scholarly journals Examining the validity of chiropractic grade point averages for predicting National Board of Chiropractic Examiners Part I exam scores

2021 ◽  
Author(s):  
Igor Himelfarb ◽  
Bruce L. Shotts ◽  
Andrew R. Gow
Keyword(s):  
Standardized Test ◽  
Grade Point Averages ◽  
Educational Institutions ◽  
Standardized Test Scores ◽  
Grade Point ◽  
National Board ◽  
Future Performance ◽  
Computer Based ◽  
Exam Scores ◽  
Domain Scores

ABSTRACT Objective The main objective of this study was to evaluate the validity of grade point average (GPA) for predicting the National Board of Chiropractic Examiners (NBCE) Part I exam scores using chiropractic GPA. Methods Data were collected during the January 2019 computer-based testing administration of the NBCE's Part I exam. The sample size was n = 2278 of test takers from 18 domestic and 4 international chiropractic educational institutions. Six regression models were developed and tested to predict the Part I domain scores from chiropractic GPA while controlling for self-reported demographic variables. Residuals from the models were disaggregated by pre–chiropractic GPA. Results Chiropractic GPA revealed a positive, statistically significant correlation with sex. The chiropractic GPA was found to be a significant predictor of the Part I domain scores. A different perspective was obtained when residuals (observed minus predicted) were collected and split by the pre–chiropractic GPA. Very good students tended to be underpredicted, while other students were overpredicted. Conclusion This study builds on the cascading evidence from educational literature by providing additional results suggesting that undergraduate (prechiropractic) GPA as well as the GPA obtained in doctor of chiropractic programs are related to the future performance on the NBCE Part I exam. The results provide a first glance at the connection between the standardized test scores, which are often used for instructors' and institutional evaluation and the GPA obtained in a doctor of chiropractic program.

scholarly journals Can school structures improve teacher-student relationships? The relationship between advisory programs, personalization and students’ academic achievement

2010 ◽  
Vol 18 ◽  
pp. 17 ◽  
Author(s):  
Larry V. McClure ◽  
Susan Yonezawa ◽  
Makeba Jones
Keyword(s):  
Academic Achievement ◽  
Standardized Test ◽  
Grade Point Averages ◽  
Standardized Test Scores ◽  
Grade Point ◽  
School Structures ◽  
Small High Schools ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
The Relationship

In this paper, we present findings from a three-year study of students' perceptions of personalization and, specifically, advisory as a reform strategy and its relationship to students' academic progress at 14 recently converted small high schools in a large, urban school district in California.  This study examined the degree to which students' sense of personalization (connections to the school and to adults at the school) interacted with students' academic achievement, as measured by standardized test scores and weighted grade-point averages. In particular, we examined the relationship between students' perceptions of formal structures to enhance personalization -- such as advisory periods -- and students' academic achievement.

Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance

2020 ◽  
Vol 10 (2) ◽  
pp. 1-17
Author(s):  
Apler J. Bansiong ◽  
Janet Lynn M. Balagtey
Keyword(s):  
High School ◽  
Teacher Education ◽  
Grade Point Average ◽  
Test Scores ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Degree Programs ◽  
Licensure Examination ◽  
Grade Point ◽  
Admission Variables

This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.

scholarly journals Using an Integrated Persistence Model to Predict College Graduation

2017 ◽  
Vol 6 (3) ◽  
pp. 40 ◽  
Author(s):  
Liuli Huang ◽  
Lahna R Roche ◽  
Eugene Kennedy ◽  
Melissa B Brocato
Keyword(s):  
Standardized Test ◽  
Supplemental Instruction ◽  
College Major ◽  
Standardized Test Scores ◽  
College Graduation ◽  
Learning Support ◽  
Grade Point ◽  
Home Address ◽  
Race Ethnicity ◽  
Persistence Model

Many researchers have explored the relationships between the likelihood of graduating from college and demographic and pre-college factors such as gender, race/ethnicity, high school grade point average (GPA), and standardized test scores. However, additional factors such as a student’s college major, home address, or use of learning support in college have been examined to a far lesser degree. This study seeks to add these factors to an integrative persistence model in order to examine their impact on predicting college graduation in a six-year timeframe. Results indicate that students with in-state home addresses are more likely to graduate within six years than students with out-of-state home addresses, when controlling for other factors. Findings also suggest that graduation rates vary considerably for different majors and for those using learning support such as tutoring and Supplemental Instruction in college. Therefore, these additional factors become important for institutions to consider, particularly as it applies to implementing new programs, expanding programs proven effective, and/or targeting specific populations of students in order to help them persist to timely college graduation.

The Next Generation of Computer-Assisted Advising and Beyond

1996 ◽  
Vol 16 (1) ◽  
pp. 47-51 ◽  
Author(s):  
Michael J. Leonard
Keyword(s):  
Grade Point Average ◽  
Computer Software ◽  
Grade Point Averages ◽  
Computer Assisted ◽  
Next Generation ◽  
Student Centered ◽  
Grade Point ◽  
Computer Based ◽  
Personal Computer Software ◽  
Definition Of

In a recent NACADA Journal “Advisor's Toolbox” article, Tukey (1994) explained ways in which personal computer software could be used to automate the process of calculating grade-point averages. Building on this particular example of computer-assisted advising, the present article introduces the next generation of computer-based grade-point average calculation programs and expands the definition of computer-assisted advising by examining additional examples of interactive, student-centered, computer-based advising programs.

scholarly journals The Impact Of Lecture Capture On Student Performance In Business Courses

2015 ◽  
Vol 12 (1) ◽  
pp. 65-74 ◽  
Author(s):  
Neil Terry ◽  
Anne Macy ◽  
Robin Clark ◽  
Gary Sanders
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Standardized Test ◽  
The United States ◽  
Demographic Variables ◽  
Standardized Test Scores ◽  
Final Exam ◽  
Lecture Capture ◽  
Grade Point ◽  
Business Courses

This paper examines the effect of the e-learning technology of lecture capture on the performance of undergraduate business students in business law, economics, finance, and management courses. The sample consists of 890 student observations at a midsized regional institution located in the Southwestern region of the United States. The dependent variable is percentage score on a comprehensive final exam in advanced business courses. The empirical model controls for effort, grade point average, standardized test scores (SAT/ACT), and instruction mode. Demographic variables are gender, ethnic background, age, major, and transfer students. Effort measured via homework score, grade point average, ability measured via standardized test scores, academic major, and access to lecture capture are the five model variables that are positive and statistically significant. Age, classification as a transfer student, and online courses without lecture capture are the three statistically significant variables with a negative coefficient. The demographic variables associated with African-American, Hispanic, and gender are not statistically significant determinants of performance on the final exams. The results indicate that students completing business courses with access to lecture capture score approximately three percent higher on the final exam, holding other factors constant.

Learner Interaction in a Computer-Based Instructional Lesson

1995 ◽  
Vol 13 (2) ◽  
pp. 163-172 ◽  
Author(s):  
William D. Milheim
Keyword(s):  
Exploratory Study ◽  
Grade Point Averages ◽  
Grade Point ◽  
Learner Interaction ◽  
Computer Based ◽  
Instructional Variable

While interaction has consistently been described as an important instructional variable, there is little research to support how it is specifically used by various learners within a computer-based lesson. Based on this lack of research, this exploratory study attempts to quantify some of the interactions that take place between learners and a computer-based instructional lesson teaching basic memory skills. Statistically significant results from this study indicate that subjects aged thirty to thirty-nine had a tendency to repeat computer screens in some instructional modules while students with lower undergraduate grade point averages tended to skip some computer screens altogether.

scholarly journals Test Preparation and Students’ Performance: The Case of the Colombian High School Exit Exam

2020 ◽  
Vol 39 (79) ◽  
pp. 31-72
Author(s):  
Silvia Consuelo Gómez Soler ◽  
Gloria Lucia Bernal Nisperuza ◽  
Paula Herrera Idárraga
Keyword(s):  
High School ◽  
Standardized Test ◽  
Educational Institutions ◽  
Standardized Test Scores ◽  
Test Results ◽  
Exit Examination ◽  
High School Exit Exam ◽  
High School Exit ◽  
Admission Decisions ◽  
The Relationship

Standardized test scores play a central role in determining college admission decisions in both developed and emerging countries. For that reason, many courses are offered by schools and other educational institutions to prepare students for the exams. However, it is still unclear whether additional preparation has a positive and significant effect. The objective of this paper is to use the results of the Colombian high-school exit examination to gain a better understanding of the relationship between preparation and test results. Our results show that, on average, preparatory activities are associated with an increase of approximately 0.06 standard deviations in scores.

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