Particular Admission Test and Perception on Assessment Method: Does it Influence the Academic Performance in Problem-Based Learning of Medical Course? (Published)
Academic performance has an essential impact in predicting the success of an educational program. This study was performed to identify the impact particular admission test and student perception on assessment method to academic performance in term of grade point average (GPA). A cross-sectional study design was conducted on 158 medical students at University of Islam Bandung to participate in taking a quantitative survey. A questionnaire was adapted from a student perception of assessment questionnaire (SPAQ). Data analysis used the Chi-square test and Mann Whitney test. The majority of students have a good perception of the assessment method (88.6%). Admission test through special interest and abilities influence academic achievement with a p-value of 0.004. The assessment system is quite effective in assessing the learning outcome. This is due to the perception of the assessment method is more related to student learning approaches than academic achievement.
The purpose of this correlational study was to investigate the relationship between various possible components of L2 skill GPA. In theoretical terms, the objective of the study was on examining the explanatory power of the g factor of general intelligence versus multiple intelligences theory through a correlation of five aspects of L2 competence with GPA among a sample of 94 Kuwaiti students of English as an L2. The study was guided by five research questions: (1) Is there a statistically significant effect of intelligence on GPA? (2) Is there a statistically significant effect of aptitude on GPA? (3) Is there a statistically significant effect of personality on GPA? (4) Is there a statistically significant effect of motivation and attitude on GPA? (5) Is there a statistically significant effect of beliefs on GPA? Utilizing an odds ratio approach in which the comparison groups were (a) students who failed and students who did not fail, (b) students who excelled and students who did not excel, and (c) students who achieved at least average performance and students who did not achieve at least average performance, no statistically significant relationships were found between GPA and any of these predictors. The results were discussed in terms of their support for multiple intelligences theory, and some recommendations for future research were made