Saudi Standardized Tests and English Competence: Association and Prediction for Freshmen Medical Students' Performance in Chemistry

Autor/in	Althewini, Abdulaziz
Titel	Saudi Standardized Tests and English Competence: Association and Prediction for Freshmen Medical Students' Performance in Chemistry
Quelle	In: International Education Studies, 13 (2020) 5, S.144-149 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Standardized Tests; English (Second Language); College Freshmen; Medical Students; Chemistry; Science Achievement; Predictive Validity; Admission Criteria; Language Proficiency; College Entrance Examinations; Aptitude Tests; Introductory Courses; Grades (Scholastic); Males; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Standadised tests; Standardisierter Test; English as second language; English; Second Language; Englisch als Zweitsprache; Studienanfänger; Chemie; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Language skill; Language skills; Sprachkompetenz; Aufnahmeprüfung; Aptitude test; Eignungsprüfung; Eignungstest; Einführungskurs; Notenspiegel; Male; Männliches Geschlecht; Saudi-Arabien
Abstract	The research is created to investigate the prediction of admission criteria for medical student achievement in chemistry in Saudi Arabia. It examines if the General Aptitude Test (GAT), the Scholastic Achievement Admission Test (SAAT), and English competence, can to a certain extent predict and foretell students' achievement in the chemistry. The study sample consists of 240 participants, providing their grades in the admission criteria and chemistry. Regression analyses are utilized to define the weight of individual admission criterion prediction for student achievement in chemistry. It illustrates that admission criteria could predict students' grades in chemistry with a variance of 30%. The results also show English competence does play a more significant rule in predicting students' performance in chemistry. More research is needed to examine whether these criteria are also predictors with a large scale of students' population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01