top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 04 March 2021

Entry Grades and the Academic Performance of University Students: A Review of Literature

Rosalba Aciro, David Onen, Geoffrey M. Malinga, Betty A. Ezati, George L. Openjuru

Gulu University (Nigeria), Makerere University (Uganda)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.01.181

Pages: 141-150

Keywords: Entry Grades, Admission, Cumulative Grade Point Average, Academic Performance, University

Abstract

Universities world over mostly base their decisions to admit their new students on the applicant’s pre-university academic results. However, there is yet no concrete evidence that the students’ pre-university academic accolades determine their performances at university level. In this article, we explored the findings of earlier studies that examined the relationships between entry grades and the academic performance of university students. The study was undertaken to collate the literature on the relationships between the students’ entry grades and their university academic performance in order to validate earlier assertions, if any, as well as to identify opportunities for further research in this field. During the study, we carried out a systematic review of 59 articles that we drew from different online electronic databases including, among others, the Free Scientific Publication, the Worldwide Science.org, and the Directory of Open Access Journals (DOAJ). The majority of these reviewed studies were drawn from America and Europe. Only a few of them were conducted in Asia, Latin America and Africa. Of the 59 reviewed articles, only 53 of them met our inclusion criteria and our key findings showed, among others, that out of the 53 reviewed articles, 26, 4 and 13 of them revealed the existence of positive, negative, and mixed correlations respectively between the entry grades and the academic performance of university students. The remaining 10 articles, however, did not reveal any significant correlations between the two variables; instead, they alluded to the existence of difference in these relationships between male and female students; thus, suggesting for the need for affirmative action schemes. Overall, the study revealed that there is yet no consensus over whether pre-university academic performances of students predict their performances at university level; thus, indicating the need for further research in this field.

References

  1. Abdullah, N., & Mirza, M. (2018). Entry qualifications of students as predictors of academic performance in various degree programs in distance education setting in Pakistan. Open Praxis, 10(3), 237-247.

  2. Aderi, M., Jdaitawi, M., Ishak, N. A., & Jdaitawi, F. (2013). The Influence of Demographic Variables on University Students' Adjustment in North Jordan. International Education Studies, 6(2), 172-178.

  3. Aidoo-Buameh, J., & Ayagre, P. (2013). The Effect of Entry Grades on Academic Performance of University Accounting Students: A case of Undergraduates of Central University College. Research Journal of Finance and Accounting, 4(7), 2222–2847.

  4. Ahikire, J. (2013, March). Affirmative Action for Women in Uganda today: Navigating through the muddy waters and pushing on. Retrieved from www.monitor.co.ug

  5. Alfifi, H. Y., & Abed, J. (2017). Factors Contributing to Students' Academic Performance in the Education College at Dammam University. Education Journal, 6(2), 77-83.

  6. Aspelmeier, J. E., et al, (2012). Self-esteem, locus of control, college adjustment, and GPA among first-and continuing-generation students: A moderator model of generational status. Research in Higher Education, 53(7), 755-781.

  7. Birch, D. M., & Rienties, B. (2014). Effectiveness of UK and international A-level assessment in predicting performance in engineering. Innovations in Education and Teaching International, 51(6), 642–652. https://doi.org/10.1080/14703297.2013.796722

  8. Bush, J. (2012). Entry characteristics and academic performance of students in a master of pharmacy degree program in the United Kingdom. American Journal of Pharmaceutical Education. https://doi.org/10.5688/ajpe767126

  9. Ceballo, R., McLoyd, V. C., & Toyokawa, T. (2004). The influence of neighbourhood quality on adolescents’ educational values and school effort. Journal of Adolescent Research, 19(6), 716-739.

  10. Chathuranga, C. . (2016). The Impact of Past Education Performance on Grade Point Average in the Faculty of Social Sciences, University of Kelaniya, Sri Lanka . Interntionl Journal of Humanitites and Social Science, 6(4), 101–109.

  11. Danilowicz-Gösele, K., Lerche, K., Meya, J., & Schwager, R. (2017). Determinants of students' success at university. Education economics, 25(5), 513-532.

  12. Emaikwu, S. O. (2012). Assessment of the Impact of Students’ Mode of Admission into University and their Academic Achievement in Nigeria, International Journal of Academic Research in Progressive Education and Development, 1(3). Retrieved from http://www.hrmars.com/admin/pics/1130.pdf

  13. Eiselen, R., Jonck, B., & Strauss, J. (2007). A basic mathematical skills test as predictor of performance at tertiary level. South African Journal of Higher Education, 21(1), 38-49.

  14. Ferrão, M., & Almeida, L. (2019). Differential effect of university entrance score on first-year students’ academic performance in Portugal. Assessment & Evaluation in Higher Education, 44(4), 610-622.

  15. Garton, B. L., Dyer, J. E., & King, B. O. (2000). The Use of Learning Styles and Admission Criteria in Predicting Academic Performance and Retention of College Freshmen. Journal of Agricultural Education, 41(2), 46–53. https://doi.org/10.5032/jae.2000.02046.

  16. Geiser, S., & Santelices, M. V. (2007). Validity of high-school grades in predicting student success beyond the freshman year: High school record vs. standardized tests as indicators of four-year college outcomes. CSHE Research & Occasional Paper Series, 35. https://doi.org/10.2307/2393253.

  17. Green, F., & Vignoles, A. (2012). An empirical method for deriving grade equivalence for university entrance qualifications: An application to A levels and the International Baccalaureate. Oxford Review of Education, 38(4), 473–491. https://doi.org/10.1080/03054985.2012.713858.

  18. Henri, J. F. (2004). Performance measurement and organizational effectiveness: Bridging the gap. Managerial Finance, 30(6), 93-123.

  19. Hoare, A., & Johnston, R. (2011). Widening participation through admissions policy - a British case study of school and university performance. Studies in Higher Education, 36(1), 21–41. https://doi.org/10.1080/03075070903414297

  20. Hodara, M., & Lewis, K. (2017). How Well Does High School Grade Point Average Predict College Performance by Student Urbanicity and Timing of College Entry? REL 2017-250. Regional Educational Laboratory Northwest.

  21. Kalowole, E. B., Orgini, M. I., & Fayomi, E. O. (2011). Cognitive Entry Points as Predictors of Students ’ Academic Performance in Chemistry in Selected Nigerian Universities, Greener Journal of Educational Research 1(December), 1–6.

  22. Koretz, D., Yu, C., Mbekeani, P. P., Langi, M., Dhaliwal, T., & Braslow, D. (2016). Predicting Freshman Grade Point Average From College Admissions Test Scores and State High School Test Scores. AERA Open, 2(4), 233285841667060. https://doi.org/10.1177/2332858416670601

  23. Kurlaender, M., & Cohen, K. (2019). Predicting College Success: How Do Different High School Assessments Measure Up? Policy Analysis for California Education, PACE.

  24. Kutty Radhakrishnan, A., Lee, N., & Young, M.-L. (2012). The influence of admission qualifications on the performance of first and second year medical students at the International Medical University, International journal of medical education, 2012 6(2): 10-17.

  25. Kwesiga, J. C., & Ahikire, J. (2006). On student access and equity in a reforming university: Makerere in the 1990s and beyond. Journal of Higher Education in Africa/Revue de l'enseignement supérieur en Afrique, 1-46.

  26. Kyoshaba, M. (2009). Factors affecting academic performance of undergraduate students at Uganda Christian University. Unpub. Master of Arts in Educational Management Dissertation, Makerere University, Uganda.

  27. Lambe, P., & Bristow, D. (2011). Predicting medical student performance from attributes at entry: A latent class analysis. Medical Education, 45(3), 308–316. https://doi.org/10.1111/j.1365-2923.2010.03897.x

  28. Larose, S., Bernier, A., & Tarabulsy, G. M. (2005). Attachment state of mind, learning dispositions, andacademic performance during the college transition. Developmental Psychology, 41(1), 281.

  29. Lasselle, L., McDougall-Bagnall, J., & Smith, I. (2014). School grades, school context and university degree performance: evidence from an elite Scottish institution. Oxford Review of Education, 40(3), 293–314. https://doi.org/10.1080/03054985.2014.900485

  30. Melan, E. H. (2002). Process management. In Synergy Matters (pp. 235-239). Springer, Boston, MA.

  31. Mercer, A., & Puddey, I. B. (2011). Admission selection criteria as predictors of outcomes in an undergraduate medical course: A prospective study. Medical Teacher, 33(12), 997–1004. https://doi.org/10.3109/0142159X.2011.577123

  32. Mlambo, V. (2011). An analysis of some factors affecting student academic performance in an introductory biochemistry course at the University of the West Indies, Caribbean, Teaching Scholar, 1(2), 70–92.

  33. Mutiso, S. K., & Muthama, T. M. Determinants of Academic Performance for Undergraduate Students in Kenya: An Educational Production Approach.

  34. Myburgh, C. (2019). Predicting academic success: towards an admission and placement model (Doctoral dissertation, University of Pretoria).

  35. Niessen, A. S. M., Meijer, R. R., & Tendeiro, J. N. (2016). Predicting performance in higher education using proximal predictors. PLoS ONE, 11(4), 1–14. https://doi.org/10.1371/journal.pone.0153663

  36. Nshemereirwe, C. V. (2014). The relationship between pre-university schooling and university grades (Doctoral dissertation, University of Twente, The Netherlands).

  37. Onsongo, J. (2009). Affirmative action, gender equity and university admissions – Kenya, Uganda and Tanzania 1. London Review of Education, 7(1), 71–81. https://doi.org/10.1080/14748460802700710

  38. Opoko, A., Alagbe, O., Aderonmu, P., Ezema, I., & Oluwatayo, A. (2014). Entry qualifications and academic performance of Architecture students in building structures in Covenant University - a private university located in Otta, Ogun State, Nigeria. Proceedings of EDULEARN14 Conference, (July), 1635–1641. https://doi.org/ISBN: 978-84-617-0557-3

  39. Peres, P. (2017). The Ecology of Higher Education – A systematic Literature Review. European Journal of Open, Distance and E-Learning, 20(1). Retrieved from http://www.eurodl.org/?p=current&sp=review&article=741

  40. Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 35.

  41. Roşeanu, G., & Drugaş, M. (2011). The admission criteria to the university as predictors for academic performance: A pilot study. Journal of Psychological and Educational Research, 19(2), 7–19.

  42. Salahdeen, H. M., & Murtala, A. B. (2005). Relationship between Admission Grades and Performances of Students in the First Professional Examination in a New Medical School. African Journal of Biomedical Research, 8, 51–57. Retrieved from http://www.bioline.org.br/md

  43. Sahney, S., & Thakkar, J. (2016). A comparative assessment of the performance of select higher education institutes in India. Quality Assurance in Education, 24(2), 278-302.

  44. Saupe, J. L., & Eimers, M. T. (2010). Correcting correlations when predicting success in college, Association for Institutional Research (NJ1), 1–37.

  45. McKenzie, K., & Schweitzer, R. (2001). Who succeeds at university? Factors predicting academic performance in first year Australian university students, Higher Education Research & Development, 20(1), 21-33.

  46. Sandow, P. L., at al, (2002). Correlation of admission criteria with dental school performance and attrition. Journal of Dental Education, 66(3), 385-392.

  47. Seelen, L. P. (2013). Is Performance in English as a Second Language a Relevant Criterion for Admission to an English Medium University?, Higher Education, 44(2), 213–232.

  48. Shachar, M., & Neumann, Y. (2010). Twenty Years of Research on the Academic Performance Differences Between Traditional and Distance Learning: Summative Meta-Analysis and Trend Examination. MERLOT Journal of Online Learning and Teaching, 6(2).

  49. Shehry, A. Al, & Youssif, S. M. A. (2017). Factors Affecting Academic Performance of Undergraduate Students at Najran Preparatory Year for Girls- Najran University 2015-2016. International Journal of Asian Social Science, 7(1), 1–18. https://doi.org/10.18488/journal.1/2017.7.1/1.1.1.18

  50. Stegers-Jager, K. M. (2018). Lessons learned from 15 years of non-grades-based selection for medical school. Medical Education, 52(1), 86–95. https://doi.org/10.1111/medu.13462

  51. Stuenkel, D. L. (2006). At-risk students: do theory grades + standardized examinations= success? Nurse Educator, 207–212.

  52. Uganda Government. (2001). Universities and Other Tertiary Institutions Act, 2001; (As Amended in, 2003 and As Amended in, 2006). Kampala: Author.

  53. Vidal Rodeiro, C., & Zanini, N. (2015). The role of the A* grade at A level as a predictor of university performance in the United Kingdom. Oxford Review of Education, 41(5), 647–670. https://doi.org/10.1080/03054985.2015.1090967

  54. Wamala, R., Kizito, S. O., & Kakumba, U. (2012). Outcomes And The Academic Achievement. American Journal of Business Education, 5(6), 779–786.

  55. Wamala, R. (2013). Relevance of prior academic qualifications to predicting the academic achievement of undergraduate students: an analysis of law enrollees at Makerere University.

  56. Wamala, R., Maswere, D. W., & Mwanga, Y. (2013). Competence in Mathematics and academic achievement: an analysis of enrollees in the Bachelor of Science in Actuarial Science Program. American Journal of Business Education (AJBE), 6(3), 401-408.

  57. Wambugu, L., & Emeke, A. (2013). Relationship between Entry Qualification and Academic Performance in Undergraduate Science Courses at the University of Nairobi, Kenya.

  58. Wikström, C., & Wikström, M. (2017). Group Differences in Student Performance in the Selection to Higher Education: Tests vs Grades. Frontiers in Education, 2(August), 1–10. https://doi.org/10.3389/feduc.2017.00045

  59. Wright, S. R., & Bradley, P. M. (2010). Has the UK Clinical Aptitude Test improved medical student selection? Medical Education, 44(11), 1069–1076. https://doi.org/10.1111/j.1365-2923.2010.03792.x

  60. Zwick, R. (2012). The Role of Admissions Test Scores, Socioeconomic Status, and High School Grades in Predicting College Achievement, 49(2), 23–30. https://doi.org/10.7764/PEL.49.2.2012.3.

bottom of page