Assessing the Contribution of High School Achievements and College Entrance Examination on Pre-service Teachers’ Performance
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Desta Geneme Gebre 1 *
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1 Bonga College of Teacher Education, Bonga, ETHIOPIA* Corresponding Author

Abstract

The purpose of this study was to assess the contribution of high school achievements and college entrance examination score on college performance of pre-service teachers. To achieve this, the study utilized quantitative correlational research design. Data was collected from 205 pre-service teachers’ secondary documents and was analyzed using both descriptive and inferential statistics. Thus; as a result, the study found that college entrance examination and high school transcript were the significant predictors of college level performance and the inclusion of college entrance examination to the admission criteria raised the predictive power of the selection criteria significantly. The study also found that college entrance examination and high school transcript were the most significant predictors for both program college pre-service teachers’ performance. Thus; this study recommends further research to explore unexplained contributors to college level performance of pre-service teachers.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 14, Issue 5, May 2018, 1803-1813

https://doi.org/10.29333/ejmste/85180

Publication date: 09 Feb 2018

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Article Downloads: 1433

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