Article Sidebar

PDF
Date Published: 30/10/2024
Abstract Views: 151
Views PDF: 94
DOI: https://doi.org/10.63023/2525-2445/jfs.ulis.5192
Issue
Vol. 40 No. 5
Section
Research
How to Cite
Nguyen, T. L., Nguyen, T. T., & Nguyen, V. H. (2024). COMPARISON OF THE EFFECTIVENESS OF ADMISSION METHODS THROUGH THE ANALYSIS OF FIRST-YEAR STUDENTS’ ACADEMIC PERFORMANCE. VNU Journal of Foreign Studies, 40(5), 106-123. https://doi.org/10.63023/2525-2445/jfs.ulis.5192

COMPARISON OF THE EFFECTIVENESS OF ADMISSION METHODS THROUGH THE ANALYSIS OF FIRST-YEAR STUDENTS' ACADEMIC PERFORMANCE

Thuy Lan Nguyen1,, Thu Trang Nguyen1, Viet Hung Nguyen1
1 Department of Academic Affairs, VNU University of Languages and International Studies, No.2 Pham Van Dong, Cau Giay, Hanoi, Vietnam

Main Article Content

Abstract

Admission to University of Languages and International Studies, Vietnam National University, Hanoi (ULIS, VNU) is one of the most competitive entry points in tertiary education in Vietnam. ULIS, VNU admissions committees need accurate and precise screening tools to select among well-qualified applicants. This study explores data from a cohort of 1659 first-year students in the academic year 2022-2023. Based on the results of university enrollment in 2022, the authors aim to compare the effectiveness of different selection methods in selecting potential candidates through the analysis of the academic results of the successful candidates after their first year at ULIS, VNU. Using mathematical statistical methods and analysis tools from the admission software and the training management software of the university, the research results are expected to identify which admission methods lead to better academic performance after the first year of study, thereby providing forecasts and proposing suitable candidates and admission methods.


 

Article Details

Keywords

admission, predictivity, correlation, academic performance, educational measurement

References

Allensworth, E. M., & Clark, K. (2020). High school GPAs and ACT scores as predictors of college completion: Examining assumptions about consistency across high schools. Educational Researcher, 49(3), 198-211. https://doi.org/10.3102%2F0013189X20902110
Atkinson, R. C., & Geiser, S. (2009). Reflections on a century of college admissions tests. Educational Researcher, 38(9), 665-676. https://doi.org/10.3102/0013189X09351981
Brown, H. D. (2004). Language assessment: principles and classroom practices. Pearson/Longman.
Burton, N., & Ramist, L. (2001). Predicting success in college: SAT studies of classes graduating since 1980 (College Board Research Report No. 2001-2.). College Board. https://files.eric.ed.gov/fulltext/ED562836.pdf
Camara, W. J., & Kimmel, E. W. (2005). Choosing students: Higher education admissions tools for the 21st century. Lawrence Erlbaum Associates, Inc.
Hoffman, J., & Lowitzki, K. (2005). Predicting College Success with High School Grades and Test Scores: Limitations for Minority Students. The Review of Higher Education, 28, 455-474.
Hughes, A. (2003). Testing for language teachers. Cambridge University Press.
Kobrin, J. L., Patterson, B. F., Shaw, E. J., Mattern, K. D., & Barbuti, S. M. (2008). The validity of the SAT for predicting first-year college grade point average (College Board Research Report 2008–5). The College Board.
Kobrin, J. L., & Patterson, B. F. (2011). Contextual factors associated with the validity of SAT scores and high school GPA for predicting first-year college grades. Educational Assessment, 16(4), 207-226. https://doi.org/10.1080/10627197.2011.635956
Soares, J. A. (2012). SAT wars: The case for test-optional college admissions. Teachers College Press.
Zwick, R., & Himelfarb, I. (2011). The effect of high school socioeconomic status on the predictive validity of SAT scores and high school grade-point average. Journal of Educational Measurement, 48(2), 101-121. https://doi.org/10.1111/j .1745-3984.2011.00136.x