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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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KONDO, Osamu. "The University Entrance Exam that Diversified and the Problem." Journal of JSEE 57, no. 1 (2009): 10–14. http://dx.doi.org/10.4307/jsee.57.1_10.
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Et. al., Thilagavathi M,. "Blockchain-based Framework for Online Entrance Examination and Score Card Verification System." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 1S (2021): 388–98. http://dx.doi.org/10.17762/turcomat.v12i1s.1868.
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Entrance examinations are a means through which universities select prospective students for admission. Most of the entrance exams are conducted using pen-paper in an offline mode where the number of students appearing is also very high. The current entrance examination system with centralized servers to prone to single point of failure and faces threats with respect to leaks in question papers, copying by students during the exam, impersonation, manipulation of the answers, forging the score cards, difficulty in verifying the authenticity and reliability of score cards by the university, etc. To overcome these issues and to conduct entrance exams online in a secure manner and to make the process of verifying the score card easier, a framework based on private blockchain is proposed in this paper.
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Díez Bedmar, María Belén. "Spanish pre-university students' use of English: CEA results from the University Entrance Examination." International Journal of English Studies 11, no. 2 (2011): 141. http://dx.doi.org/10.6018/ijes/2011/2/149681.
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In this paper an updated overview of the main errors that Spanish students make when writing the English exam in the University Entrance Examination is provided. To do so, a Computer-aided Error Analysis (CEA) (Dagneaux, Denness &amp; Granger, 1998) was conducted on a representative sample of the students who took the exam in June 2008 in Jaén, and wrote a composition on the same topic. The use of the most widely-used error taxonomy, the <em>Error Tagging Manual</em> version 1.1. (Dagneaux, Denness, Granger &amp; Meunier, 1996), and the analysis of the results by means of descriptive statistics foster the possibility to replicate this study and move forward in the description of the students’ written command in the foreign language at this stage. The comparison of the findings obtained in this study and those from previous (C)EAs on the English exam reveals that some common tendencies may be shown.
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Celik, Bekir, and Nizamettin Koc. "Effect of Class Size on University Entrance Exam in Turkey." Procedia - Social and Behavioral Sciences 191 (June 2015): 919–24. http://dx.doi.org/10.1016/j.sbspro.2015.04.466.
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Myskow, Gordon, and Kana Gordon. "Getting interpersonal on a university entrance exam impromptu writing task." Journal of English for Academic Purposes 11, no. 2 (2012): 90–98. http://dx.doi.org/10.1016/j.jeap.2011.11.009.
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Gawlak, Agata, Ewa Pruszewicz-Sipińska, and Wojciech Bonenberg. "Drawing Skills of Candidates for Architectural Studies vs. Learning Outcomes of Graduates. Comparative Research Based on the Example of The Faculty of Architecture, Poznan University of Technology." Education Sciences 11, no. 7 (2021): 339. http://dx.doi.org/10.3390/educsci11070339.
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Major changes in the organisation of the teaching process at universities in Poland had to be introduced in response to the current pandemic situation and threat of further spread of SARS-CoV-2 virus. This article presents the results of the research conducted at the Faculty of Architecture, Poznan University of Technology in view of the pilot, experimental entrance exam that excludes the evaluation of drawing skills of candidates for architectural studies in the 2020/21 recruitment process. The purpose of the research was to find a correlation between the quality of candidates accepted for the BSc (engineer) programme studies, evaluated on the basis of their drawing skills demonstrated during the entrance exam and the learning outcomes of graduates. For that purpose, the authors hereof have carried out an analysis with the use of the Spearman Rank Correlation formula. The comparative analysis has shown that candidates whose drawing skills were evaluated highly during the entrance exam did not necessarily rank as the top grade scoring graduates of the first degree study programme, and thus, it has further been shown that good drawing skills at the beginning of the study programme do not guarantee top learning results at the end of the studies. In effect, the research should become a starting point for a discussion in Poland on whether there are any justified grounds for entrance exams in drawing or whether a portfolio of works may replace it and be an effective recruitment criterion.
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Sakız, Halis, Faysal Özdaş, İdris Göksu, and Abdurrahman Ekinci. "A Longitudinal Analysis of Academic Achievement and Its Correlates in Higher Education." SAGE Open 11, no. 1 (2021): 215824402110030. http://dx.doi.org/10.1177/21582440211003085.
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Achievement in higher education is gaining importance and attracting attention among educational psychologists who seek for determining its correlates. This study examined longitudinal associations between academic achievement in higher education, university entrance exam performance, the psychosocial climate of the campus, and instructional behavior and socioeconomic status. Data concerning 2,361 students from three universities were collected via surveys and university records at Year 1, Year 2, and Year 4. Socioeconomic status (SES), university exam performance, perceived instructional behavior, and perceived psychosocial climate at Grade 1 were associated positively with academic achievement, perceived instructional behavior, and perceived psychosocial climate at Grade 2 and Grade 4. Indirect effects from SES, university exam performance, perceived instructional behavior, and perceived psychosocial climate at Grade 1 to Grade 4 outcomes were significant, through academic achievement, perceived instructional behavior, and perceived psychosocial climate at Grade 2. These results support that students’ SES, earlier entrance exam performance, and perceptions of their academics’ instructional behaviors and the campus’ psychosocial atmosphere at the first year of university life are associated with their academic achievement at the final year through their relations with the developing levels of academic achievement, perceived instructional behavior, and psychosocial climate of the campus toward the middle of university life.
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Mousavi, Farahnaz Sadat, Fatemeh Sadat Marashian, and Saeed Bakhtiarpour. "Effectiveness of Mindfulness-Based Stress Reduction and Dialectical Behavior Therapy on Pathological Worry and Difficulty in Emotion Regulation in Students With Depression Symptoms." Journal of Research & Health 12, no. 3 (2022): 193–202. http://dx.doi.org/10.32598/jrh.12.3.1973.1.
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Background: High school students may experience stress, worry, anxiety, educational problems, and psychological damage because of high workload, expansive cognitive assignments, and being in a competitive space regarding their assignments and the university entrance exam. The present study aims to investigate the effectiveness of mindfulness-based stress reduction (MBSR) and dialectical behavior therapy (DBT) on pathological worry and difficulty in emotion regulation in students with depression symptoms in Dehloran City, Iran. Methods: This was a quasi-experimental study based on a pretest-posttest design with a control group. The statistical population comprised all 12-grade female students studying for the university entrance exam in the academic year of 2020-2021 in Dehloran City, Iran. A total of 45 students were selected through convenience sampling and randomly divided into MBSR, DBT, and control groups. The research instruments included the difficulties in emotion regulation scale, Penn State worry questionnaire, and Beck depression inventory-II. The data were analyzed via descriptive statistics and multivariate analysis of covariance. Results: The Mean±SD of the pathological worry for MBSR, DBT, and control groups in the posttest phase were 33.67±3.69, 31.00±3.87, and 37.78±3.96, respectively. Moreover, the Mean±SD of the difficulty in emotion regulation in the posttest phase for MBSR, DBT, and control groups were 62.00±6.18, 61.60±6.95, and 72.20±6.84, respectively. The results indicated that the differences between MBSR and DBT groups with the control group were significant in terms of the scores for pathological worry and difficulty in emotion regulation of the university entrance exam applicants with depression symptoms in the posttest stage (P<0.001). Conclusion: MBSR and DBT can be recommended to school counselors as effective interventions to improve emotion regulation and pathological worry in university entrance exam applicants with depression symptoms.
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Nikolaeva, Sofiya, and Olga Matviyenko. "The program of the entrance examination for postgraduate studies: for candidates for the degree of doctor of philosophy (phd), field of knowledge: 01 education / pedagogy, specialty: 011 educational, pedagogical sciences." Scientific and methodological journal "Foreign Languages", no. 1 (May 30, 2022): 35–59. http://dx.doi.org/10.32589/1817-8510.2022.1.257878.
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Venticinque, Danilo, and Andrew Whitworth. "How Brazil’s Unified University Entrance Exam (ENEM) Impacts Media Literacy Education." Journal of Media Literacy Education 10, no. 3 (2018): 95–112. http://dx.doi.org/10.23860/jmle-2018-10-03-06.
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Erdem, Cumhur, Ismail Senturk, and Cem Kaan Arslan. "The socioeconomic determinants of the university entrance exam scores in Turkey." International Journal of Management in Education 2, no. 4 (2008): 357. http://dx.doi.org/10.1504/ijmie.2008.021994.
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Brown, Charles Allen. "Understanding the NS/NNS division of labor in the creation and assessment of a Japanese university English entrance exam." Applied Linguistics Review 8, no. 4 (2017): 401–18. http://dx.doi.org/10.1515/applirev-2016-1029.
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AbstractThe native speaker (NS) traditionally enjoyed a powerful position in language education. Later, critical applied linguists came to question this situation, arguing for the value of the non-native speaking (NNS) teacher. Despite this, research documents the status retained by the NS in language education in Japan. The present study adds to this discussion through an examination of one case in which NS and NNS work side by side: creating and assessing an entrance exam for one university in Japan. Drawing upon ethnographic methods, I examine differences in the involvement of these two groups in these processes with a focus upon the beliefs about language associated with this division of labor. Rather than indicating a situation in which NS linguistic knowledge simply trumped that held by the Japanese faculty, results reveal a more nuanced situation: The Japanese faculty guided the NS to adapt their language to align with what they – the Japanese faculty – viewed as language appropriate for such an exam. This paper is significant in elaborating upon the relationship between the NS and NNS in language education while also shedding light on practices surrounding university entrance exams.
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Scaramucci, Matilde V. R. "Entrance examinations and TEFL in Brazil: a case study." Revista Brasileira de Linguística Aplicada 2, no. 1 (2002): 1–13. http://dx.doi.org/10.1590/s1984-63982002000100004.
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This article reports on an exploratory qualitative case study aimed at investigating the impact of an EFL reading ability exam on the attitudes, behaviors and actions of teachers in three different settings of EFL teaching at the secondary level in Campinas, São Paulo State, Brazil. The exam is part of the entrance examinations administered by State University of Campinas since 1987. The study triangulates information collected from different perspectives and methods. Impacts of different intensities are observed in the cenarios investigated, which may be taken as evidence to conclude that the effect of this test on teaching is not deterministic.
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Shadkam, Elham. "An integer mathematical model for the problem of timetabling university exams." BEN Vol:2 Issue:3 2021 2, no. 3 (2021): 11–15. http://dx.doi.org/10.36937/ben.2021.003.003.
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This research is an attempt to create optimized planning in educational units. The problem of university courses timetabling is one of the problems that is very important for educational units; establishing optimal distances to comply with students' study status as well as balancing other constraints of the timetabling problem is one of the challenges in a timetabling problem. Therefore, sometimes an educational unit may not be able to strike a good balance between all the constraints it faces and fail to achieve a proper timing table. In this paper, in order to achieve optimal exam timetabling with an integer scheduling approach, a model for exam timetabling is presented. The purpose of the proposed mathematical model is to maximize the appropriate time intervals that should be established between students' exams. In this mathematical model, according to the number of allowed exam days and the number of possible exam sessions per day, a number of positions have been considered and it is tried to assign these positions to the courses according to the courses related to the students of each entrance. The most important advantage of the proposed model is its simplicity while sufficient accuracy. Therefore, complex methods are not needed to solve this model.
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Denisova-Schmidt, Elena, and Elvira Leontyeva. "The Unified State Exam in Russia: Problems and Perspectives." International Higher Education, no. 76 (May 12, 2014): 22–23. http://dx.doi.org/10.6017/ihe.2014.76.5530.
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Since 2009, all Russian students have had to pass the EGE (Unified State Exam), which serves as both school finals and university entrance examinations. The EGE was planned as an efficient instrument to counter corruption in university admission and to promote student mobility. Since its inception, the EGE has only fulfilled half of these goals: while mobility has increased significantly, corruption persists. The paper explains some of the reasons for this.
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GUTIERREZ-BARROSO, Josue, Alberto Javier BÁEZ-GARCÍA, Esther TORRADO, Francisco FLORES-MUÑOZ, Ana PADRÓN, and Vianney TRUJILLO. "INFLUENCE OF THE PANDEMIC ON UNIVERSITY ACCESS FOR MEN AND WOMEN: THE CASE OF SANTA CRUZ DE TENERIFE (SPAIN)." ADMINISTRATIE SI MANAGEMENT PUBLIC 1, no. 39 (2022): 7–25. http://dx.doi.org/10.24818/amp/2022.39-01.
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The purpose of this article is to analyse the influence of the pandemic on the grades obtained in different subjects that comprise the University entrance exam. With this purpose, we analysed a significant database containing grades related to four consecutive academic annual editions of the entrance exam to the University of La Laguna (Canary Islands, Spain) divided into two periods, pre-pandemic (academic years 2017-2018 and 2018-2019) and the post-pandemic (2019-2020 and 2020-2021). Bivariate data analysis along with multiple linear regression was performed on the data. According to the results, it is confirmed that in the post-pandemic period some grades have suffered a significant boost, and it is also possible to detect the social impact of that increase in social variables, i.e. gender significant differences.
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Rezvani, Reza, and Ali Sayyadi. "Ph. D. Instructors’ and Students’ Insights into the Validity of the New Iranian TEFL Ph. D. Program Entrance Exam." Theory and Practice in Language Studies 6, no. 5 (2016): 1111. http://dx.doi.org/10.17507/tpls.0605.27.
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Owing to their scope, and decisiveness, Ph. D. program entrance exams (PPEE) ought to demonstrate acceptable reliability and validity. The current study aims to examine the reliability and validity of the new Teaching English as a Foreign Language (TEFL) PPEE from the perspective of both university professors and Ph. D. students. To this end, in-depth unstructured interviews were conducted with ten experienced TEFL university professors from four different Iranian state universities along with ten Ph. D. students who sat both the new and old PPEEs. A detailed content analysis of the data suggested that the new exam was assumed to establish acceptable reliability through standardization and consistency in administration and scoring procedures. Conversely, the new exam was perceived to demonstrate defective face, content, predictive, and construct validities. This study further discusses the significance and implications of the findings in the context of Iranian TEFL higher education.
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Süzen, Ahmet Ali. "PREDICTION OF NUMBERS QUESTION MATHEMATICS IN THE UNIVERSITY ENTRANCE EXAM BY TOPICS WITH LSTM-BASED DEEP NEURAL NETWORK." E-journal of New World Sciences Academy 14, no. 3 (2019): 112–18. http://dx.doi.org/10.12739/nwsa.2019.14.3.1a0436.
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Hie, Ksenija, and Radovan Stulic. "Spatial perception ability from two-dimensional media." Facta universitatis - series: Architecture and Civil Engineering 5, no. 2 (2007): 149–58. http://dx.doi.org/10.2298/fuace0702149h.
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Deterioration in the spatial visualization ability of students entering University, being much researched in other countries has also been detected in Serbia. The Department of Architecture entrance exam includes a geometric exercise in spatial forms testing the students' capability to rotate, cut and frame objects drawn in axonometric projections and the design of a free form geometric composition. The results vary from poor solutions deprived of three-dimensionality to extremely rich three-dimensional free forms. Based on numerous pieces of research on the topic, and on the results of both entrance and subjects exams we felt that the traditional course of descriptive geometry had to be reformed. We carefully reviewed all the topics of the existing course by closely analyzing the connections with most other subjects. The reforms are based on the characteristic views as well as characteristic elements of the structure of geometric forms, releasing the course from all unnecessary planimetric constructions and details. Therefore, a successful geometric understanding (from two-dimensional drawing to three-dimensional thinking) of the examined spatial form became possible only on the basis of the minimal information. This paper presents the concept of geometric problems' at the entrance exam and reformed course of geometry and perspective at our Faculty.
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Guimarães, Juliana, and Breno Sampaio. "Family background and students’ achievement on a university entrance exam in Brazil." Education Economics 21, no. 1 (2011): 38–59. http://dx.doi.org/10.1080/09645292.2010.545528.
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Ültanır, Y. Gürcan. "ADEQUACY OF READING COMPREHENSION OF TURKISH LANGUAGE TEACHERS AND ELEMENTARY SCHOOL TEACHERS WORKING IN GAZIANTEP IN THE SOUTHEAST ANATOLIAN REGION." Problems of Education in the 21st Century 54, no. 1 (2013): 112–24. http://dx.doi.org/10.33225/pec/13.54.112.
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Through the university entrance exam taken once a year in Turkey, language, mathematics, science and social studies proficiencies of high school students and graduates are tested. The results of this exam demonstrate the individual achievement of students and in light of these results, the achievement of each school, which in terms of the curriculum evaluation. Based on the outcomes of university entrance exam, the achievement level of each region can also be evaluated. According to the 2012 university entrance exam results out of 81 cities in Turkey. Gaziantep was among the least successful, ranked number 76 in mathematics and Turkish Language test results. The city of Gaziantep is located in the Southeast Anatolia region. The latest PISA 2009 results show that among the OECD countries, Turkey is the last but third in the list after Chile and Mexico. Again, according to 2009 PISA results, the Southeast Anatolian region is at the bottom among the other regions of Turkey in terms of reading competencies. The purpose of the present study is to investigate the reading habits of the Turkish Language teachers working in elementary and secondary schools in Gaziantep because these teachers have great influence on the development of reading proficiency of students. To collect the data, a questionnaire based on the components of reading comprehension was given to 407 teachers working in elementary and secondary schools. The collected data were interpreted through percentages and Chi-Square. The result of the study shows that reading habits of teachers differ in accordance with the socio economic level and education level of teachers’ parents, socio economic level of parental education and socio economic level of the family, time devoted to reading-and level interpreting what is read. Key words: decoding, efficiency of recognizing words, reading habits, reading – selective reading, fluent reading, vocabulary.
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Jawhar, Sabria, Manal Al Makoshi, Sajjadllah Alhawsawi, and Abdulmohsen Alkushi. "Validating English Language Entrance Test at a Saudi University for Health Sciences." Arab World English Journal 12, no. 2 (2021): 49–71. http://dx.doi.org/10.24093/awej/vol12no2.4.
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This paper aims to validate the English Language Entrance Test for King Saud bin Abdulaziz University for Health Science (hereafter KSAU-ET). It supports the argument regarding using specially designed in-house entrance tests at health universities by showcasing the test’s development, administration, and validation process. It presents a new framework for test validation that is informed by various existing frameworks such as Messick (1996), Sireci (1998) and, Weir (2005), with a specific focus on the notions of unitary and practicality. The proposed framework treats validity as a pre-, during, and post-test process that collects evidence from each phase to support the test’s overall validity. The data were collected using different tools and through the three stages of the validation process. The test was taken by 474 candidates who applied to join KSAU-HS Stream II medical program. The data confirmed that the test was reliable (alpha > 7) and reasonably meet the university’s needs to select the program’s top prospective candidates. Nevertheless, the study highlighted the importance of collecting further evidence in future studies and including more selection criteria in the regression model of analysis. Using this framework, the study contributes to the existing body of research that investigate English entrance test validation. It shows that exam validity is a context-sensitive process strongly associated with the purpose for which the exam is used. Finally, the paper discusses pedagogical implications that may help educators at health science universities develop in-house entrance tests in place of standardized tests, which often do not address context, curriculum, or program objectives.
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O'Keefe, Peter, and David Allen. "A content analysis of prefectural senior high school entrance exams: What aspects of English do they assess and how?" TEVAL - Shiken: A Journal of Language Testing and Evaluation in Japan 26, no. 2 (2022): 1–18. http://dx.doi.org/10.37546/jaltsig.teval26.2-1.
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Research into high-stakes English tests in Japan has typically focused on entrance examinations to university while few studies have investigated those for high school. In this study, a content analysis was conducted of 24 prefectural English entrance examinations for public high schools administered in 2022. We focused on the language skills and subskills targeted in the exams by referring to the socio-cognitive framework (Weir, 2005), and examined the item types and response formats, and readability of the reading passages. Key findings revealed that in terms of item distribution, the exams focus primarily on reading (62.38%), followed by listening (29.16%), and finally writing (8.46%). In terms of subskills, the exams tended to target comprehension of main ideas at the text level rather than comprehension of specific details or discrete linguistic knowledge at the sentence level. Overall, the findings highlight the convergence between the exam content and the goals of the MEXT course of study. However, the dominant focus on receptive skills remains, which presents a potential barrier to achieving positive washback from these high- stakes exams.
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Tunsoiu, Luminița-Felicia. "Los objetivos y requerimientos para los exámenes igcse, as y a level en algunos manuales de preparación para dichos exámenes." Studia Universitatis Babeș-Bolyai Philologia 66, no. 4 (2021): 147–60. http://dx.doi.org/10.24193/subbphilo.2021.4.09.
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Objectives and Requirements for the IGCSE, AS and A Level in Some Coursebooks Designed for These Exams. The IGCSE, AS and A level Spanish exams are exams of different language levels that belong to the Cambridge curriculum. Romanian students and not only, in some private secondary schools, can choose either this type of exam or the national high school exam, both of which offer the possibility of university entrance. In addition to the syllabus, Cambridge provides teachers and students with materials for preparation, assessment and self-assessment. Likewise, teachers have training courses and interaction with other teachers. The Cambridge coursebooks used in a private school in Romania, Transylvania College, are analyzed, the purpose of this study being to observe how they are reflected and if the objectives and requirements of the curriculum are met in the content of the manuals studied. Regarding the content and activities proposed in the manuals, we intend to check how they meet the needs of the students and finally, how they prepare them for those exams. Keywords: objectives, requirements, content, Cambridge, manuals, syllabus
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Janković, Radivoje, and Nenad Koropanovski. "The influence of preparatory classes on the candidates' achievement at the entrance exam of the University of Criminal Investigation and Police Studies." Bezbednost, Beograd 64, no. 3 (2022): 5–21. http://dx.doi.org/10.5937/bezbednost2203005j.
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This paper aimed to determine the differences in achievement at the entrance exam between candidates who attended preparatory classes (PC) and those who independently prepared for enrollment at the University of Criminal Investigation and Police Studies (UCIPS). The study included 599 respondents (257 women and 342 men) who were divided into subsamples: 132 women (WPC) and 158 men (MPC) who attended PC and 125 women (WNPC), and 184 men (MNPC) who independently prepared for enrollment in the UCIPS. The entrance exam, in addition to the success from high school, also includes tests for assessment of aptitude and abilities (TAA), namely: the test of knowledge of the Serbian language and literature (TSL), the test of general knowledge (TGN) and test of assessment of general physical fitness (GPF). Differences between groups were determined by t-test for independent samples at a significance level of p <0.05. It was found that WPC had statistically significantly better results from TSL (14.35%) and GPF (14.43%), while no statistically significant difference was found in TGN. In men who attended PC, the results of all TAA segments were significantly better: TSL by 21.17%, TGN by 10.51% and GPF by 27.65%. The obtained results indicate that the structure and manner of performing the PC, which include detailed acquaintance with the procedures, determination of the current level, correction of errors, and recommendations for further improvement, positively impacted the candidates' achievement at the UCIPS entrance exam.
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Купцов, Mikhail Kuptsov, Маскина, Mariya Maskina, Теняев, and Viktor Tenyaev. "An Integral Criterion for Assessing the Quality of Mathematical Education of School Graduate." Profession-Oriented School 4, no. 3 (2016): 46–52. http://dx.doi.org/10.12737/18931.
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The article is dedicated to school education quality issues and working out its assessment of objective measures. Mathematics education quality
 assessment is taken as an example.
 Mathematics education integrated criterion level called school graduator rating was worked out with reference to questionnaire given to school
 teachers, university teachers, experts of Unifi ed State Exam checking and organizers of school Olympiads. It takes into account the Unifi ed State Exam
 results, university extra entrance examinations and Olympiads achievements.
 Statistic research, carried out on 100 cadets of the Academy of the Federal Penal Service of Russia, confi rmed objectivity elaborated criterion and it’s
 correlation to the university studying results which were represented by examination grades in mathematics.
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Korhan, M., E. Engin, and B. Güloğlu. "University entrance exam anxiety of adolescents during COVID-19 pandemic: Cognitive flexibility and self-regulation." European Psychiatry 64, S1 (2021): S667. http://dx.doi.org/10.1192/j.eurpsy.2021.1771.
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IntroductionAfter the first case of Covid-19 was emerged in Turkey on March 11, 2020, schools were closed distance education began. On March 21, curfew was declared for people who under the age of 20. Subsequently, the date of the nationwide university exam was changed twice.ObjectivesThis study has two aims. The first goal was to investigate the factors that affect the test anxiety of individuals who will enter the university exam during the Covid-19 outbreak. The second aim was to investigate whether the test anxiety levels of the participants vary according to the level of cognitive flexibility and self-regulation.MethodsThe study consists of 420 (284 women, 131 men and 5 others). The age range of the participants was between 18 and 21, with the mean of 18.33. Exam Anxiety Scale, Adolescent Self-Regulation Skills Scale and Cognitive Flexibility Scale were used to collect data.ResultsThe findings indicated that women’s level of test anxiety was higher than men. Those who do have concentration issues in distance education have high level of test anxiety. Test anxiety was higher for students whose household income decreased because of the pandemic. MANOVA results revealed that individuals with low test anxiety have higher ‘self-regulation successful’ scores and lower ‘self-regulation unsuccessful’ scores. Moreover, it was yielded that people with low test anxiety have higher level of cognitive flexibility.ConclusionsProtective factors such as cognitive flexibility and self-regulation play an important role in individuals’ management of test anxiety.DisclosureNo significant relationships.
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Nago, Mari. "Solutions on Problems with Cultural Context in the Japanese1 Textbooks for University Entrance Exam." Korean Journal of Japanese Education 49 (November 30, 2019): 23–38. http://dx.doi.org/10.21808/kjje.49.02.
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Seddigh, Ruohollah, Esmat Abdollahpour, Somayeh Azarnik, Behnam Shariati, and Amir-Abbas Keshavarz-Akhlaghi. "Participating in university entrance exam despite repeated failure: a qualitative study of participants’ experiences." International Journal of Medical Education 7 (October 22, 2016): 345–53. http://dx.doi.org/10.5116/ijme.57eb.cc09.
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Jing, Xiaoyan, and Li Liu. "The Equity of Gaokao (National University/College Entrance Examination) in China." Review of Educational Theory 2, no. 3 (2019): 29. http://dx.doi.org/10.30564/ret.v2i3.881.
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Gaokao, the college/university entrance examination, has been playing a decisive role in the access of higher education in China since 1949. This high-stakes examination has received increasing criticisms these years about the contents and forms of the exam. This article brie+y examines the development of Gaokao, and focuses on the equity of educational opportunities the examinees can have in different provinces and rural and urban areas, which is the critical way to individual success and the promotion of social mobility. There is inequity of educational opportunities in different provinces as well as the rural and urban areas. The Ministry of Education (MoE) in China has adopted optional examination approaches, inequity, however, arises in them too. Remedial reform is implemented and Gaokao at present is still the effective system while optional system is available.
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Safonova, Anastasiia, and Mikhail Guner. "Factor Analysis of Students’ Knowledge Assessment Based on the Results of Online Entrance Testing in Mathematics to the University under the Conditions of COVID-19." Education Sciences 13, no. 1 (2022): 46. http://dx.doi.org/10.3390/educsci13010046.
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After the COVID-19 pandemic emerged, many educational institutions switched to distance learning, which led to the problem of organizing entrance examinations for universities. When conducting entrance examinations online, applicants have many more opportunities for fraudulent activities (cheating on the exam and using outside help). This article is devoted to the factor analysis of the assessment of students’ knowledge in mathematics enrolled in 2020 at the Altai State Technical University (Barnaul, Russia) based on the results of online entrance testing during the COVID-19 pandemic using an Internet browser and the webcams of applicants. The study used statistical methods, including groupings and comparisons. The analysis revealed that the spread of students’ entrance ratings and their grades at the end of examination sessions in the first year increased by 2.7 times compared to previous years when entrance testing was held offline at the university. Such a large spread can be justified by 37% of the personal problems of applicants (difficulty adapting to the educational process at the university, lack of time, change of interests, etc.) and by 17% of a partial transition to distance learning in the current COVID-19 pandemic. There is a 46% imperfection rate of online testing as a mechanism for competitive selection of applicants. Despite the moderator’s constant control over the progress of testing by monitoring the video from the cameras of applicants, some students probably used outside help in the exam. A correlation analysis showed that the propensity to such behavior is influenced by such characteristics as the age of the applicant, the level of previous education, knowledge of Russian for foreigners, degree of adaptation to life, and education in another country. In addition, the analysis of the correctness of answers to the tasks of the online test made it possible to identify several tasks that can additionally serve as a detector of independence when passing the test, called “traps”.
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Suassuna, Lívia, and Thays Lima e. Silva. "A literatura em provas e exames: vestibular da UFPE e Enem." Estudos em Avaliação Educacional 30, no. 74 (2019): 362. http://dx.doi.org/10.18222/eae.v30i74.3861.
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<p>O objetivo deste artigo é<strong> </strong>analisar as provas de literatura do Exame Nacional do Ensino Médio (Enem) e do vestibular da Universidade Federal de Pernambuco (UFPE) para averiguar se ambas estão em consonância com o princípio teórico-metodológico do letramento literário. Realizou-se uma pesquisa quanti-qualitativa, descritiva e interpretativa, mediante análise de um corpus formado pelas provas de literatura da UFPE e do Enem, aplicadas, respectivamente, em dezembro e outubro de 2013. Os resultados indicaram que os exames são condizentes com os seus documentos normatizadores; que a prova de literatura do Enem mais se aproxima da ideia de letramento literário e que entre elas há mais diferenças: a prova de literatura da UFPE é mais conteudista e valora mais o cânone do que a prova do Enem, que é mais construtivista e cognitivista.</p><p><strong>Palavras-chave:</strong> Vestibular, ENEM, Letramento Literário, Avaliação.</p><p><strong><br /></strong></p><p><strong>La literatura en pruebas y exámenes: examen de ingreso a la UFPE y Enem</strong></p><p> </p><p>El objetivo de este artículo es analizar las pruebas de literatura del Exame Nacional do Ensino Médio (Enem) y del examen de ingreso de la Universidade Federal de Pernambuco (UFPE) para averiguar si ambas están en consonancia con el principio teórico-metodológico de cultura literaria. Se realizó un estudio cuanti-cualitativo, descriptivo e interpretativo, mediante análisis de un corpus formado por la prueba de literatura de la UFPE y del Enem aplicadas, respectivamente, en diciembre y octubre de 2013. Los resultados indicaron que los exámenes resultan acordes con sus documentos reguladores; que la prueba de literatura del Enem se acerca más a la idea de cultura literaria y que entre ellas hay más diferencias: la prueba de literatura de la UFPE está más relacionada con el contenido y valora más el canon que la prueba del Enem, que es más constructivista y cognitivista.</p><p><strong>Palabras clave: </strong>Examen de Ingreso a la Universidad, ENEM, Cultura Literaria, Evaluación.</p><p><strong><br /></strong></p><p><strong>Literature on testing and exams: the entrance exam of UFPE and ENEM</strong></p><p>The aim of this article is to analyze the literature exams of the National Secondary School Exam (ENEM) and the entrance exam of the Federal University of Pernambuco (UFPE) to determine if both are consistent with the theoretical and methodological principle of literary literacy. A quantitative-qualitative, descriptive and interpretative study was conducted by analyzing a corpus formed by the UFPE and ENEM literature tests applied in December and October 2013, respectively. The results indicated that the exams are consistent with their standardizing documents; that the ENEM literature test is closer to the idea of literary literacy. Also, that there are other differences between them: the UFPE literature test is more content-oriented and gives more weight to the standard texts than the ENEM test, which is more constructivist and cognitivist.</p><p><strong>Keywords: </strong>Entrance Exam, ENEM, Literary Literacy, Assessment.</p>
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Hassen, Hadya. "How Ethiopian Standardized National Examinations Achieve their Goal? 2014/15 University Entrance Examination Exam in Focus." African Journal of Social Sciences and Humanities Research 5, no. 3 (2022): 1–14. http://dx.doi.org/10.52589/ajsshr-pbv0drvo.
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The main purpose of this study was to examine the effectiveness of the items of the 2014/15 university entrance examination of the English language based on the parameters of facility value and discrimination index. The study has used a descriptive research design concerned with the quantitative methods which reveal the statistical result of the exam. The data were collected from the database of the National Educational Assessment and Examination Agency (NEAEA). The study covered all of the 120 items of the Ethiopian University Entrance Examination (EUEE). One-fourth of the examinees’ i.e. 40,400 examinees’ results were taken for analysis. Secondary data was also used in the analysis process. The collected data were analyzed quantitatively. Within the two main parameters of item analysis, namely, item facility value and discrimination index of the study; the items were categorized into four ranges based on their effectiveness. Findings of the study revealed that 33 items were very difficult, and 27 items were not discriminating at all. The findings revealed that high numbers of the EUEE examination items were not functioning as expected, which directs many items to be either discarded or improved. This meant the yearly implementation of post-test item analysis is required for better preparation of functional standardized exam preparation for the next periods.
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Shimo, Etsuko. "明治期から大正期日本の高等学校入学試業と中学校の外国語教育：第一高等学校における変遷を中心に • Higher School Entrance Exams and Middle School Foreign Language Education in Meiji- and Taisho-Era Japan: The Case of Daiichi Koto Gakko". JALT Journal 41, № 1 (2019): 27. http://dx.doi.org/10.37546/jaltjj41.1-2.
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本稿では、明治期から大正期、特に1880年代から1910年代にかけて、高等学校の入学試業で英語・ドイツ語・フランス語がどのように扱われたのかを第一高等学校の入試を中心に明らかにし、その位置づけが中学校の外国語教育に与えた影響を考察する。重要な転機として、（1）1895年の第一部（法文学志望者）の一部においてドイツ語受験が可能とされ、また第三部（医学志望者）はドイツ語のみ受験が可能とされたこと、（2）1899年に第三部の受験がドイツ語に加えて英語でも可能となったこと、（3）1919年の規定により、文科乙類・理科乙類ではドイツ語による受験が、文科丙類ではフランス語による受験が可能となったことが挙げられる。ドイツ語やフランス語が入試科目に加えられたことは、高等教育におけるこれらの言語の重要性を維持する一助となった。しかし、どの専門であれ英語での受験が可能となった状況では、東京府立第一中学校の例が示すように、中学校でのドイツ語・フランス語教育推進にはつながらなかった。 Extensive research has been conducted on English entrance exams in Meiji- and Taisho-era Japan (e.g., Erikawa, 2011; Imura, 2003; Matsumura, 1997; Sasaki, 2008). However, very few studies have explored how other foreign languages were treated in entrance exams during this period of secondary and tertiary educational development. This paper, therefore, offers an examination of how English, German, and French were treated in higher school entrance examinations during this period, especially from the 1880s to 1910s, with a focus on Daiichi Koto Gakko (the First Higher School; named Daiichi Koto Chu Gakko, the First Higher Middle School, between 1886 and 1894), a predecessor of several university programs in the current system. How the treatment of these languages in entrance exams influenced foreign language education at middle schools, many of which turned into senior high schools after World War II, is also discussed. During the Meiji and Taisho eras, foreign language education in Japan received criticism from education experts for its English-only focus (Shimo, 2018; cf. current criticism in, e.g., Morizumi, Koishi, Sugitani, & Hasegawa, 2016; Otani, 2007). Foreign languages other than English that were important at that time were German and French. An advisory committee to the Prime Minister, Rinji Kyoiku Kaigi (Extraordinary Education Committee: September 21, 1917, to May 23, 1919) proposed in its report on May 2, 1918, that German and French, in addition to English, be promoted as foreign language subjects to be taught at middle schools. Discussion in the advisory committee was reflected in Higher School Order, which was promulgated in December 1918. According to the National Higher School Higher Course Entrance Examination Regulations promulgated in the following year, English, German, and French were included in the foreign language subjects for entrance exams. A unified-test system—with all higher schools using the same test questions—was also introduced. Until 1919, most higher schools offered only English, with an exception of Daiichi Koto Gakko. Daiichi Koto Gakko had three departments: The First Department was for candidates for law and literature majors; the Second Department for candidates for science, engineering, and agriculture majors; and the Third Department for candidates for medicine majors. Back in 1886, the school announced that they were going to offer only English from the 1891 entrance examinations, but their entrance examination rules also went through further changes. Among the changes, important turning points were as follows: (a) the change in 1895 allowed the First Department to offer German language as an entrance exam subject for certain groups of majors and the Third Department to offer German as the only foreign language option in their entrance exam; (b) in 1899, the Third Department started to offer English, in addition to German, as an entrance exam subject; and (c) in 1919 (two departments, Humanities and Sciences, were then formed instead of three), one section of Humanities and one of Sciences allowed German exams, and one section of Humanities allowed French ones. The last regulation was implemented nationwide, but not all higher schools offered French and German. By including German and French as entrance exam subjects, their importance in tertiary education was made stronger or at least kept the same. In spite of all these changes, however, the number of middle schools that taught German or French did not increase; it was limited to a few private middle schools. One notable case was Tokyo Furitsu Daiichi Chu Gakko [Tokyo Prefectural First Middle School]. German was added as a foreign language subject in their curriculum in 1902 when Tomoo Katsuura was the principal. In 1901, Katsuura attended the sixth meeting of Koto Kyoiku Kaigi (Upper-Level Education Committee; the first advisory committee of the Ministry of Education: 1896-1913), where the committee agreed on their proposal to the Ministry that German be taught in addition to English at one middle school in each prefecture. Katsuura’s effort turned out to be ineffective in promoting German education at the middle-school level because Daiichi Koto Gakko had already added English to the entrance exam for the Third Department in 1899. This historical examination indicates that when English was offered as an entrance exam subject for all majors at the tertiary level, simply providing other languages in entrance exams was ineffective in promoting those languages at the secondary level.
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Azevedo, Pedro Tadeu Álvares Costa Caminha de, Maria de Fátima Costa Caminha, Camyla Rolim Souto de Andrade, Carolina Gonçalves de Godoy, Raissa Lyra Sales Monteiro, and Ana Rodrigues Falbo. "Motivação Intrínseca do Estudante de Medicina de uma Faculdade com Metodologia Ativa no Brasil: Estudo Transversal." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 12–23. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20180229.
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ABSTRACT A cross-sectional study based on the Self Determination Theory to identify intrinsic motivation in the tutorial group scenario, and its associated factors in 276 medical students from a college in the Northeast of Brazil between October and December 2016. The Intrinsic Motivation Inventory was utilized following its adaptation and cross-cultural translation. Variables studied: age, gender, marital status, financial dependents, number of attempts at the university entrance exam for the medical course, current semester of study, previous undergraduate training, living with parents, choice of course by parental influence or pressure. Uni and multivariate Poisson analysis were carried out to assess the factors associated with intrinsic motivation; p <0.05 was considered as the significance level for statistical purposes. Average motivation score was 3.8, which indicates motivation. In 2 nd , 6 th and 10 th semester medicine students, the final model maintained as the variable associated with intrinsic motivation those who attempted the medical school entrance exam once or twice compared to those who had had three or more attempts (PR = 0.88, 95% CI (0.79-0.97), p = 0.011). In the analyses assessed by semester, in the second semester, students who had prior undergraduate training before medical school compared to those who had not was the remaining variable (PR = 0.92, 95% IC (0.87-0.97), p = 0.005). In the sixth semester, no statistically significant difference was found, and in the tenth semester the variable of those who attempted the medical school entrance exam once or twice remained (PR = 0.65, 95% IC (0.47-0.88), p = 0.006). The students seemed to be motivated in the group tutorial activity. The fewer number of medical school entry exam attempts and having previous undergraduate training were variables that showed association with intrinsic motivation.
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Azevedo, Pedro Tadeu Álvares Costa Caminha de, Maria de Fátima Costa Caminha, Camyla Rolim Souto de Andrade, Carolina Gonçalves de Godoy, Raissa Lyra Sales Monteiro, and Ana Rodrigues Falbo. "Intrinsic Motivation of Medical Students from a College with Active Methodology in Brazil: a Cross-Sectional Study." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 12–23. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20180229.ing.
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ABSTRACT A cross-sectional study based on the Self Determination Theory to identify intrinsic motivation in the tutorial group scenario, and its associated factors in 276 medical students from a college in the Northeast of Brazil between October and December 2016. The Intrinsic Motivation Inventory was utilized following its adaptation and cross-cultural translation. Variables studied: age, gender, marital status, financial dependents, number of attempts at the university entrance exam for the medical course, current semester of study, previous undergraduate training, living with parents, choice of course by parental influence or pressure. Uni and multivariate Poisson analysis were carried out to assess the factors associated with intrinsic motivation; p <0.05 was considered as the significance level for statistical purposes. Average motivation score was 3.8, which indicates motivation. In 2 nd , 6 th and 10 th semester medicine students, the final model maintained as the variable associated with intrinsic motivation those who attempted the medical school entrance exam once or twice compared to those who had had three or more attempts (PR = 0.88, 95% CI (0.79-0.97), p = 0.011). In the analyses assessed by semester, in the second semester, students who had prior undergraduate training before medical school compared to those who had not was the remaining variable (PR = 0.92, 95% IC (0.87-0.97), p = 0.005). In the sixth semester, no statistically significant difference was found, and in the tenth semester the variable of those who attempted the medical school entrance exam once or twice remained (PR = 0.65, 95% IC (0.47-0.88), p = 0.006). The students seemed to be motivated in the group tutorial activity. The fewer number of medical school entry exam attempts and having previous undergraduate training were variables that showed association with intrinsic motivation.
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Mahmoudi, Leila. "Iranian Pre-university English Teachers’ Perceptions and Attitudes towards the Iranian National University Entrance Exam: A Washback Study." International Journal of Education and Literacy Studies 1, no. 2 (2013): 47–55. http://dx.doi.org/10.7575/aiac.ijels.v.1n.2p.47.
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Smyk, A. F., V. I. Prusova, L. L. Zimanov, and A. A. Solntsev. "Study of the Scale and the Reasons of Student Dropout from Technical University." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 6 (2019): 52–62. http://dx.doi.org/10.31992/0869-3617-2019-28-6-52-62.
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The article addresses the problem of student dropout from technical university due to their academic failure. The modern technical universities face a decline in youth’s interest to technical and natural sciences and engineering specialties. In enrolling new students on these specialties the universities have to set lower standards and requirements for the admission. So, the students are less motivated, and the number of expelled students increases.The article presents the results of data analysis for the two leading areas of training at Moscow Automobile and Road State Technical University (MADI) – “Construction of unique buildings and structures” and “Land transport and technological means” carried out respectively at the Road-Building faculty (DSF) and the faculty of Automobile transport (ATF). The article adduces the total number of students in MADI, as well as the number of the enrolled students on the specified training directions, and the number of expelled students of all courses for the period from 1935 to 2018. The results in physics exams showed by undergraduate students were compared with the Unified State Exam scores in physics. There is a clear parallel between the Unified State Exam scores, an entrance testing and “residual knowledge” tests.The authors have also analyzed the results of an anonymous questioning among the same groups of students, which make it possible to understand their point of view on the problems of learning difficulties. The main reasons for student attrition are both the low scores of the applicants’ results of the Unified State Exam, and insufficient actions and ineffective strategies undertaken by the university to involve undergraduate students in its educational environment.
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Putri, Anastasia, and Maria Nugraheni M. Rahayu. "Hubungan Dukungan Sosial Orangtua dengan Kecemasan Menghadapi Ujian Masuk Universitas pada Siswa Sekolah Menegah Atas Tingkat Akhir dalam Situasi Covid-19." Bulletin of Counseling and Psychotherapy 4, no. 2 (2022): 365–72. http://dx.doi.org/10.51214/bocp.v4i2.266.
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The purpose of this research is to determine the relationship between parental social support and anxiety in facing the University entrance exam test for the 12th grade students of Senior High School. The participants of this research are the 12th grade students of Senior High School who are about to take the University entrance exam test with a total of 122 participants. The sampling technique used in this research is quota sampling. The measurement instrument used is cognitive anxiety scale developed by Cassady & Johnson to measure anxiety and parental social support scale created by Gunandar referring to Sarafino's theory to measure parental social support. This research was conducted online with questionnaires distributed via Google Form to the 12th grade students of Senior High School. The correlation test uses Pearson correlation technique with the help of IBM SPSS program for Windows version 20. The result generated from this research shows that the correlation coefficient (r) = -0.300 with the value of sig 0.000 (p<0.05). This means that there is a negative relationship between anxiety and parental social support for the 12th grade students of Senior High School. This also could mean the higher the parental social support obtained, the lower the anxiety become, and vice versa.
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Lee, Meery, and Reed Larson. "Effectiveness of Coping in Adolescence: The Case of Korean Examination Stress." International Journal of Behavioral Development 19, no. 4 (1996): 851–69. http://dx.doi.org/10.1177/016502549601900410.
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This study tested the hypothesis that coping is related to a reduction in psychological distress and physical symptoms, as experienced by adolescents while enduring highly demanding examination stress. Using the university entrance examination stress faced by Korean adolescents, the study examined whether specific coping strategies for exam stress are related to psychological and physical adjustment and whether these strategies moderate the relationship between additional life event stress and adjustment. A sample of 358 Korean students in the 12th grade reported their level of additional life event stress, the coping strategies they were using to cope with exam and non-exam stress, and their levels of depression and physical symptoms. Problem-solving and information-seeking coping were found to be related to reduction in depression; however, emotional-discharge coping was related to increase in physical symptoms. Coping with exam stress was found to be related to adjustment and independent of the level of additional life event stress.