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Academic literature on the topic 'University entrance exam'
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Journal articles on the topic "University entrance exam"
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Kırkıç, Kamil Arif. "A Study on the University Placement System for Gifted Children in Turkey." Journal of Education and Learning 8, no. 3 (2019): 59. http://dx.doi.org/10.5539/jel.v8n3p59.
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There is no special university entrance exam for gifted students in Turkey. Their only option is to complete the standard university entrance exam at the end of their final year in high school. This system of entrance exams does not benefit gifted students. Other universities around the world support such students in the following two ways: through honor programs and early college entrance systems. This paper examines these two types of programs that support gifted students, and it employs a cross-cultural comparison between Turkey and the United States, China, and Finland. Furthermore, the paper proposes a multi-step model for educating gifted students and for improving the university entrance exam process. The new type of entrance exam that we propose could be employed in Turkey to support gifted students entering university. By implementing the proposed university entrance system, gifted students will become more effective in life for themselves as well as society.
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Athar, Mehdi Ruhi. "The Representativeness of Reading Construct in Iran's University Entrance Exam." Indian Journal of Applied Research 4, no. 4 (2011): 271–74. http://dx.doi.org/10.15373/2249555x/apr2014/83.
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Tran, The Vinh, Tran Kim Thanh, Tran Manh Tuong, and Vu Anh Linh Duy. "APPLICATION OF MACHINE LEARNING MODELS IN ENROLLMENT AND STUDENT TRAINING AT VIETNAMESE UNIVERSITIES." Applied Aspects of Information Technology 3, no. 4 (2020): 276–87. http://dx.doi.org/10.15276/aait.04.2020.5.
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In Vietnam, since 2015, the Ministry of Education and Training of Vietnam has decided to abolish university entrance exams and advocates the use of high school graduation exam results of candidates for admission to go to universities. The 2015 and 2016 exam questions for the Math exam are the essay questions. From 2017 up to now, the Ministry of Education and Training of Vietnam has applied the form of multiple-choice exams for Mathematics in the high school graduation exam. There are many mixed opinions about the impact of this form of examination and admission on the quality of university students. In particular, the switch from the form of essay examination to multiple-choice exams led the entire Vietnam Mathematical Association at that time to send recommendations on continuing to maintain the form of essay examination for mathematics. The purposes of this article are analysis and evaluation the effects of relevant factors on the academic performance of advanced math students of university students, and offer solutions to optimize university entrance exam. The data set was provided by Training Management Department and Training Quality Control and Testing Laboratory of the University of Finance – Marketing. This dataset includes information about math high school graduation test scores, learning process scores (scores assessed by direct instructors), and advanced math course end test scores of 2834 students in courses from 2015 to 2019. Linear and non-linear regression machine learning models were used to solve the tasks given in this article. An analysis of the data was conducted to reveal the advantages and disadvantages of the change in university enrollment of the Vietnamese Ministry of Education and Training. Tools from the Python libraries have been supported and used effectively in the process of solving problems. Through building and surveying the model, there are suggestions and solutions to problems in enrollment and input quality assurance. Specifically, in the preparation of entrance exams, the entrance exam questions should not exceed 61-66 % of multiple choice questions.
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Maryska, Milos, and Petr Doucek. "Influence of Entrance Exams Results on Foreign Students in Economics Studies at University of Economics, Prague." Organizacija 51, no. 3 (2018): 185–93. http://dx.doi.org/10.2478/orga-2018-0013.
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AbstractBackground and purpose: The purpose of the article is to analyse results of entrance exams and of regularly exams for foreign students in the Czech language undergraduate study programs at four faculties of University of Economics, Prague (UEP) with the intention to investigate the dependency between the results of Entrance exams from English and mathematics and (1) results of regularly exams during the study and between (2) completion rate of the study.Design/Methodology/Approach: We have analysed 4.381 records for applicants from foreign countries who applied for studies between years 2009 and 2015. We used standard statistics methods and the method of logistic regression in the form of logit model.Results: We identified weak statistical correlation between entrance exam results from mathematics and results of regular exams. The correlation coefficient varies between 0.078 – 0.283 for investigated faculties of UEP. The same indicator for English language exams presents better values and it varies between 0.218 – 0.312. If an entrance exam result is higher by one point, the probability of successful completion of studies is multiplied by values between 1.017 - 1.042 for individual faculty per one additional point.Conclusion: The results of the research in mathematics and English language show that excellent results in entrance exam cannot not guarantee successful regularly exams. Conclusion for the probability of completing studies is that the acceptable level of points for admission foreign students is between 150 and 170 points, depending on the faculty.
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Nursjanti, Farida, Indra Taruna, and Shinta . "Determinants of Cumulative GPA of First Year Widyatama University Students." International Journal of Engineering & Technology 7, no. 4.34 (2018): 267. http://dx.doi.org/10.14419/ijet.v7i4.34.23904.
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As a private college-oriented quality, Widyatama University has some quality commitments including receiving potential prospective students and giving priority to customer satisfaction. However, the university only uses entrance exam score, does not use previous academic performance such as national exam score to select potential prospective students. The aims of this research were to examine and to evaluate the factors which affect students’ First Year Cumulative GPA (FYCGPA) in Widyatama University. This research also investigated the determinants of students’ FYCGPA by the factors to explain variances in FYCGPA. This research used gender, major in high school, national exam score and entrance exam score as independent variables. Stepwise multiple regression analysis was carried out in this study. The result indicated that gender, entrance exam score, and major in high school have significant effect to FYCGPA. The model used in this study showed that 24.6% of the variances in FYCGPA can be explained by gender, entrance exam score, and major in high school. This results show that Widyatama University should consider more factors in selecting potential prospective students and providing services to first year students.
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Ilhan Beyaztaş, Dilek, and Sakine Göçer-Şahin. "Investigation of the Predictive Power of Academic Achievement, Learning Approaches and Self-Regulatory Learning Skills on University Entrance Exam Scores Using Path Analysis." World Journal of Education 8, no. 2 (2018): 114. http://dx.doi.org/10.5430/wje.v8n2p114.
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A good analysis of the success factors in the university entrance exam, which is an important step for academiccareers of students, is believed to help them manage this process. Properties such as self-regulation and learningapproaches adopted by students undoubtedly influence their academic achievement as well as their success inuniversity entrance exams. However, it is not exactly known how the direct and indirect relations between thesevariables are, and which variable has more effect on success. This research aims to determine the extent to whichuniversity entrance exam score as dependant variable; and academic achievement, deep, surface and strategiclearning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predictuniversity entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope ofthe research, the data obtained from 445 students in the 4th class of the state-affiliated high schools in the 2016-2017academic year were used. As a result of the research, the most important factor affecting the success of universityentrance exam was found to be diploma grade; while diploma grades raise by using deep learning approaches, theyfall by using surface learning approaches. It was detected that the use of the strategic learning approach reducesuniversity entrance exam scores.
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LI, FENG, and LI GAN. "THE EFFECTS OF REPLACING CHINA’S TWO-EXAM COLLEGE ENTRANCE SYSTEM WITH A ONE-EXAM SYSTEM." Singapore Economic Review 62, no. 04 (2017): 783–96. http://dx.doi.org/10.1142/s0217590817400264.
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Since its inception in 1978, the China National College Entrance Exam has consisted of two different exams: the humanities exam and the science exam. In September 2014, the State Council decided to abolish the two-exam system in 2017 to adopt a single-exam system. This paper studies if and how abolishing the two-exam system would affect both humanities and science students in terms of their probabilities of being qualified for the first-tier university pool and ultimately being admitted to their respective first choice, first-tier universities. Based on micro-level student data from an anonymous province from 2004 to 2007, we find that adopting a one-exam system is likely to significantly help the humanities students in their probability of being admitted to their first choice institutions.
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Dawadi, Babu Ram, and Daya Sagar Baral. "Towards Automation in Admission Process as a Tool to Enhance Quality of Engineering Education at Tribhuvan University." Journal of the Institute of Engineering 13, no. 1 (2018): 48–59. http://dx.doi.org/10.3126/jie.v13i1.20347.
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Institute of Engineering (IOE), Tribhuvan University (TU) is the government owned oldest institution in Nepal providing quality education in the engineering domain since 1972. However in the recent decade, other several universities are established in the country, IOE hasn’t lost its popularity with its major features to have dedication on quality education to fulfill the world class education. As a public institution, it provides equal opportunities for all qualified citizens to enter into the university education. With the increasing number of affiliated colleges and applicants, the entrance exam and admission system are becoming challenging. Accepting the challenges, IOE adapted online applications and admit card generation with computer based entrance exam since 2014. Since recent past years, the student pass rate in the semester exams is not satisfactory. It raised the quality issues and required to find the causes so as to enhance quality. However there are several factors that affect the education quality, we identified that the admission process followed in most of the affiliated colleges is partially in the meritorious basis that affects the semester exam results. From this paper, we analyzed the past admission process and the student’s status in semester exam where we tried to co-relate the quality intake in entrance exam and the semester exam of IOE. We proposed an optimal technical framework to admit merit based applicants through online centralized admission system that helps to overcome the admission challenges and enhance the quality of engineering education of IOE.Journal of the Institute of Engineering, 2017, 13(1): 48-59
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Gedik, Tan Arda, and Yağmur Su Kolsal. "A Corpus-based Analysis of High School English Textbooks and English University Entrance Exams in Turkey." Theory and Practice of Second Language Acquisition 8, no. 1 (2022): 157–76. http://dx.doi.org/10.31261/tapsla.9152.
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This study aims to explore the missing link between English textbooks used in high schools (9th-12th grades) and English university entrance exams (2010-2019) in Turkey on lexical and syntactic complexity levels by using corpus linguistics tools: AntWordProfiler, TAALED, and the L2 Syntactic Complexity Analyzer (L2SCA). Official textbooks and complementary materials obtained from the Ministry of National Education have been compared against the official university entrance exams from the past decade. The results show that: (i) differences in lexical sophistication level can be observed between the two corpora, the lexical sophistication level of the exam corpus was higher than that of the textbook corpus, (ii) there is a statistically significant difference between the two corpora in terms of lexical diversity, the exam corpus has a significantly higher level of lexical diversity than the textbook corpus, (iii) statistically significant differences also existed between the two corpora regarding the syntactic complexity indices. The syntactic complexity level of the exam corpus was higher than that of the textbook corpus. The findings suggest that Turkish high school students who have to learn English with the official textbooks throughout their high school years will have to tackle low-frequency and more sophisticated words at a higher level of syntactic complexity at the time of taking the nationwide exam. This, in return, creates a negative backwash effect, distorts their approach to L2, and raises other concerns about the misalignment between the official language education materials and nationwide exams.
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Sato, Tsuneo. "University Entrance Exam in the United States and Japan." Journal of Asian Culture Society International 17, no. 17 (2010): 3–18. http://dx.doi.org/10.6031/jacsi.17.3.
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