The Relationship of Entrance Examination Performance and Academic Achievement

Abstract

Measurement is always a part in every educational process. A cognitive test, regardless of what it has been called provides a sample of certain dimensions of the individual being tested. This study entitled The Relationship of Entrance Examination Performance and Academic Achievement is a descriptive correlational study designed to determine the predictive validity of Entrance Examination Performance using the Pearson Product Moment Correlation. Hence, the scores of the Entrance Examination were correlated with Academic Achievement. Specifically in (1) English I 2) Algebra (3) Computer (4) Zoology and (5) GWA. The results showed that Entrance Examination moderately predict Academic Achievement in all subjects including GWA with obtained correlation coefficients ranging from r=0.3/ to r=0.46. The highest correlation coefficient was obtained between Entrance Examination and GWA while lowest with Algebra. The female respondents’ obtained the highest correlation in GWA (r=0.56) and lowest in Algebra (r=0.42). On the other hand, the male respondents obtained the highest correlation in English (r=0.40) and lowest in Algebra (r=0.14). The six classifications of Entrance Examination performance level indicate a negative to positive low to moderate correlation to Academic Achievement in all subjects including GWA, suggesting that Entrance Examination performance is moderately correlated to Academic Achievement. Recommendations posed, based on the results, full utilization of Entrance Examination in intervention programs, remediation, career counseling and classification of students to ensure maximum utilization of abilities and to render appropriate teaching strategies for effective learning.