An Example of Using MATLAB for Data Analysis—The Correlation between College Entrance Exam and Students’ Performance at Universities

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Zhihao Ren
Keyword(s):  
Standardized Testing ◽  
College Entrance ◽  
College Entrance Exam ◽  
Entrance Exam ◽  
Entire Cohort ◽  
Entrance Exams ◽  
Future Performance ◽  
Significant Difference ◽  
Exam Scores ◽  
The University

<p>Many universities all over the world use entrance exams as a tool for filtering and selecting applicants to their courses. While entrance exams provide a standardized testing mechanism, it is not clear whether they are a predictor of the student’s future performance at the university. As an initial investigation, the author found and analyzed a raw dataset of students’ entrance exam scores and their performance in the university during the first three semesters. The author carried out statistical analysis for the entire cohort and also according to gender. The analysis was carried out using Matlab. The analysis carried out shows that for the given dataset, there is no correlation between entrance exam scores and university scores. Also, there is no significant difference in the performance at the entrance exam and university scores, between male and female students.</p><p> </p>

scholarly journals A Study on the University Placement System for Gifted Children in Turkey

2019 ◽  
Vol 8 (3) ◽  
pp. 59
Author(s):  
Kamil Arif Kırkıç
Keyword(s):  
Gifted Students ◽  
The United States ◽  
Gifted Children ◽  
College Entrance ◽  
Entrance Exam ◽  
Entrance Exams ◽  
Cross Cultural Comparison ◽  
Step Model ◽  
New Type ◽  
The University

There is no special university entrance exam for gifted students in Turkey. Their only option is to complete the standard university entrance exam at the end of their final year in high school. This system of entrance exams does not benefit gifted students. Other universities around the world support such students in the following two ways: through honor programs and early college entrance systems. This paper examines these two types of programs that support gifted students, and it employs a cross-cultural comparison between Turkey and the United States, China, and Finland. Furthermore, the paper proposes a multi-step model for educating gifted students and for improving the university entrance exam process. The new type of entrance exam that we propose could be employed in Turkey to support gifted students entering university. By implementing the proposed university entrance system, gifted students will become more effective in life for themselves as well as society.

Talking ‘Bout My Generation: Defining “First-Generation College Students” in Higher Education Research

2018 ◽  
Vol 120 (4) ◽  
pp. 1-38
Author(s):  
Robert K. Toutkoushian ◽  
Robert A. Stollberg ◽  
Kelly A. Slaton
Keyword(s):  
Higher Education ◽  
College Students ◽  
First Generation ◽  
First Generation College Students ◽  
College Entrance ◽  
College Entrance Exam ◽  
Entrance Exam ◽  
First Generation College Student ◽  
First Generation College ◽  
College Educated

Background/Context There have been numerous studies conducted in the higher education literature to determine whether parental education is related to the academic plans and success of their children. Within this literature, particular emphasis is often given to children who are “first-generation college students.” However, researchers and policy makers have not reached agreement on what constitutes a first-generation college student and whether the definition affects the findings from their studies. Purpose/Objective/Research Question/Focus of Study In this study, we examined whether the way in which first-generation college status was defined affected its association with the likelihood of a student going to college. We used data from the Educational Longitudinal Study of 2002 (ELS:02), which is a nationally representative longitudinal sample of 10th-grade students in 2002 who were followed up in 2004, 2006, and 2012. Research Design We used binary and multinomial logistic regression analysis to examine how first-generation college status, as well as other personal, family, and school characteristics, were associated with whether a student took a college entrance exam, applied to college, and enrolled in college. For this study, we constructed eight different definitions of a first-generation college student. The definitions varied with regard to the level of education needed for a parent to be considered “college educated” and the number of parents meeting the education criteria. Conclusions/Recommendations Our results showed that the connection between first-generation college status and these three outcomes varied depending on how first-generation college status was defined. In general, we found larger deficits for first-generation college students when neither parent was college educated and when college educated was defined as earning a bachelor's degree or higher. First-generation college students faced the largest deficits for enrolling in college, and smaller (but often significant) deficits for taking a college entrance exam and applying to college. The results imply that researchers should be very specific about how they are defining first-generation college status and should determine whether their findings are sensitive to how the variable was defined.

scholarly journals Comparison of Applicant's Results for Studies from Russia and Vietnam at the University of Economics, Prague

10.28945/3708 ◽  
2017 ◽  
Author(s):  
Milos Maryska ◽  
Petr Doucek ◽  
Lea Nedomova
Keyword(s):  
Education System ◽  
Logit Model ◽  
Graduation Rate ◽  
Hard Copy ◽  
Education Systems ◽  
Data Set ◽  
Entrance Exam ◽  
Entrance Exams ◽  
Study Results ◽  
The University

Aim/Purpose: The aim of this paper is analysis of applicants for study at the University of Economics, Prague (UEP) that are coming from foreign countries. The second aim is to learn the graduation rate of foreign students. Background: Knowledge about applicants results are important for changing entrance exams according to the changing situation in high school education systems and according to the changing requirements coming from teachers at UEP. The background question is, if the both components of entrance exams should have the same significance. Methodology: Entrance exams results were analysed for 2009-2016 period. We used standard statistics methods supported by the IBM SPSS tool and Microsoft Excel. All data were processed by way of Microsoft SQL Server. We analyzed the faculties that require Mathematics and English entrance exams. We are comparing mainly results of applicants from Russia and Vietnam. For graduation rate estimations the logit model approach has been applied. The data for our analysis came from UEP information systems and hard-copy applications and were then set anonymous. Contribution: Detailed analysis of situation at the UEP and guideline on how to process similar research at another universities. Paper offers comparison of Russian education system results in Mathematics and English with the education system of Vietnam. Further contribution is for Vietnamese potential applicants for study in the Czech Republic. Findings: Based on our analysis, we concluded that total number of applicants for studies was 109,996 students at the UEP during the analyzed period and applicants from Vietnam 1,686 and from Russia 7,227. For studies were accepted 717 applicants from Vietnam (42.5%) and 1,986 applicants from Russia (27.5%). We were also able to prove a slightly positive correlation between the number of points obtained for the English entrance exam and the mathematics entrance exam. However, this correlation goes slightly downhill over time. Further findings are from logit model of correlation between number of obtained points and successfully studies completion. The border for effective acceptance of students from this data set is approximately 170 obtained points in entrance exam. Recommendations for Practitioners : This analysis offers results of entrance exams on UEP from English and Mathematics. Recommendation could be held in comparison of education systems efficiency in Russia and Vietnam in these two areas with reflection requirements on students of economy at University of Economics, Prague. Recommendation for Researchers: The way of analysis, number of analyzed sample, final data and conclusions from this research. Using logit model for study success rate modeling. Offer for cooperation in analysis of entrance exams data queues. Impact on Society: Comparison of entrance exams results on University of Economics, Prague between Russian and Vietnamese applicants for study in the area of economics. Comparison of education systems effectiveness in Vietnam and in Russia in relation to economics studies in EU country. Future Research: Process this analysis in longer period and extend for another countries and nationalities. Next step planned for this is year is analysis of relation among results of Mock Entrance Exams – Entrance Exams – Study Results. This is long-term plan. In next 5 years, we should be able to answer question if there is some probability, that students failed during standard entrance exams when these students pass mock exams for example because he was in stress?

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