 International Peer Reviewed Journal the relationship between the demographic profile variables and the level of college academic performance of the respondents. Comparative analysis was used to determine the differences between selected demographic profile variables and the level of college academic performance of the respondents. Document scanning was used to gather the profile of the respondents. RESULTS AND DISCUSSION Demographic Profile of the Respondents Gender The table shows that out of 211 respondents, there were 167 (79.15%) male and only 44 (20.85%) female respondents. Most of the respondents were male. Table 1. Demographic profile of the respondents Demographic Profile Frequency Percent Gender Female 114 79.72 Male 29 20.28 Total 143 100.00 Degree/course BEED 65 45.45 BSIE 10 6.99 BSED - MAPEH 18 12.59 BSED - GS 13 9.09 BSED - TLE 5 3.50 BSED - ENG 32 22.38 Total 143 100.00 HS GPA 75.00 - 79.99 8 5.60 80.00 - 84.99 54 37.76 142 JPAIR: Multidisciplinary Research 85.00 - 89.99 65 45.45 90.00 - 94.99 15 10.49 95.00 and above 1 0.70 Total 143 100.00 Degree/course The data show that 97 (45.97%) of the respondents belonged to BEED, 45 (21.33%) were BSED English majors, 24 (11.37%) were BSED MAPEH majors and 18 (8.54%) BSED General Science, 15 (7.11%) BSIE, and 12 (5.695) were BSED TLE majors. Majority of the respondents were BEEd students. HS GPA Based on Table 1, 67 (44.37%) of the respondents obtained a high school Grade Point Average ranging from 85.00 - 89.99; 55 (36.42%) got an average ranging from 80.00 - 84.99; 19 (12.58%) obtained a GPA of 90.00 - 94.99; nine (5.96%) got 75.00 - 79.99; and only one (0.66%) obtained a HS GPA of 95.00 and above. Most of the respondents got a HS GPA ranging from 85.00 - 89.99. It implies that the college advisers concerned followed admission requirements except for few cases. Level of Admission Test Score of the Respondents General Information As presented in Table 2, 78 (54.55%) of the respondents belonged to the average group; 47 (32.87%) were above average; 14 (9.79%) obtained scores under below average category; and only 4 (2.79%) were superior. Majority of the respondents got an average admission test score in General Information. English Based on the table, 93 (65.03%) of the respondents got below average 143 International Peer Reviewed Journal scores in Admission test; 40 (27.97%) obtained average scores; 7 (4.90%) failed; and only 3 (2.10%) got above average scores. More than half of the respondents got below average admission test scores in English. Science Table 2 shows that 87 (60.84%) out of 143 respondents belonged to score range below average; 44 (30.77%) obtained average scores; 8 (5.59%) failed; and only 4 (2.80%) got above average scores in Science component of the admission test. Most of the respondents got below average scores in Science. Mathematics It could be gleaned on the table that, 77 (53.85%) obtained below average scores in Mathematics component of the Admission test; 43 (30.07%) failed; 20 (13.99%) got scores under average category; and 3 (2.09%) obtained above average scores. Almost one-half of the respondents got below average scores in Mathematics component of the Admission test. Table 2. Level of admission test score of the respondents Level of Admission Test Score Frequency Percent General Information Below Average 14 9.79 Average 78 54.55 Above Average 47 32.87 Superior 4 2.79 Total 143 100.00 English Failed 7 4.90 Below Average 93 65.03 Average 40 27.97 Above Average 3 2.10 144 JPAIR: Multidisciplinary Research Total 143 100.00 Science Failed 8 5.59 Below Average 87 60.84 Average 44 30.77 Above Average 4 2.80 Total 143 100.00 Math Failed 43 30.07 Below Average 77 53.85 Average 20 13.99 Above Average 3 2.09 Total 143 100.00 Legend: General Information English Science Math Failed 0-9 0-19 0-13 0-11 Below average 10-14 20-29 14-20 12-17 Average 15-19 30-39 21-27 18-23 Above Average 20-24 40-49 28-34 24-29 Superior 25-29 Level of College Academic Performance of the Respondents English Out of 143 respondents, 66 (46.15%) got a college GPA of 2.00-2.49 which was described as good in their English subjects; 40 (27.97%) obtained a college GPA range of 2.5 – 3.00, described as fair; 31 (21.68%) belonged to GPA range of 1.50-1.99 which was described as very good; and 6 (1.00 - 1.49) obtained a GPA of 1.00-1.49 which was excellent. 145 International Peer Reviewed Journal Table 3. Level of college academic performance of the respondents College GPA Frequency Percent English 1.00 - 1.49 6 4.20 1.50 - 1.99 31 21.68 2.00 - 2.49 66 46.15 2.50 - 3.00 40 27.97 Total 143 100.00 Science 1.00 - 1.49 2 1.40 1.50 - 1.99 13 9.09 2.00 - 2.49 56 39.16 2.50 - 3.00 72 50.35 Total 143 100.00 Math 1.00 - 1.49 5 3.50 1.50 - 1.99 8 5.59 2.00 - 2.49 30 20.98 2.50 - 3.00 100 69.93 Total 143 100.00 Overall GPA 1.00 - 1.49 5 3.50 1.50 - 1.99 22 15.38 2.00 - 2.49 78 54.55 2.50 - 3.00 38 26.57 Total 143 100.00 Legend: College GPA Qualitative Description 1.00 - 1.49 - Excellent 1.50 – 1.99 - Very Good 146 JPAIR: Multidisciplinary Research 2.00 - 2.49 - Good 2.50 – 3.00 - Fair Most of the respondents were described as good in their college academic performance, specifically in English subjects. Science Seventy-two (50.35%) of the respondents obtained a GPA of 2.50 - 3.00 in Science described as fair; 56 (39.16%) got 2.00-2.49 GPA which was evaluated as good; 13 (9.09%) obtained 1.50-1.99 GPA which was noted as very good; and only 2 (1.40%) were evaluated as excellent with GPA of 1.00-1.49. The data imply that most of the respondents got only a grade of fair in Science subjects. Mathematics It could be noted from the table that 100 (69.93%) of the respondents got a College GPA in Mathematics ranging from 2.50 - 3.00 described as fair; 30 (20.98%) got a GPA of 2.00-2.49 which was evaluated as good; 8 (5.59%) obtained a GPA of 1.50 - 1.99 which was noted as very good; and 5 (3.50%) got a PA ranging from 1.00-1.49 which was evaluated as excellent. The data connote that most of the respondents got only fair marks in Mathematics subjects. Overall GPA The data indicated that 78 (54.55%) of the respondents obtained an overall GPA of 2.00 - 2.49 which was noted as good; 38 (26.57%) obtained a rating of fair under the GPA range from 2.50 - 3.00; 22 (15.38%) obtained a overall GPA of 1.50 - 1.99 which was evaluated as very good; and 5 (3.50%) got an excellent overall GPA of 1.00 - 1.49. This data imply that more than one-half of the respondents obtained an overall GPA which was evaluated as good. This further implies that the respondents are good in English, Science, and Mathematics. 147 International Peer Reviewed Journal Relationship between College Academic Performance and the Demographic Profile Variables of the Respondents Table 4 presents the relationship between college academic performance specifically in English, Science and Mathematics and the demographic profile variables of the respondents. Table 4. Relationship between college academic performance and the demographic profile variables of the respondents GPA in College (College Academic Performance) r Sig* Gender 0.009 0.904 Degree/Course -0.048 0.498 HS GPA -0.310 < 0.001 Admission Test Scores General Information -0.035 0.618 English -0.093 0.190 Science 0.044 0.537 Mathematics -0.188 0.008 Total -0.246 0.001 * .05 level of significance As presented in Table 4, the computed r value -0.310 indicated that there is significant relationship between college academic performance and high school Grade Point Average. Based from the result, the null hypothesis was rejected. The result further implied that the higher the HS GPA, the higher is the GPA in college/ college academic performance. The result of the study supports the findings of Briggs (2011), that grades accurately predict college GPA than standardized tests regardless of the quality or type of high school. Although standardized tests are used to estimate the performance of incoming freshman, grades attained over a four-year period in high-school most closely align with those over four years of college. These numbers are similar 148 JPAIR: Multidisciplinary Research regardless of academic discipline or major. Moreover, the result of the study of Comeaux (2005) suggests that students with high GPAs in high school tend to get high GPAs in college. Likewise, Niu and Tienda (2009) in their study, found that high school class rank is a better predictor of college performance than standardized test scores. In Mathematics, the obtained r value -0.188 indicated that there was significant relationship between college academic performance and Admission Test Score in Mathematics. It could be inferred that the higher the Admission Test Scores in Mathematics the higher is the GPA in college. The overall computed r value -0.246 indicated significant relationship between the college academic performance and overall Admission Test Score. This further indicated that the higher the overall Admission Test Score, the higher is the college academic performance. Admission Test Scores (ATS) measures a high school chance of academic success on their college studies. The Educational Testing Service (ETS) also claims that the test measures not just how capable individuals answer questions but how they will perform in the academic world (http//:www.philippineeducation.edu). Difference on the College Academic Performance when grouped according to Demographic Profile Variables Table 5 presents the test of difference on the college academic performance when grouped according to gender, degree/course, HS GPA, and Admission Test Scores. Based on Table 5, the result indicated the test of difference on the college academic performance when grouped according to the Admission Test Scores in General Information, English, Science and Mathematics. 149 International Peer Reviewed Journal Table 5. Difference on the college academic performance when grouped according to demographic profile variables Demographic Profile Variables Mean SD T / F sig Gender Male 2.241 0.355 0.015 0.904 Female 2.252 0.540 Degree/Course BEED 2.251 0.638 2.011 0.079 BSIE 2.339 0.287 BSED -MAPEH 2.422 0.324 BSED – General Science 1.999 0.411 BSED –TLE 2.474 0.271 BSED –English 2.180 0.300 Admission Test Score General Information Failed 2.173 0.261 1.781 0.134 Below Average 2.378 0.303 Average 2.324 0.650 Average and Above Average 2.131 0.349 English Failed 2.202 0.273 3.212 0.024 Below Average 2.343 0.596 Average and Above Average 2.086 0.394 Science Failed 2.213 0.266 0.176 0.913 Below Average 2.247 0.291 Average 2.287 0.851 Above Average 2.226 0.578 150 JPAIR: Multidisciplinary Research Mathematics Failed 2.307 0.660 4.206 0.007 Below Average 2.268 0.292 Average and Above Average 2.020 0.399 English. The computed t value of 3.212 indicated significant difference on the college academic performance of the respondents. The respondents whose scores are with failed category differ in their academic performance compared with those in the average and above average category. Respondents who scored under below average differ significantly in their college academic performance than those whose scores belong to average and above average scores category. In general, respondents who obtained average and above average Admission Test Scores in English, performed better in college than those who got failing and below average scores. This could be true since English is commonly used as medium of instruction in the classroom except for Filipino subjects. Mathematics. Based on the computed t value of 4.206, it indicated significant difference in college academic performance when grouped according to Admission Test Scores in Mathematics. Respondents who failed and got average scores in Mathematics Admission Test differ in their college academic performance; those who got average scores differ in their academic performance with those who obtained above average scores. Those who got below average scores differ significantly with those who obtained average scores those who obtained average scores differ in their college academic performance with those whose scores are above average. Generally, respondents who obtained average and above average scores in Mathematics component of the Admission Test, performed better in college than those who failed and got below average scores. 151 International Peer Reviewed Journal CONCLUSIONS Based on the findings of the study, the following conclusions were drawn: High School Grade Point Average was a significant factor that influences college academic performance of the respondents. The higher the HS GPA, the higher is the GPA in college/college academic performance. In Mathematics Admission Test Score, the higher the overall Admission Test Score, the higher is the college academic performance. Admission Test Scores of respondents in General Information, and Science, did not differ as compared to their college academic performance. However, when grouped according to Admission Test Score in English, respondents who obtained average and above average scores performed better in college than those who got failing and below average scores. In Mathematics Admission Test Score, respondents who obtained average and above average scores performed better in college than those who failed and got below average scores. RECOMMENDATIONS Based on the results of the study, the following recommendations are given: 1. The College of Teacher Education Screening committee should adhere to the quality standards of admission and retention set for education students. 2. There is a need to further review the items included in the Admission test given by the University Testing Center to really determine what course or specialization is suited to the student concerned. 3. Further study is recommended and to consider other variables which could be perceived to be directly affecting the college academic performance of the students and to be conducted in a wider scope. 152 JPAIR: Multidisciplinary Research LITERATURE CITED Briggs, J. 2011 High School Grades and College Performance. Retrieved on June from http://www.ehow.com/about_6308320_high-school- grades-college performance.html Comeaux, E. 2005 Predictors of academic achievement among student-athletes in the United States Sports Academy - “America’s Sports University”. Retrieved on June 2011 from http://www. thesportjournal.org/article/predictors-academic-achievement- among-student-athletes-revenue-producing-sp Niu, S. X. and M. Tienda 2009 Testing, ranking and college performance: does high school matter? Princeton University. niu@princeton.edu, tienda@ princeton.edu The Relative Predictive Validity of ACT Scores and High School Grades in Making College Admission Decisions. 2011 Retrieved on June from http://www.act.org/research/ policymakers/ pdf/ PredictiveValidity.pdf ONLINE DATABASES tru.ca/policy/allpolicy.html http//:www.collegeboard.com/parents/tests/testing overview/2194html http//:www.philippineeducation.edu Pursuant to the international character of this publication, the journal is indexed by the following agencies: (1)Public Knowledge Project, a consortium of Simon Fraser University Library, the School of Education of Stanford University, and the British Columbia University, Canada; (2) E-International Scientific Research Journal Consortium; (3) Philippine E-Journals; and (4) Google Scholar.