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.
