PODIUM test and its relationship with university academic performance
DOI:
https://doi.org/10.35997/unaciencia.v15i29.670Keywords:
entrance examination, academic performance, university studentsAbstract
University entrance tests constitute a filter for entry to higher level studies, which seek to ensure educational quality and student academic performance.
This study, carried out in the context of virtualization of education due to Covid-19, analyzes the relationship of the results of the entrance exam to the University of Montemorelos, called PODIUM, with the average of the academic results obtained by the students entering their first semester of studies.
The three components of the PODIUM test -mathematical ability, verbal reasoning and English- and their dimensions were correlated with the academic performance of a sample of 207 first-year students at the University of Montemorelos, in the 2020-2021 school year.
Spearman's rho correlation analysis was used and it was found that there is a weak, although significant, relationship between the PODIUM test and academic performance. In addition, a mean relationship was found when the analysis was performed with the dimensions of the PODIUM with the academic performance of the students grouped by career. Finally, the correlation indices improved when the analysis was performed using the subdimensions of the PODIUM test. In this first application of the PODIUM, it can be seen that a correlational analysis with academic performance improves when the particular characteristics of each career are considered. It is concluded that, at the career level, the PODIUM is related in approximately 50% with the academic results obtained by the sample.
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