INTRODUCTION Background of the Study Prediction is an important aspect of scientific endeavors.

For instance, educators predict student achievement, psychologists classify clients into different diagnoses, university personnel place students into developmentally appropriate courses, and economists forecast stock prices and economic conditions. Multiple regression is an important statistical tool for making these types of predictions (Culpepper et al., 2008). One classic application of multiple regression is the prediction of college grades with standardized test scores and measures of high school academic success. Many applications of multiple regression for predicting college grades are designed to create an equation, formula or a model for admission officers to objectively select or sort applicants based upon predicted academic performance (Hills, 1964; McKelpin, 1965; Munday, 1965; Richards & Lutz, 1968; Sassenrath & Pugh, 1965; Stanley & Porter, 1967 as cited by Culpepper et al., 2008). High school grades and standardized test scores tend to account for less than 50% of the total variation in college grades (and sometimes less than 25% of variation). This poses a challenge for researchers who wish to predict college grades and/or conduct differential prediction studies (Culpepper et al., 2008). Standardized tests take the form of a series of questions with multiple choice answers which can be filled out by thousands of test takers at once and quickly graded using scanning machines. The test is designed to measure test takers against each other and a standard. Standardized tests are used to assess progress in schools, ability

to attend institutions of higher education, and to place students in programs suited to their abilities (Grosz, 2003). Among the standardized tests that are commonly used for this purpose is the intelligence (or mental ability) test. Intelligence tests measure the global capacity of an individual to cope with the environment (Microsoft Encarta, 2008 as cited by Montemayor, 2010). The Multidimensional Aptitude Battery-II (MAB-II) is an example of a standardized test. It is a comprehensive and objective scored test that measures aptitude and intelligence. It yields a profile of ten subtest scores, and scores for Verbal, Performance and Full Scale. Scores can be expressed as standard scores, percentiles, or IQ's (Jackson, 1998). The MAB-II assesses 10 distinct domains of human intellectual functioning, grouped into two (2) broader categories, Verbal and Performance areas. The verbal area has five subtests, the information, comprehension, arithmetic, similarities, and vocabulary tests. On the other hand, the performance area has also five subtests, the digit symbol, picture completion, spatial, picture arrangement, and object assembly tests (Jackson, 1998). MAB-II is one of the best measures of the general cognitive ability and is also the best value. Some institutions in the country use the MAB-II in testing the students who will be entering those certain institutions. These tests would serve as their entrance examinations, qualifying tests, admission tests, etc. that would determine the students abilities and would sort them to what degree or area they really excel.

Among the features of intelligence testing is its ability to predict school performance (Montemayor, 2010). Many studies have been conducted determining the correlation of High School General Weighted Average and standardized test to the college performance. In this study, the authors are interested in determining the correlation between the High School GWA and MAB-II scores to the college performance of students. Kruck and Lending (2003) found that the accounting model (based upon one developed by Eskew and Faley (1988) to predict grades in an introductory IS course) provides an explanation of students performance in an introductory College - Level Information System (IS) course in that motivation and Grade Point Average( GPA) predict performance. They found that motivation and GPA do predict performance and that prior related courses do not predict performance. Unexpectedly, they also found that Scholastic Aptitude Test (SAT) scores predict performance for male students but not for female students. Rothstein (2004) concluded in his study (SAT Scores, High Schools, and Collegiate Performance Predictions) that the results presented in the study indicate that SAT scores are substantially more predictive of eventual student performance across high schools than within. Ramist et al. (1994) as cited by Zwick & Sklar (2005) compared students who did and did not report English as their best language. High school Grade Point Average (GPA) and SAT Verbal scores were more effective as predictors in the case of students who reported that English was their best language. However, when high school GPA, SAT Math score, and SAT Verbal score were used in combination, prediction was

equally strong for the two groups. Any combination of predictors that included SAT Verbal score led to under prediction of Final Grade Point Average (FGPA) among students whose best language was a language other than English. Seemingly, as previous studies reveal, if the power of intelligence tests predicts school grades, it is implicit that the case holds true when extended to future performance. It is then the major interest of the authors to identify the best prediction variable in predicting the college performance of education students. Moreover, at the end of this study, a regression equation will be developed and would serve as a model for prediction.

Statement of the Problem The aim of this research is to predict students performance in College by using regression analysis. Specifically, this study intends to address the following questions: 1. What are the performance level of the third year BSE students in: a.) High School General Weighted Average, b.) Verbal, and c.) Performance? 2. What are the performance level of the BSE students in college, particularly in: a.) General Education, b.) Professional Education, and

c.) Field of Specialization? 3. What is the best prediction variable of College performance? 4. What is the regression equation to predict the College performance of the BSE students?

Significance of the Study Predicting the college performance is of considerable importance to the administrators, educators, students, researchers and test developers. It can serve as a basis and guide in improving every aspects of learning. The curriculum planners and designers will also benefit from the results of this research study. From this study, a regression equation predicting college academic performance from high school grades and College Qualifying Examination results can be derived. This can be used by any school institution to compute for each college freshman applicant the predicted college grades and consequently evaluate the academic performance of the students on the basis of the derived information. The results of this study can also be used by the administrators as a basis to improve the system of the college in relation to selective admission considering high school grades and College Qualifying Examination (CQE) results. This is to ensure better academic performance and promote excellence in the academe. The result of this study can identify the best predictor of students academic performance in college. Through the results of this study, the teachers will know that academic achievements which particularly include the high school GWA (General Weighted Average) and the CQE (College Qualifying Examination) results can be the best and effective predictors

of students performance in the college academe. With this, they can do something that could improve students performance in academics by monitoring them as they go along with their courses. By knowing also the result of this research study, the test developers can also use this as their basis to strengthen or improve the construction of reliable tests intended for admission like the college qualifying examination. Students will also benefit from this study in the sense that it will create academic consciousness in the basic education. It will also challenge them to perform with efficiency and excellence in college knowing the fact that it would implicate their academic performance. Curriculum planners and designers will also benefit from this study because they can use it as a guide to evaluate the high school curriculum considering high school performance as one of the predictors of a better college performance. The results of this study can also be their basis of strengthening and improving the existing curriculum to improve the educational system and promote advance learning that will cater to the learning needs of the students. Lastly, this study is also of significance for future researchers for they can use it as a reference for other related research studies. This study involves regression analysis thus; it will serve as a model for them to pursue their research with the same nature of study.

Scope and Delimitations This research paper will study and determine the best predictor of the College Academic performance among the Bachelor of Secondary Education students. The

study will also develop a regression equation which will serve as a model in predicting the College Academic performance with respect to the level of performances in the following: results based on the OLMAT College Qualifying Examination taken from the Office of Student Affairs (OSA) and the High School General Weighted Average indicated by the students in their profile. The study will only include the third year college students of School Year 20112012 whose major fields are Biological Science, English, Filipino, Mathematics, Physical Science, Physical Education, Health and Arts and Social Studies of the College of Teacher Education in one of the state universities in the Philippines.

REVIEW OF LITERATURE

Academic Performance as a Predictor

Colleges and universities provide the avenue of learning and training grounds among students who completed their Secondary Education through the courses it offers and provides opportunities for personal enrichment in preparation to students future careers. Higher education is seen to be a Janus-faced engagement; some students succeed while others do not. The ground why students fail or succeed has not been clearly elucidated for college students.

The factors that implicate the academic performance of college students are as varied and diverse as higher education itself; faculty interaction, study skills, attitude, race, and sex etc. have been influencing the academic performance of college students (Morgan, 2005). However, this section reviews the literature on college students academic performance in relation to prediction variables; the College Qualifying Examination (MAB II) and the High School General Weighted Average.

In the study of Shawn Stoever (2001), the following were utilized as predictors of College Adjustment and Performance: SAT, Class Rank, Academic Self-Concept, SelfEsteem, Academic Locus of Control, Optimism, Goal Instability, Affective Quality of Attachment, Parental Fostering of Autonomy, Conflictual Independence, Negative Life Events, Positive Life Events, Satisfaction with Social Support, Seeking Social Support, and Avoidance. Academic Factors (represented by high school rank, SAT score, and academic self-efficacy) are hypothesized to have a direct effect on College Adjustment

and Academic Performance. All of the scales proved reliable with internal consistencies ranging from .70 to .94. For academic performance as measured by Fall GPA, SAT score and high school class rank accounted for a significant amount (28%) of the variance. These findings are consistent with the overwhelming majority of the literature (e.g.,Larose & Roy, 1991; Malloch & Michael, 1981; Mathiasen, 1985; Neely, 1977; Ting & Robinson, 1998; Weitzman, 1982; Wesley, 1994 as cited by Stoever) that suggests academic factors are the best predictors of who will successfully perform academically in college. Obviously, these findings yield significant weight to the hypothesis that college adjustment and performance is a multidetermined, multifaceted phenomenon.

College Qualifying Examination (MAB II)

Multi-dimensional Aptitude Battery (MAB II) is a comprehensive, objectively scored measure of aptitude and intelligence. It is composed of 10 subtests and yields a profile of Verbal IQ, Performance IQ and Full Scale (Combined) IQ. It is an aptitude assessment for counseling or employment purposes, psychological research on intelligence, and its relationship with other variables, such as job performance and learning. MAB-II was used by NASA for the selection astronauts, and by the US Air Force for the selection of pilots. Unlike competing popular measures of intelligence, the MAB-II can be administered individually, and in groups and has a strong psychometric properties. Aside from this, its easy to use and interpret and item content allows for generalization among diverse groups (e.g., gender, culture, and nationality) (Jackson, 1998)

These are the MAB II scales; the Verbal Ability which includes general information, comprehension, arithmetic, similarities and vocabulary, the Performance Subtests which comprises the digit symbol, picture completion, spatial, picture arrangement and the object assembly and the Total Scale Scores which compromises both verbal and performance and its full scale. From the study of Jackson of 800 males and 800 females drawn through systematic sampling of nine age groups in United States and Canada having diverse sample in terms of race and ethnicity, and geographic locations, the test was found out to have median internal consistency reliability (across 6 age samples) of .87, Test-retest reliabilities (separated by an average of 45 days) of .95 for Verbal, .96 for Performance and .97 for Full Scale respectively. Correlations between the MAB-II and a widely used individual IQ measure was established and had the following results: Full Scale .91, Performance correlation .79 and Verbal correlation .94 Verbal IQ Verbal intelligence is the ability to analyze information and solve problems using language-based reasoning. It is how a child is able to understand the meaning of words as he gets older, his ability to speak and write words as well as being able to learn more complicated language structures ranging from sentences to books. It involves concepts such as concrete or abstract ideas and internalized language-based reasoning. Verbal skills also involve skills such as the ability to listen and recall spoken information, understanding the meaning of written or spoken information; solving language based problems of a literary, logical, or social type; understanding the relationships between

language concepts and performing language analogies or comparisons, and the ability to perform language-based analysis. Verbal intelligence is an important part of standard IQ tests. It is the most linked with succeeding in grade school, post secondary education and the top professions (Jirli, 2011). It has also been assumed to be static in the past but it can actually be improved on over the years. Verbal IQ includes Linguistic Verbal intelligence. People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information and reading (Cherry, nd) It has been found that the IQ correlation with school performance depends on the IQ measurement used. For undergraduate students, the Verbal IQ as measured by WAIS-R has been found to correlate significantly (0.53) with the GPA of the last 60 hours. Verbal reasoning is important in most aspects of school work. Reading and language arts tasks required verbal reasoning skills. Even the more abstract courses such as math and physics require verbal reasoning skills, as most concepts are either introduced orally by the teacher or introduced in written form in a textbook. Verbal reasoning is typically assessed in a full intellectual assessment of IQ. Basic verbal reasoning may also be evaluated through brief intelligence tests and language assessment.

Performance IQ Performance IQ or non-verbal intelligence is the ability to analyze information and solve problems using visual or hands on reasoning. It refers to the drives that motivate us in the execution of tasks, goals, leadership and competency skills for costeffective outputs. Non-verbal tasks may involve concepts such as concrete or abstract ideas; internalized language-based reasoning; and/or internalized reasoning without language. It involves skills such as the ability to recognize visual sequences and remember them; understanding the meaning of visual information and recognizing relationships between visual concepts; performing visual analogies; and recognition of causal relationships in pictured situations. As performance IQ measures the test taker's ability to successfully complete the task in each subset, it is also important because it enables students to analyze and solve complex problems without relying upon or being limited by language abilities. Performance IQ involves diagrammatic reasoning (or abstract reasoning) and spatial reasoning. Diagrammatic reasoning test provides good measures of general intelligence. It involves evaluating processes represented via diagrams, understanding logical rules and process diagrams and identifying causes. Abstract reasoning is used where the ability to cope with complexity and deal with novelty is required rather than relying on previous experience. Spatial reasoning tests predict the ability to work with complex plans. It involves mentally rotating two dimensional representations of three dimensional shapes. It is needed in engineering settings, architecture and interior design.

Nonverbal intelligence is typically assessed in extended IQ tests. It may be improved by working with hands-on tasks, occupational therapy, puzzles, blocks and building toys, find a word puzzles, mazes and erector sets (Logsdon, nd) In contrast to that verbal IQ, performance IQ correlation with the same GPA was only 0.22 in the same study for undergraduate students as measured by WAIS-R. It is a section in a test which comprises seven different subsets. The different subsets are completion, picture management, block design, object assembly, digit symbol, matrix reasoning and symbol search. Performance IQ measures the test takers ability to successfully complete the task in each subset. Performance IQ refers to the drives that motivate us in the execution of tasks, goals, leadership and competency skills for cost-effective outputs. CQE as a Predictor College Qualifying Examinations or Admission Tests serve as a passport for students who want to continue their educations at a college or a university. An example would be the SAT (Scholastic Assessment Test) and the ACT (American College Test). These are standardized tests which are designed to objectively measure the academic aptitude of students from varying social backgrounds and with different educational experience. Standardized tests often play a decisive role in determining the academic capabilities of prospective college students. Accordingly, the primary purpose of the SAT is to measure a students potential for academic success in college (Kobrin et al., 2008 as cited by Espenshade, 2010). The ACT has a similar purpose, although it is more akin to an achievement test and closely tied to mastery of the high school curriculum. Steven Syverson, the dean of

admission and financial aid at Lawrence University, has argued that both the SAT and the ACT is useful in predicting how well students will perform in their early years in college (Syverson, 2007 as cited by Espenshade,2010). A recent meta-analysis of the predictive validity of the SAT, encompassing roughly 3,000 studies and more than one million students, suggested that the SAT is a valid predictor of early-college academic performance. The validity coefficients for latercollege performance were somewhat lower but still substantial and they conclude that the SAT has had substantial success in predicting college performance (Sternberg and the Rainbow Project Collaborators,2006). From the study of Thompson and Zamboanga (2004) on the predictive measures of the course achievement in Psychology among students at a large Midwestern state university in America, students ACT scores as an index of general ability were highly positively correlated with the exam performance (mean r = .50). The two pretest exams were significantly correlated, and each was also significantly associated with the exam performance, although more highly for the pretest of psychological knowledge (mean r = .32) than for the pretest on popular psychology (mean r =.18). ACT scores were also significantly correlated with each pretest score. Concerning the other predictors, the three measures of course involvement in recitation were significantly correlated (mean r = .41). The course involvement measures were also significantly associated with the exam scores (mean r = .37), which suggests that they indexed student participation and involvement because of the relevance of recitation activities to course achievement. Among the identified predictors, ACT scores were the best predictor to exam

performance, which underscores the important influence of preexisting differences in student aptitude or ability. As stated by Baig (2001), the purpose of administering an entrance/admission test for admitting students to medical colleges is to select the most appropriate candidates who are willing to practice ethically, as they have to be five star doctors in the future. The Institute of Business Administration (IBA) admission scores combined with Higher Secondary Certificate (HSC) marks can predict academic achievement of medical students for the first three to four years. He claimed also that Internationally, entrance/qualifying exam generally designed by the institution itself is used and has been found to be a better predictor of academic performance of graduates compared to their other school college exam scores. ln some US studies, Medical College Admission Test (MCAT) was a good predictor of the performance of medical graduates in the first two years of college. The same trend was seen in the clinical years where the students who did well in the MCAT did well in the clinical years as well as the residency program. These results show that IBA test is a good predictor of performance for the first to the third year professional examinations of medical college. High School General Weighted Average Secondary Education is a program of public education immediately following elementary schooling. The purpose of secondary education is to expand knowledge of subjects already studied, including the systematic study of literature, foreign languages, sciences, mathematics, social studies, and other subjects essential for physical and intellectual development and to prepare students to higher education or so.

In a CIRP annual freshman survey of a higher education research institute who have utilized ANCOVA, they found out that High School GPA is the best predictor of Scholars College Academic Performance and SAT and other non- academic background variables has a weak capability to predict. Likewise, with the study of Morgan(2005), he indicated that high school GPA, ACT composite score, gender, and academic classification level accounted for 55 percent of the variance in student-athletes cumulative college GPA. High school GPA was the most effective single predictor variable of student-athletes cumulative college GPA. Also, in a small, Midwestern private women's college, base from the 299 former graduates, they found out that academic factors were good predictors of college success in general but especially for White students. Among non-White students, only high school grade point average (G.P.A.) and class rank predicted college success. (Kirby et al., nd) Correlations between the College GPA and Academic factors show that the SAT and high school grades are very similar in their ability to predict college Grade Point Average (GPA). This is true even though one is based on four years of performance and one is based on a single three-hour experience. Similar findings are reported by many other studies, including one based on data from Wake Forest University (Lawlor, Richman, & Richman, 1997).

Conceptual Framework The review of related literature has provided insights about predicting college performance for investigating the selected predictors of academic performance in college. In this study, the prediction variables will be investigated to determine its correlation to the college performance. These predictors include the high school GWA and the result of the MAB-II scores in the CQE specifically in the Verbal IQ and the Performance IQ. Figure 1 shows the paradigm of this research study. It shows the relationship of the variables to be used in the regression analysis. The variables to be used as prediction variables are the high school GWA and the MAB-II scores in the CQE and will be correlated to college performance as the criterion variable which includes the general education, professional education and field of specialization. Previous studies revealed that high school grades are good predictors of college performance. If there is a high rating in the high school GWA, then it is expected that it will be reflected in their college performance. On the other hand, studies also showed that having a high Admission Test score would also predict a high college performance but not as strong as the high school GWA. In this study, these two predictors are included to further validate the findings of the previous studies. The desired output of this study is to come up with a model in a form of regression equation that would predict the college performance using the prediction variables.

METHODOLOGY Location of the Study The study will be conducted in a state university in the Cordillera Administrative Region. The university offers basic education which includes pre-school, elementary laboratory, and secondary laboratory. It also offers tertiary education with many different degrees. The university is a melting pot of different cultures and of different races. Thus, the researchers have chosen to conduct a study in this university. Its College of Teacher Education offers a degree of Bachelor of Secondary Education and the Multidimensional Aptitude Battery-II (MAB-II) is being used in the College Qualifying Examination intended to be taken up by the incoming freshmen. Sources of the Study In this study, the College performances of the third year BSE students will be predicted. The results of the College Qualifying Examination and the High School grades will be used as predictors. The High School grade and the College General weighted average particularly in General Education, Professional Education, and Field of Specialization. These data will be gathered from the satellite office of the student affairs in the College of Teacher Education. The records of the College Qualifying Examination results will be accessed from the main office of the student affairs.

Data Gathering Procedure To gather all the data that will be needed in the study, the researcher will request a letter of permission from the Dean of the College of Teacher Education thru the OSASatellite coordinators to access the records of the High School grades and College General Weighted Average of the Bachelor of Secondary Education III students from the Satellite Office of the Student Affairs. A letter of permission will also be forwarded to the Office of the Director at the Office of the Student Affairs (OSA) - Main so that it will enable the researchers to access the records of the results of the College Qualifying Examination taken up by the Bachelor of Secondary Education student batch 20082009 using the MAB-II. The researchers will be grouped in gathering the data. The data gathered will be tabulated and analyzed through regression analysis to come up with the predicted college performance.