A correlation study of physical education graduates as a predictor of college success.

Abstract

This study proposed to determine if a relationship existed between high school and college indicators of success. Gender, final high school grade point average, and entering American College Test (ACT) scores were compared to final college grade point averages of physical education teacher education college graduates.

An investigation within and among the variables and the graduating classes was the method to determine relationships. Pearson product moment correlation, the dependent t-test, analysis of variance (ANOVA), and multiple regression were utilized for statistical analyses. All relationships were tested at the.05 level of significance. In order to confirm these statistical data, other procedures used were Scheffe, backtracking, and cross-validation.

Major findings were: (1) There was a significant relationship between high school and college grade point averages. (2) There was a significant relationship between entering ACT scores and college grade point average. (3) There was no significant difference in the variance of scores between males and females from high school to college. (4) There was no significant difference within or between groups as determined by gender, grade point averages, or ACT scores.

The writer concluded general objective data as tested could be used as an indicator of college success by advisors of prospective physical education teacher education majors. Further study identifying specific courses, tests, skills, and sub-groups was suggested as a means to improve advising, as well as for remedial purposes.