Prediction of academic success of business administration majors at Sam Houston State College from the American College Test standard composite scores

Purpose: It was the purpose of this study to determine the relationship of the ACT composite score of the American College Testing Program Examination (ACT) to academic success in terms of the accumulative grade-point averages for majors in the School of Business at Sam Houston State College, Huntsville, Texas. As grades are considered to be the essential criterion of success in college, it is the accuracy of the prediction of this type of success with which this study was concerned. The second purpose was to develop prediction equations for estimating grade-point averages, based on the ACT composite scores, for individuals seeking admission to this curriculum in the future. Methods: This study was begun by reviewing related research to analyze the statistical techniques that have been found to be effective by other researchers in predicting academic success. Background information was obtained from the periodical literature found in the Estill Library at Sam Houston State College, Huntsville, Texas, and in the M.D. Anderson Memorial Library at the University of Houston, Houston, Texas. The investigation was limited to a homogenous group of 283 students who were enrolled as majors in Business Administration in the fall semester of 1964. These students were differentiated by class and sex. The data for the statistical research were obtained from the records of the Dean of Administration and Registrar of Sam Houston State College. The input data were processed by programmed formulas on the IBM 1620 Computer. Accuracy was assured by checking the computations with a second set of formulas and by manual calculations on a small subgroup. The output data were complied into tables, evaluated, and interpreted. Findings: Based on the analysis of the data in this study, the statistical findings support the following conclusions: 1. A normal distribution of ACT composite scores and the grade-point average of the sample can be assumed in every instance. 2. The correlations between the ACT composite scores and the grade-point averages fit satisfactorily into the historical perspective. 3. The correlation for senior females is exceedingly uncertain and practically worthless because of the small number of cases involved. 4. All other correlations are statistically reliable due to their significance at the .01 level. 5. The reliability of the correlations is further established by the probable limits being well placed in positions significantly different from zero or negative correlations. 6. There is a significant sex difference – that is, in general women are more predictable than men. However, the Ace scores of the females do not seem to be so much significantly greater to account for the difference in academic achievement. Therefore, it might be speculated that the usual aspect of sex difference may be due to other reasons. 7. Generally, the ACT composite score of 12 does not predict grade-point averages indicative of the academic success necessary for graduation. 8. The ACT composite scores provide efficient predictability of successful college achievement within a range of possibilities. It is believed that the identification and proper use of such data, as one of the factors contributing to the student’s probable success in college, would result in more efficient selection of students for admission, with special reference to recommending the pursual or non-pursual od business as a course of study.