Purpose

This study examined predictors of cumulative grade point average (GPA) from entrance scores and successive performance during students' academic work in university engineering programs.

Design/methodology/approach

Scores from high school coursework, the General Ability Test and the Achievement Test were examined to determine if these factors and annual successive GPAs were predictors of long-term GPA. The sample consisted of 2,031 students registered in university engineering programs during the 2013–2019 period.

Findings

Correlations were significant between entrance scores and the preparatory year GPA but not with cumulative GPA. Also, correlations were significant between year-1 GPA to year-3 GPA and the graduation GPA. Adjacent year GPA is the better predictor of later GPA. More importantly, GPA at the time of graduation is well predicted by GPAs throughout years of study within engineering programs after controlling for entrance scores. Girls outperform boys in their entrance scores and GPAs. Hence, girls are likely to obtain higher cumulative GPAs.

Research limitations/implications

The implications of the study findings could help university faculty and administrators to understand the role of current entrance scores in predicting academic achievement of engineering students. In addition, the results could serve as a foundation to review weights of entrance scores for future developments and revisions. The findings of the study are limited to admission data for engineering students during the 2013–2019 period. Other disciplines may show a different pattern of relationships among the studied variables.

Practical implications

The study findings have useful practical implications for admitting and monitoring student progress at engineering education programs. Results may help program curriculum development specialists and committees in designing admission criteria.

Social implications

Administrators and faculty members are advised to consider entrance scores when providing counseling and monitoring throughout students' program-year progress. More attention should be devoted to university performance when interest is focused on later or graduation CGPA, with less emphasis on entrance scores.

Originality/value

The existed previous studies explored factors that influence the student performance in engineering programs. This study documents the role of admission criteria and successive GPAs in predicting the student graduation CGPA in engineering programs. Relationships between factors are crucial for engineering program revisions and policymaking.

中文翻译：

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入学分数和短期表现对工程教育长期成功的预测有效性

目的

本研究通过入学分数和学生在大学工程课程中的学术工作期间的连续表现，检查了累积平均绩点 (GPA) 的预测因素。

设计/方法/途径

对高中课程、综合能力测试和成就测试的分数进行了检查，以确定这些因素和每年的连续 GPA 是否是长期 GPA 的预测因素。样本包括 2013-2019 年期间在大学工程专业注册的 2,031 名学生。

发现

入学分数与预科 GPA 之间存在显着相关性，但与累积 GPA 无关。此外，第 1 年 GPA 到第 3 年 GPA 与毕业 GPA 之间存在显着相关性。相邻年份的 GPA 可以更好地预测以后的 GPA。更重要的是，在控制入学分数后，毕业时的 GPA 可以很好地预测工程项目中多年学习的 GPA。女孩在入学分数和 GPA 方面优于男孩。因此，女孩有可能获得更高的累积 GPA。

研究局限性/影响

研究结果的意义可以帮助大学教师和管理人员了解当前入学分数在预测工程专业学生学业成绩方面的作用。此外，结果可以作为审查入学分数权重的基础，以供未来的发展和修订。该研究的结果仅限于 2013-2019 年期间工程专业学生的录取数据。其他学科可能会显示研究变量之间不同的关系模式。

实际影响

研究结果对于在工程教育项目中录取和监测学生的进步具有实用的实际意义。结果可能有助于项目课程开发专家和委员会设计录取标准。

社会影响

建议管理人员和教职员工在为学生的整个项目年度进度提供咨询和监控时考虑入学分数。当兴趣集中在以后或毕业的 CGPA 上时，应该更多地关注大学表现，而不是入学分数。

原创性/价值

现有的先前研究探讨了影响学生在工程项目中表现的因素。本研究记录了录取标准和连续 GPA 在预测工程项目学生毕业 CGPA 方面的作用。因素之间的关系对于工程计划的修订和决策至关重要。