The validity of the CET in predicting the academic performance of De La Salle College freshmen in the first semester of the schoolyear 1971-72

Added Title

Case of Eunice

Date of Publication

1972

Document Type

Master's Thesis

Degree Name

Master of Arts in Education major in Guidance and Counseling

Subject Categories

Counseling | Educational Assessment, Evaluation, and Research

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Justin Lucian, FSC

Defense Panel Chair

Exaltacion C. Ramos

Defense Panel Member

Kendel Tang,
Justin Lucian, FSC

Abstract/Summary

v. 1. This study aims to : 1) find out the predictive validity of the FAPE College Entrance Test (CET) 2) compare the predictive ability of the CET and that of the fourth year high school grade average (HSGA) 3) find the best combination of variables that may be used for selection and classification of students that would most likely succeed in the various degree programs at DLSC and 4) compare the predictive ability of the CET Math test and the DLSC Engineering Math test. The college academic performance of 537 De La Salle College freshmen during the school year 1971-72 was studied to determine the inter-relationships existing between the first semester college grade-point average (CGPA), designated as the criterion variable, and the CET sub-tests scores and the fourth year high school grade average (HSGA), as the predictor variables. The data were analyzed and interpreted separately by schools : Engineering, Commerce, and Liberal Arts. The intercorrelation coefficients were computed using the Pearson product-moment formula. The partial correlation coefficients of the predictor variables were obtained to find out the predictive ability of each of them when all the others were held constant. The multiple correlation coefficient was computed to gauge the extent of the contribution of all the predictors to the prediction of the criterion. An analysis of variance of the regression was then made to determine the validity of the prediction.

It was concluded that the CET validly contributed to the prediction of college academic performance in the School of Liberal Arts. The fourth year grade average yielded the highest correlation with CGPA in all schools. It was also found that the combination of variables most predictive of academic performance was not the same in all schools. The most predictive variable common to all was the fourth year HSGA. Furthermore, the CET Math test and the DLSC Eng Math test tapped substantially common abilities, but the DLSC Math Eng test was more predictive of college academic success in the DLSC School of Engineering. It was suggested that the prediction tables constructed for the three schools be utilized for admission purposes in determining chances of academic success at De La Salle for the incoming freshmen of the schoolyear 1972-73. It was also recommended that the fourth year HSGA be used as the main criterion for admission. A follow-up study on the predictive validity of the CET was recommended, using the the CGPA for two semesters in the first year as the criterion variable. Also, DLSC should continue requiring the Engineering Math test for applicants to the School of Engineering. The guidance counselors could also utilize the prediction tables in determining the underachievers and overachievers. Similar research on the predictive validity of the CET on college academic performance not only of students in a particular institution but also of students in each geographical region was likewise suggested.

v. 2. This is a case study of Eunice, a five-and-a-half year old girl who is a product of a broken home. She is a pre-school girl who is normal in her development, of average or above-average intelligence, with no serious adjustment difficulties. Her parents have been separated for almost two years when the study was started. Before her parents separation, she has witnessed their quarrels, some of which were violent. Her being a fatherless child, however, has caused her some anxieties and conflicts that usually occur to children under the same circumstances. Some maladaptive habits have also been observed, which the counselor has tried to modify with the cooperation of the significant others. These habits were : bottle feeding, bed wetting, temper tantrums, procrastination and selfishness. The counselor endeavors to find out how well she has adjusted to her environment, to investigate her possible problems at present, to project problems she might have in the future, and to suggest measures by which Eunice may be helped to grow into a normal, happy human being despite her unpleasant childhood experiences. Initially, Eunice was given several tests. The selection of intelligence tests has been difficult because Eunice did not know yet how to read nor write. Moreover, she understood very little English when the counseling relationship was started. The case worker then finally decided to give her three tests for intelligence : The WISC, the Anton Brenner Developmental Gestalt Test of School Readiness and the Goodenough-Harris Drawing Test. The first two were given to her at the beginning of the counseling relationship, and the last towards the end. Then, a personality test was administered to her, which was the House-Tree-Person Drawings. The counselor also had the chance of interviewing almost all the people with whom Eunice comes in contact. A behavioral therapy has been designed to help Eunice unlearn some undesirable habits. The test results suggest several characteristic traits. The more prominent observed during

Abstract Format

html

Language

English

Format

Print

Accession Number

TG00247

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

2 v. in 1, 28 cm. ; Typescript

Keywords

Prediction of scholastic success; Educational counseling--Case studies

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