1 CHAPTER I PROBLEM AND ITS BACKGROUND INTRODUCTION The alarming decline of nurs

ing board passers in University of Perpetual Help System urged us to query the r
eadiness of the nursing students who would be taking the upcoming board exam. Ac
cording to the Professional Regulation Commission (PRC) Board of Nursing, during
the Nursing Licensure Exam (NLE) last June 2008, there were a total of 977 BSN
graduates from UPHSD who took the nursing licensure examination and only 418(43%
) passed and 559(57%) failed. As nursing students we were displeased with the ou
tcome, which then prompted us to study if the next batch is prepared to take the
upcoming June 2009 board exam. Aptitude Tests measure a student's overall perfo
rmance across a wide range of mental capabilities, like intelligence test do. It
also often includes items which measure more specialized abilities like verbal
and numerical skills that predict scholastic performance in educational programs
. Aptitude test focuses on the future performance or behavior, as in what a pers
on is capable learning given appropriate training. It is also to large extent me
asures of achievement tests and covers test of intelligence as well. The need to
find the best predictor for the performance in the Academic Achievement is the
very essence of this research. This study shows the relationship between the Nur
sing Aptitude Test scores and Academic Achievement variables of selected 4th yea
r nursing students (SY 2008-2009) in University of Perpetual Help System. This s
tudy also show which among the nursing aptitude test scores of selected 4th year
nursing students best predict the outcome of their Academic Achievement. Severa
l researches in the past and recent years have studied cognitive related aptitud
e test, which may account for distinction in a student’s academic performance,
2 which may be reflected not just in nursing grade point average (GPAs) but also
test or performances such as board exam. From a local study conducted by Manaba
t (1992), he correlated Aptitude test and Academic as to show that Nursing Aptit
ude Test with all its dimensions, significantly correlated with a student’s succ
ess in both their four year BSN course and their chances of success in the Nursi
ng Board Examination. Yet Kaplan and Sacuzzo (2006) believed that achievement is
related with aptitude, while aptitude connotes future performance prediction. S
TATEMENT OF THE PROBLEM This study analyzed if nursing aptitude test scores have
predictive value to academic achievement as measured by grade point average (GP
A). specifically it answered the following questions: 1. What is the aptitude of
the respondents in terms of: 1.1 verbal reasoning 1.2 numerical facility 1.3 sc
ience and health information 1.4 spatial perception 1.5 scholastic aptitude 2. W
hat is the academic achievement of the respondents in terms of : 2.1 GPA in Scie
nce Subjects 2.2 GPA in Major Nursing Subjects 3. Is there a significant relatio
nship between nursing aptitude test scores and academic achievement? 4. Which am
ong the nursing aptitude test scores best predict academic achievement?
OBJECTIVES: • To identify the aptitude of the respondents in terms of verbal rea
soning, numerical
3 facility, science and health information, spatial perception and scholastic ap
titude. • • • To identify the different academic achievement of the respondents
in terms of GPA in Science Subjects and GPA in Major Nursing Subjects. To determ
ine if there is a significant relationship between nursing aptitude test scores
and academic achievement. To determine which among the nursing aptitude test sco
res best predict academic achievement. THEORETICAL FRAMEWORK Since the term apti
tude refers to the potential for learning or acquiring a specific skill (Kaplan
and Saccuzzo, 2001) this study considered that although not the sole basis for s
creening nursing students for clinical levels, aptitude test is an important con
sideration because it implies prediction (Lynmann,1998) especially if high predi
ctive value will be proven by this research. The main advantage of an aptitude t
est is that it provides a general picture of a pupil’s school performance and sc
ores on one subject which can be compared to scores on other tests (Airasian, 19
97). They provide basis for predicting future performance. They can be used for
selecting individuals to training programs or classifying people into groups. Ap
titude tests can also be used as substitute for intelligence tests (Lynmann, 199
8). In fact, intelligence test or IQ tests are measures of general aptitude, sco
res on these tests represents a composite of cognitive abilities and can be used
to forecast achievement and other behavior in a wide range of situations. Moreo
ver, these tests are combined scores on measures of special abilities Schmidt et
. al, 2004 as cited by (Aiken et. al., 2006). However, there is a subtle differe
nce between the terms; ability, aptitude, and intelligence, the test design to m
easure these attributes differ in a number of ways (Macklem, 1990). Achievement,
however, refers to previous learning (Kaplan and Saccuzzo, 2001). It is defined
by Airasian (1997) is a school-based learning that is not solely a result of
4 school instruction, but rather the product of a broader, non-school influences
such as parents, peer groups, and various none school activities. Since the pur
pose of schooling is to help students attain particular knowledge, skills and pr
ocesses, almost all of the formal tests that pupils are expected to take in scho
ols assess achievement. That is, pupil mastery of those things that were taught
during school instruction. Thus, GPAs and exams are indicators of students’ achi
evement. These concepts are supported by the theory of Charles Spearman that all
aspects of intelligence are correlated with each other. Spearman believed that
only two factors are measured by intelligence tests, a general intelligence fact
or common to all tests and a specific factor that is distinctive in each test (W
illiams, Zimmerman, Zumbo and Ross, 2003) this means that there is a general abi
lity factor that will determine how well each individual does on any particular
assessment of cognitive functioning. And cognitive factors (aptitude and achieve
ment) that this research considered do measure one thing and can best predict fu
ture performance. This study also considered attribution theory of Bernard Weine
r that can play a role in performance. This theory states that beliefs on ones a
bility have a bearing in achievement. Students assumption on their abilities is
usually based on their history of performance and if they fail, they often make
a devastating assumption that they lack ability (Kratoch, Mill et.al.,1996) in c
onnection with this theory, passing the Nursing Aptitude Tests, and earning high
grades would mean that they would also do well in board exam.
Conceptual Paradigm
DEPENDENT VARIABLES
INDEPENDENT VARIABLES
TARGET POPULATION
5
Nursing Aptitude Test Scores: Verbal Reasoning Numerical Facility Science and He
alth Information Spatial Perception Scholastic Aptitude
Academic Achievement Grade Point Average (GPA): • GPA in Science subjects GPA in
Major Nursing subjects
Level IV Nursing Students
•
Fig. 1.0 The proposed conceptual paradigm shows the clusters of cognitive factor
s; the Nursing aptitude tests scores in: Verbal Reasoning, Numerical Facility, S
cience and Health Information, Spatial Perception and Scholastic Aptitude are hy
pothesized by the researchers as predictors of academic achievement of 4th year
nursing students batch 2009 of UPHS. HYPOTHESIS: 1. There is no significant rela
tionship between nursing aptitude test scores and academic achievement as measur
ed by GPA. 2. Among the nursing aptitude test scores, there is no predictor of t
he academic achievement as measured by GPA.
SIGNIFICANCE OF THE STUDY TO THE FF: 1. To students who want to pursue a nursing
career, this serves as a basis for
6 considering if nursing is the right career path for them through the predictiv
e value of the Nursing Aptitude and Academic achievement in the possibility of p
assing the board exam. 2. To the faculty members, this can help them realize how
important their roles in imparting knowledge to the students as this knowledge
becomes the product of the students’ achievement both in academics and possibly
in board exam. Since professors are the most important resources of the educatio
nal system, this also helps them realize the importance of taking the initiative
for their own career growth. 3. To the nursing school administrators, this can
be their basis in providing opportunity for faculty development. This will also
encourage them to evaluate the selection and retention policy of the school in t
erms of aptitude score and GPAs of the students, thus become a consideration in
revising the nursing curriculum. 4. To the society, this study will serve as gui
dance for those who would want to enter the nursing profession. These screening
tools will help them decide if nursing is the right course for them or not and w
ill save families from possible loss of money for sending their children to a wr
ong vocation/ career. This will not only lead to quality nursing graduates but a
lso to improvement of the health system of the country. 5. To future researches,
this study will serve as a source of information in improving their studies and
will help them go through the process easily. The information found here may pr
ovide insights in improving the quality of future studies. SCOPE AND LIMITATION
The study was conducted in University of Perpetual Help System- Las Piñas. It
7 aims to assess correlation of Nursing Aptitude Test (NAT) that the center for
measurement administered as an assessment tool for UPHS students entering Junior
Year and the academic achievement which is measured by GPA which data is given
by the respondents. The subjects of this study were limited to 96 4th yr. nursin
g students of UPHS Batch 2009 students whose NAT results were taken from them pe
rsonally. This study did not cover other possible psychological tests such as oc
cupational interests, mental ability and personality variables.
DEFINITION OF TERMS Academic - the scholarly activities of a school or universit
y, as classroom studies or
8 research projects: more emphasis on academics and less on athletics. Achieveme
nt – something accomplished, esp. by superior ability, special effort, great cou
rage, act of achieving; attainment or accomplishment Aptitude -capability; abili
ty; innate or acquired capacity for something; talent: She has a special aptitud
e for mathematics. Readiness or quickness in learning; intelligence: He was plac
ed in honors classes because of his general aptitude the state or quality of bei
ng apt; special fitness Aptitude test - any of various tests given to measure ab
ilities, as manual dexterity, visual acuity, reasoning, or verbal comprehension,
and used to assist in the selection of a career. Facility - readiness or ease d
ue to skill, aptitude, or practice; dexterity: to compose with great facility. S
omething designed, built, installed, etc., to serve a specific function affordin
g a convenience or service: transportation facilities; educational facilities; a
new research facility. GPA – Grade Point Average is used as a metric by employe
rs and others to assess and compare students. General Weighted Average - An aver
age in which each quantity to be averaged is assigned a weight. These weightings
determine the relative importance of each quantity on the average. Weightings a
re the equivalent of having that many like items with the same value involved in
the average. Numerical - of or pertaining to numbers; of the nature of a number
. indicating a number: numerical symbols. bearing or designated by a number. exp
ressed by numbers instead of letters: numerical cryptography; numerical equation
s. of or pertaining to one s skill at working with numbers, solving mathematical
problems, etc.: tests for rating numerical aptitude.
9
Perception - The act or faculty of apprehending by means of the senses or of the
mind; cognition; understanding. Immediate or intuitive recognition or appreciat
ion, as of moral, psychological, or aesthetic qualities; insight; intuition; dis
cernment: an artist of rare perception. Predictor - To state, tell about, or mak
e known in advance, especially on the basis of special knowledge. information th
at supports a probabilistic estimate of future Scholastic - Pertaining to, or su
iting, a scholar, a school, or schools; scholarlike; as, scholastic manners or p
ride; scholastic learning. Science - systematic knowledge of the physical or mat
erial world gained through observation and experimentation. a branch of knowledg
e or study dealing with a body of facts or truths systematically arranged and sh
owing the operation of general laws: the mathematical sciences. Skill, esp. refl
ecting a precise application of facts or principles; proficiency. Spatial - pert
aining to or involving or having the nature of space; "the first dimension to co
ncentrate on is the spatial one"; "spatial ability"; "spatial awareness"; "the s
patial distribution of the population" Verbal reasoning - is understanding and r
easoning using concepts framed in words. It aims at evaluating ability to think
constructively, rather than at simple fluency or vocabulary recognition.
REVIEW OF RELATED LITERATURE Aptitude1
1
Matuzalm Asumen, Aptitude and Achievement (Philippines National Library, Thesis
March 2008), pg 15
10
From the biblical and Ellen White s point of view, since parents are the ones re
sponsible for guiding their children s career path, it is very important that th
ey realize the natural inclination of the child. This study quotes biblical and
Ellen G. Whites concept of career choice “Train up a child in the way he should
go, and when he is old he will not depart from it.” Proverbs 22:6(NKJV) Youngs l
iteral translation of this text is “Give instruction to a youth about his way, e
ven when he is old he turneth not from it” As pointed out in the Seventh-day Adv
entist Bible Commentary (1996) the test reads literally. “According to the mouth
of his way.” that is “according to his way” Many parents has taken this verse a
s a sanction for forcing a child to follow the profession or trade they think he
ought to. Thus they have brought sorrow and disappointment upon themselves for
the child, on growing up, often goes through an entirely different way, Proverbs
22:6. Rather counsel parents to learn in which their particular child be expect
ed to be of mist service to Him and others, and in which will find most happines
s. God has equipped the child with the capabilities needed to fill this special
calling. Therefore the choice of a lifework should be in line with the child s w
ay-- meaning his natural bent. The efforts of the parents and the child should b
e directed toward discovering the kind of work Heaven has already determined. Co
mmenting on this text in her several books, White says: “ The training that Solo
mon enjoins is to direct, educate, develop, But in order for parents to do this
work, they must themselves understand the “way” the child should go”(1913,p. 108
). Furthermore, “The specific place appointed us in life is determined by our ca
pabilities”(1903, pg. 267). “....To every individual of today God has assigned a
place in His Great Plan” (1917,p.536) From the psychological point of view apti
tude refers to the degree of readiness to learn and to perform well in a particu
lar situation or fixed domain (Corno et.al 2002) It also refers to potential for
learning or acquiring a specific skill (Kaplan % Saccuzzo, 2001) “In its origin
al, broad definition aptitude means apness, inclination, tendency, propensity, p
redisposition, fitness, or suitability for performance in some situation usually
11 involving formal or informal learning” Its meaning is akin to the concepts of
susceptibility(to treatment or to persuasion and proneness(as in accident prone
ness). This definition admits motivational, volitional, affective, social, and p
sychomotor, as well as cognitive, characteristics of learners as a part of the c
oncept of aptitude. It also carries the strong implication of readiness for some
particular learning situation and mutual person/situation compatibility in this
condition (Snow, Richard & Phi Delta Kappan, 1997 as cited by Asumen 2008). Thi
s definition coincides with (Carrol, 1993 as cited by Asumen 2008) saying that a
ptitude is potential ease of learning particular skills or knowledge. Aptitudes
are interfered through the observation of an individuals current skills pr knowl
edge, generally through ability tests (Like Nursing Aptitude Tests). Although ap
titude is technically different from ability, as abilities are a present descrip
tion and describes what a person can do now, including things which are not expl
icitly, learned skills; an aptitude is generally thought of as an ability to acq
uire a specific type of skill or knowledge(Hood & Johnson, 2002). Aptitude Test2
The terms intelligence, ability, and aptitude are often used interchangeably to
refer to behavior that is used to predict future learning or performance. In fa
ct, aptitude test can also be used as substitute for intelligence tests (Lynmann
, 1988 as cited by Asumen 2008). However, there is a thin line between them. The
tests designed to measure these attributes differ in several significant ways (
Macklem; 1990 as cited by Asumen 2008). Aptitude Tests measure a student s overa
ll performance across a wide range of mental capabilities, like intelligence tes
t do. It also often includes items which measure more specialized abilities like
verbal and numerical skills that predict scholastic performance in educational
programs (Macklem 1990 as cited by Asumen 2008). This was verified by Aiken & Gr
oth-Marnat (2006) that aptitude test focuses on the future performance or behavi
or, as in what a person is capable learning given appropriate
2
Matuzalm Asumen, Aptitude and Achievement (Philippines National Library, Thesis
March 2008),16-20
12 training, It is also to large extent measures of achievement tests and covers
test of intelligence as well. Several researches in the past and recent years h
ave studied cognitive related aptitude test, which may account for distinction i
n a student’s academic performance, which may be reflected not just in nursing g
rade point average (GPAs) but also test or performances such as board exam. From
a local study conducted by Manabat (1992), he correlated Aptitude test and Acad
emic as to show that Nursing Aptitude Test with all its dimensions, significantl
y correlated with a student’s success in both their four year BSN course and the
ir chances of success in the Nursing Board Examination. Yet Kaplan and Sacuzzo (
2006) believed that achievement is related with aptitude, while aptitude connote
s future performance prediction. As compared to achievement test, these cover a
broader area and look at a wide range of experiences. It tells us what a student
brings to the task regardless of the specific curriculum that the student has a
lready experienced. The difference between aptitude and achievement tests is som
etimes a matter of degree. Some aptitude and achievement test look a lot like. I
n fact, the higher a student goes in levels of education, the more the content o
f aptitude tests resembles achievement tests. This is because the knowledge that
a student has already accumulated is a good predictor of success at advanced le
vels (Macklem, 1990 as cited by Asumen 2008). Moreover, according to (Macklem, 1
990 as cited by Asumen 2008) individually administered test have qualities that
are excellent predictors of future scholastic achievement as it is used to forec
ast achievement and other behavior in wide range of situations(Schmidth & Hunter
as cited by Aiken & Groth-Marnat, 2006); provide ways of comparing a child s pe
rformance with that of the other children in the same situation; provide a profi
le of strengths and weaknesses, assess differences among individuals; have uncov
ered hidden talents in some children, thus improving their educational opportuni
ties, and are valuable tools for working with handicapped children.
13 In addition, (Macklem, 1990 as cited by Asumen 2008) also pointed out that gr
oup aptitude test are usually given as part of a group achievement battery of te
sts can be given quickly and inexpensively to large numbers of children, Childre
n who obtain extreme scores can be early identified to receive further specializ
ed attention. Aptitude tests are important in making program and curriculum deci
sions. They can also be used to group students given that grouping is flexible.
He also mentioned the major uses of an aptitude test result. For instruction apt
itude test results are used by teachers to adopt their curricula to match the le
vel of their students or to design assignments for students who differ widely. A
ptitude test scores can also help teachers form realistic expectations of studen
ts. Knowing something about the aptitude level of the student in a given class c
an help a teacher identify which students are not learning as much as could be p
redicted on the basis of aptitude scores for instance, if a whole class were per
forming less well than would be predicted from aptitude test results, then curri
culum, objectives, teaching methods, or student characteristics might be investi
gated. For administration, aptitude test scores can identify the general aptitud
e level of a high school for instance. This is helpful in determining how much b
earing should be given to college preparatory programs. Aptitude tests can be us
ed to help identify students to be accelerated or given extra attention, for gro
uping, and in predicting job training performance (Macklem, 1990 as cited by Asu
men 2008). Moreover, it was concluded that aptitude tests help students better u
nderstand what their grades in different may be different particularly when the
differences in grade subjects were taken into consideration such as allowing for
the fact that some college subjects will produce higher GPA s than others (McDo
nald et.al, 2001) For guidance, aptitude tests are used by counselors for career
counseling-to help parents develop realistic expectations for their child s sch
ool performance and to help student s understand their own strengths and weaknes
ses. For instance grades from aptitude test such as Scholastic Aptitude Test (SA
T), Preliminary Aptitude Test (PSAT)
14 and other battery tests are used by high school and college counselors in pro
viding academic guidance to students. In order or test scores to be used in guid
ance, it is necessary that they have predictive validity (McDonald et.al 2001).
For instances, PSAT and an assessment for interest was used together, a median v
alidity of 0.42 was reported for the prediction of first year grades in major co
llege fields. This figure is high enough to suggest these measures would be usef
ul for guidance, although not sufficiently high to warrant interpretation withou
t caution (Stricker et.al, 1996 as cited by McDonald et.al 2001) Several researc
hes in the past and recent years have studied cognitive related variables like a
ptitude test, which may account for distinctions in student s academic performan
ce, which may be reflected not just in nursing grade point average (GPAs) but al
so gauges or performance such as board exam. The cognitive measure used in these
studies made use to readily available data obtained from nursing school assessm
ent requirement such as the Nursing Aptitude Tests, Grade Point Average in colle
ge or in high school, GPA in Math or Science and Nursing Board Examination in th
e Philippines or in the U.S.. A research on medical students academic achievemen
t conducted by Shen and Comrey in 1997 as cited by Tañedo, 2001, showed that an
aptitude test for medical students particularly Medical College Admissions Test
(MCAT) that was used in the United States strongly predicted medical performance
as represented by the medical school GPAs and the National Board of Examiners-P
art 1(NBME) However, a related study by Downey, Collins and Browning (2003) on a
longitudinal research on predictors of success in dental hygiene education prod
uced different results, dental hygiene education success was defined by National
Board scores along with Dental Hygiene GPA at graduation. Along with GPA’s on d
ifferent group of courses or subjects, Scholastic Aptitude Test is studies as pr
edictor. The result revealed that in a population of 134 students comprising the
Medical college of Georgia dental hygiene class of 1996- 2001 using a forward,
step-wise, multiple linear-regressions, the
15 result showed that Scholastic Aptitude Test Scores is not a predictor of boar
d exam performance but of Dental Hygiene GPA at graduation. Another similar rese
arch was conducted by Henderson and Scott, 1989 (as cited by Asumen 2008) on “Id
entifying at Risk for Failure on the Licensing Examination of Registered Nurses
Subjects include 105 students who graduated in nursing program at St. Joseph’s C
ollege in North Windham (Maine) during years 1983-1984. State Board Exam was the
Nursing content – The National League for Nursing test (NLN), Mosby Assess test
(MAT) and GPAs in several subjects. Using prediction equation from stepwise reg
ression analysis, on the test of nursing content (NLN) best predict nursing boar
d exam while (MAT) senior year performance and SAT – verbal predicts early year
program performance and does not positively correlate with board exam performanc
e. However, in another research, “Epidemiological study of NCLEX – RN” by Younge
r, 1992 (as cited by Hill-Besinque et.al 2000) pointed out that the Second facto
r (one is GPA) that predicts positive NCLEX-RN was the Scholastic Aptitude test
(SAT) score, an entry assessment requirement for nursing. Similarly, in a correl
ation study by Poorman and Martin, 1991 (as cited by Asumen 2008) revealed that
academic aptitude positively correlated with passing score on the NCLEX-RN. Anot
her related study that uses Pearson correlation, showed result that indicated th
at cognitive variables that include Scholastic Aptitude test marked to be of mod
erate predictive value while it is considered as the most useful combination usi
ng regression analysis (Foti et.al, 1991 as cited by Asumen 2008). A similar res
earch supposes those findings however, saying that the best predictor of achieve
ment in College when cognitive and non cognitive variables were tested in a two
classes of freshman students at Wikes Pennsylvania was the Aptitude test for Nur
sing. These findings of positive correlation between aptitude test and board exa
m performances was all the more verified by Whirley and Chadwick, 1986 (as cited
by Asumen 2008), in their correlation study between baccalaureate education and
NCLEX, revealed results that indicated graduates who entered the program with l
ow Scholastic Aptitude Test score and with low GPAs and
16 who are below the class mean of the College of Nursing were at a significantl
y high risk of failing the NCLEX-RN. A local study correlating Aptitude test and
Academic and Nursing Board Examination performance conducted by Manabat, 1992 (
as cited by Asumen 2008) showed that Nursing Aptitude Test with all its dimensio
ns, significantly predicted student’s success in both their four year BSN course
and their chances of success in the Nursing Board Examination. Using multiple r
egression analysis, the latter also found out that the best combination of predi
ctors from among the dimension of Nursing Aptitude Test (NAT) for preference in
the board examination is Science Information and Numerical Ability. Academic Ach
ievement3 Achievement is related with aptitude, while aptitude connotes future p
erformance prediction (Kapplan and Sacuzzo, 2006) achievement is used to describ
e school-based learning (Airasian, 1997 as cited by Asumen 2008). Meaning all of
those activities in a classroom that is used to evaluate student’s performance
including quizzes, activities, or exams are measures of achievement. All these m
easures of achievement just like an achievement test, which assesses the knowled
ge of some academic subject or occupation, focus on the student’s past performan
ce or behavior like what the students have learned or already accomplished. (Aik
en & broth-Marnat, 2006)
Academic Achievement as measured by Grade Point Average4 Academic achievement is
another major variable that this study considers to be related with Nursing Apt
itude of nursing graduates. In this study academic achievement is defined as Gra
de Point Average or Weighted Mean of Science courses and overall
3 4
Matuzalm Asumen, Aptitude and Achievement (Philippines National Library, Thesis
March 2008), pg 21 Matuzalm Asumen, Aptitude and Achievement (Philippines Nation
al Library, Thesis March 2008) Pg 2328
17 weighted mean. In a research by Mansse et. al (1980) as cited by Hill-Besinqu
e et. al (2000) that investigated the relationship between academic performance
and subsequent performance on the National Association of Boards of Pharmacy Lic
ensure Examination (NABPLEX) in a small, private pharmacy school and a large, st
ate – supported schools, they had proven a high correlation that existed between
GPA and NABPLEX scores for candidates from the small private schools while low
correlation was found from large, statesupported school. A review of related stu
dy from other research found similar result. Younger, 1992 (as cited by Hill-Bes
inque et. al 2000) found that the highest predictive value for passing the NCLEX
-RN was the student’s grade in four core nursing courses, second was the scholas
tic aptitude test scores. GPAs in four nursing courses were reported to be valid
predictors of NCLEX in some nursing students. He even pointed out that Medical
College Admission Test for Medical School applicant positively correlated with u
ndergraduate college GPAs. In relation with medical school performance by Silver
and Hodgson (1997) as cited by Tañedo (2001), using regression analyses, he fou
nd out that undergraduate grade point average (UGPA) along with Medical College
Admission Test (MCAT) scores adequately predicted students’ achievement of Natio
nal Board Medicines Examinee. In another literature review, it was revealed that
the higher the undergraduate grade point average (UGPA), Medical College Admiss
ion Test (MCAT) scores and even undergraduate science grade point average (SGPA)
. The lower the chances of failure in medical school (Cariaga – Lo et.al, 1997)
as cited by Tañedo (2001) There were many researches revealing the predictive va
lue of GPA, to different measures of academic achievement. In a correlation rese
arch by Talazyk (1989) as cited by Asumen (2008), the researcher found that juni
or grade point average was the best predictor of achievement in senior level nur
sing courses. A related result was revealed by Delma and Halpin (1984) as cited
by Asumen (2008), using discrimination analysis. The
18 study showed the cognitive measures like aptitude test pre-nursing exam and G
PA significantly differentiated between dropouts and graduates of GPA significan
tly differentiated between dropouts and graduates in 456 black students enrolled
in private baccalaureate nursing school. For 181 graduates, these same predicto
rs plus GPA also significantly differentiated between passers and failures in th
e state board exam. Moreover, in a similar research by Dubs (1975) as cited by A
sumen (2008) it was stated in that the three years cumulative GPA and nursing th
eory grades were the best predictors of success on state board examination. In a
ddition to these, graduates of baccalaureate nursing that entered the program wi
th low scholastic aptitude test scores. Low cumulative Science GPA; who scored b
elow the class mean on school of nursing examination and whose cumulative GPA dr
ifted downward while in the school of Nursing were at a significant high risk of
failing the NCLEX-RN (Whitley and Chadwick, 1986) as cited by Asumen (2008). A
similar result was yielded by Beeson and Kissling (2001). In their study of pred
icting success for baccalaureate graduates on NCLEX-RN. Result of their story sh
owed a significant relationship between number of (S, Ds and Fs) in nursing cour
ses and NCLEX-RN results. Students who passed the NCLEX-RN had a significantly h
igher GPA’s made fewer grades of Cs or below and scored high on the Mosby Assess
Test than the students who failed. Similarly, in a research wherein GPA and Ach
ievement Test are being studied as predictors of NCLEX success, pre admission GP
A, GPA after completing one semester or nursing course, cumulative GPA at gradua
tion, grades earned pre-requisite and core nursing courses, test averages in the
beginning and advanced medical and surgical nursing courses and performance on
the National League for Nursing Comprehensive Achievement Test for Baccalaureate
Students(NLN CATBS), using logistics regression analysis revealed result that a
combination of test average in advanced medical/ surgical nursing and percentil
e scores on the NLN CATBS predicted 94.7% of NCLEX-RN passes and 50% of failures
. Moreover, although success could be accurately predicted across all models, pr
edicting failures was far more difficult (Seldomridge & Di Bartolo, 2004)
19
The latter s finding were similar with a study by Krup, Quick and Whitley (1988)
as cited by Asumen (2008). In their research about determining whether grades i
n nursing course required of all students could predict NCLEX-RN performance usi
ng discriminant analysis, the results revealed that graduates who passed The NCL
EX-RN in the initial attempt did differ with respect to grades in nursing course
taken during the sophomore year and in a medical-surgical nursing course taken
during the junior year were substantially and directly related to NCLEX-RN perfo
rmance. Grades earned in other nursing theory courses had positive correlations
with the discriminant function grades in practicum courses were relatively poor
predictors of NCLEX-RN performance of 74.9 percent sample. Moreover, is a resear
ch on statistical predictability of the academic performance of registered nursi
ng students at Macomb Country Community College whrerein the following variables
sex, marital status, age, composite American College Testing Program (ACT) scor
e, high school biology grade, high school math grade, high school grade point av
erage (GPA), College Level anatomy and physiology grades, and overall achievemen
t measures including the fact of graduation or non-graduation, average score ear
ned in the state board exam, and final GPA earned at MACOMB, were computed and i
ndicate that generation of female respondent could be predicted using her final
grade point average in high school or in grades earned in college level anatomy
or physiology, a students scores on the state board exam could be predicted usin
g grades in individual courses, or for female students using her anatomy and phy
siology grade final GPA at Macomb, ACT score, marital status, or age and female
student s final GPA could be predicted using High School GPA or anatomy grades (
Stankovich, 1997) as cited by Asumen (2008) These results as concluded by the re
searchers indicated that graduates in nursing courses can be used to predict NCL
EX-RN performance and therefore should be used in counseling students. However i
n a research that sought to identify the relations between the academic scores o
f school subjects and the performance in national qualifying examination for
20 registered professional nurses (NQEX-RPN) of 177 graduates of 2-year associat
ed nursing degree in one of the junior college of nursing in Taipei. It was foun
d out by Lin, Fung, Hsiao and Lo (2003) that in the 34 subjects included in the
research (16 nursing subjects and 18 non-nursing subjects were statistical signi
ficant and were positively related with the performance in NQEX-RPN. Year 1 grad
e point average (GPA)of nursing subjects was significantly correlated wit h the
performance in NQEX-RPN but not 2 year GPA. The performance in the NQEX-RPN, Yea
r 1 grade point average GPA of nursing subject was significantly correlated with
the performance in NQEX-RPN but not year 2 GPA. The performance of two subjects
in NQEX-RPN, namely Fundamental Nursing and Psychiatric-Community Nursing, were
not significantly correlated with their related school subjects. In a research
by Friedmann & Valentine(1988) as cited by Asumen (2008), wherein the relationsh
ips of students and academic variables with nursing licensure examination scores
were examined during the years 1978-1984, 164 graduates of an integrated baccal
aureate program took old State Board Examination and 159 took the new examinatio
n. Result revealed that among the pre-admission variables, grade point average a
nd student age were most useful in predicting exam scores. Nursing lecture cours
es were better predictors of success than clinical courses. Students who receive
d Agrades in lecture courses scored relatively higher and B-students scored lowe
r on the new licensure examination compared to the old examinations. Another res
earch on science-related courses that studied particularly the predictors of per
formance on the National Board of Medical Examiners obstetrics and gynecology su
bject examination scores of 148 third year medical students were compared with U
S Medical Licensure Examination score and the subject examination score (r=.6,P<
.001). The correlation with grade point average was also significant (r=.5, P<.0
01). Moreover, another related literature study which purpose is to examine the
relationship of performance on the Comprehensive Osteopathic Medical Association
21 (AOA) on a multi state study on correlation study, revealed that academic per
formance in the first two years of osteopathic medical school was strongly assoc
iated with performance of COMPLEX-USA Level 1(Baker et.al 2000) These related st
udies were all the more verified by the research of Salvatori. Penny (2001) on t
he reliability and validity of admission tools used to select student for the he
alth professions. It is clear in the findings that pre-admission overall grade p
oint average is the best predictor of academic performance in all of the health
professions however, the relationship between pre-admission GPA and clinical per
formance is less clear. The Medical College Admission Test is a good predictor o
f performance of medical students in term of in course grades and licensing exam
ination scores but a similar test does not exist in other health professions, Re
search indicates that controversy remains as to the value of personal interviews
and written admissions as selection tool, although it is clear that training of
assessors and explicitly rating guidelines enhance their reliability and validi
ty.
CHAPTER II RESEARCH METHODS AND PROCEDURE This chapter deals with the research p
rocedures to be used in the research study. These includes: (a) Research Design
(b) Respondents and Sampling Procedure (c) Treatment of data (d) Research Instru
ment (e) Data Gathering Procedure (f) and Statistical Treatment.
22 RESEARCH DESIGN This study employed a descriptive-correlational type of resea
rch. Descriptive in the sense that it presented the stability or variability of
the characteristics described. It is also correlational because it determined wh
ether there exists a relationship between variables. RESPONDENTS AND SAMPLING PR
OCEDURE The target population of the study was the 4th year nursing students of
Batch 2009 in University of Perpetual Help System. By using a purposive non-prob
ability sampling the researchers have selected 96 respondents from the total pop
ulation of 1563 4th year nursing students who still have their NAT results with
them. TREATMENT OF DATA Frequency counts and percentage was used to determine th
e profile of the respondents. Mean and standard deviation was used to determine
the nursing aptitude test scores and general weighted mean of all the GPA. Linea
r regression and Pearson s correlation analysis was used to determine the relati
onships between (independent variable) Nursing aptitude tests scores and Academi
c Achievement of the respondents in terms of GPA (dependent variable). Multiple
Regression and Forward Stepwise Regression analysis was used to determine the be
st predictor for the academic achievement. The data was run into NCSS software t
o obtain the statistical treatments. RESEARCH INSTRUMENT The Nursing Aptitude Te
st (NAT) is a 2-hour and 30-minutes test designed to screen gauge the potential
for success of aspirants to the nursing profession. It is a 240item test that co
nsists of test items in Verbal Reasoning, Numerical Facility, Science and Health
Information and Spatial Perception. Qualified test takers are high school senio
rs, high school graduates, college freshmen, or college sophomores. It is design
ed and
23 administered by the Center for Educational Measurement. The norms of the NAT
are based on the test performance sample of the 1,325 nursing students from twen
ty nursing schools in the Philippines. Five scores were generated from the test.
The five scores were comparable since they are converted on the same standard d
eviation of 100. A scholastic aptitude (SA) score is also presented. The SA rati
ng is the composite rating of the four sub scores and is also expressed in stand
ard scores with percentile rank equivalents that range from1-99+ with a midpoint
of 50 and a mean of 500 in the standard score scale (CEM manual). The academic
achievement is measured through weighted average of all grades in science and ma
jor courses in the BSN curriculum in University of Perpetual Helps System DALTA.
The weighted mean is computed by getting the sum of all the grades in different
subjects then multiplied to the number of its units divided by the overall tota
l number of units. The grading scale of University of Perpetual Helps System DAL
TA starts at 1.00 which is the highest (99-100) with the verbal interpretation o
f “excellent” while the rating 1.25 with grades ranging from 96- 98% has a verba
l interpretation of “superior”, rating of 1.50 with grades ranging from 93-95% h
as a verbal interpretation of “exemplary”, 1.75 with grades ranging from 90-92 h
as a verbal interpretation of “very good”. 2.00 with grades ranging from 87-89 h
as a verbal interpretation of “good”. 2.25 with grades ranging from 84-86 has a
verbal interpretation of “satisfactory”. While the rating of 2.50 with grades ra
nging from 81-83 has a verbal interpretation of “fairly satisfactory”. 2.75 with
grades ranging from 78-80 has verbal interpretation of “fair”. 3.00 with grades
ranging from 75-77 means “passed” while 5.00 with grades below 75 means failed.
DATA GATHERING PROCEDURE A letter for approval was secured by the researchers a
nd be noted by their thesis adviser to the Associate Dean of Level IV College of
Nursing of University of Perpetual Help System The letter will sought permissio
n for the researchers to conduct their study in the said institution. After the
letter has been approve by the Associate Dean. The researchers started gathering
data from the respondents.
24
The Nursing aptitude test scores and grades of the respondents were taken from t
hem personally. Some of the grades were given by their respective advisers. Lett
ers of request were made for concerned authorities to facilitate review of the s
aved documents for use in this study. STATISTICAL TREATMENT The following statis
tical tool was used in this study. 1. To answer problem no.1 the frequency and p
ercentage; mean and mode; coefficient of variation and standard deviation was us
ed to measure the degree of importance of each aptitude (verbal reasoning, numer
ical facility, science and health information, spatial perception and scholastic
aptitude) and to compare the variability of two or more sets of grades when the
y are expressed in different unit measurements. 2. To answer problem no.2 freque
ncy and percentage; mean and mode; coefficient of variation and standard deviati
on was used to measure the degree of importance of each grades and to compare th
e variability of two or more sets of grades when they are expressed in different
unit measurements. 3. To answer problem no.3 Linear Regression and Pearson s Co
rrelation was used to determine if there is a significant relationship between N
ursing Aptitude test scores and Academic Achievement variables. 4. To answer pro
blem no.4 Multiple regression and Forward Stepwise regression analysis was used
to determine which among the nrusing aptitude test scores best predict academic
achievement variables. Table 5.0 Statement of the Statistical tools Formula Desc
ription
25 Problem 1. What is the Frequency aptitude of the respondents in terms Percent
age of verbal reasoning, numerical facility, science and health information, spa
tial perception and scholastic aptitude. Mean (weighted average mean)
%=n x 100 N Where: n=sample size N=total population x = Σ XW Σ W Where: x = mean
X=measurement or value; w = weight >To find the mean of set values wherein each
value or measurement has a different weight or degree of importance.
Mean (sample)
x=Σ X N Where x=mean; Σ X= sum of the measurements or the values; N= number of m
easurements.
>The sum of all the measurements divided by the no. of measurement in the set.


tandard Deviation x)2
>The square root σ =√ Σ ( X- of the average deviation from the mean. N
Where: x=value from raw data; X=mean; N=total population
Coefficient of
>Ratio of the tandard deviation to the




26 Variation CV= X Where: CV = coefficient of variation; = tandard deviation
mean; X= mean mean. It i  u ed to compare the variability of two or more et  o
f data even when they are expre ed in different unit mea urement 
2. What i  the academic GPA(Grade Point achievement of the Ave.) re pondent  in
term  of GPA. Frequency
GPA=Total grade point  Total Credit 
Percentage
%=n x 100 N Where: n= ample ize N=total population x = Σ XW Σ W Where: x = mean
X=mea urement or value; w = weight
Mean (weighted average mean)
Mean ( ample) x=Σ X N Where x=mean; Σ X= um of the mea urement  or the value ;
N= number of mea urment .


tandard Deviation
x)2
σ =√ Σ ( XN
27
Where:
x=value from raw data; X=mean; N=total population


Coefficient of Variatio
n CV= X Where: CV = coefficient of variation; = tandard deviation mean; X= m
ean
3. I  there a ignificant relation hip between nur ing aptitude te t core  and
academic achievement, and nur ing enhancement performance?
Linear Regre ion and Pear on'  Correlation
r=Σ xy √ Σ x2y2
>To model the relation hip between two variable , one of which depend  on the ot
her. >To determine the be t predictor among the independent variable 
4. Which among the Multiple Regre ion
Yt=a+b1x1+b2x2+… nur ing aptitude te t an
d Forward +bnxn core  and academic tepwi e Regre ion achievement be t predict
nur ing enhancement performance?




CHAPTER III PRE ENTATION, ANALY I AND INTERPRETATION OF DATA Thi  Chapter pre e
nt  the analy i  and interpretation of tati tical data. The purpo e of which i 
to analyze if Nur ing Aptitude Te t core  could have ignificant relation hip
an predictive value to Academic achievement a  mea ured by Grade Point
28 Average (GPA). The finding  are pre ented in tabular form according to equen
ce  of the pre entation of the null hypothe i . Aptitude of the Re pondent  Tabl
e 1 pre ent  the nur ing aptitude

core  of the re pondent  in Verbal


Rea oning
(VR), Numerical

Facility

(NF), cience and

Health Information ( HI),

patial Per
ception ( P), and chola
tic Aptitude ( A). Table 1. De criptive tati tic
 of N
ur ing Aptitude Te t core
 Aptitude Verbal
Rea oning Numerical Facility cience
and Health Information patial Perception chola tic Aptitude Minimum 305 312 3
49 312
307 n=96 Maximu m 705 705 686 726 715 Mean 506.18 521.56 491.46 505.88 50
9.45 tandard Deviation 88.18 81.27 75.55 93.34 83.06
The table how  that the re pondent ’ Verbal Reasoning has a mean of 506.18 with
a minimum score of 305, maximum score of 705 and a standard deviation value of
88.18. The Numerical Facility has a mean score of 521.56, with a minimum
score o
f 312, a maximum score of 705 and a standard deviation of 81.27. The cience and
Health Information have a mean score of 491.46 with a minimum

score of 349, and
a maximum sore of 686 and a standard deviation of 75.55. patial Perception has
a mean score of 505.88 with a minimum score of 312, a maximum score of 726 and
a standard deviation
of 93.34. The composite rating of the four subjects which i
s presented in the cholastic Aptitude score has a mean of 509.45 with a minimum
score of 307, maximum score of 77.15 and a standard deviation of 83.06. It show
s
that the Numerical facility of respondents has the highest mean average, while
cience and Health Information got the lowest mean average. Aptitude Tests meas
ure a student s overall performance across a wide range of
29 mental capabilities, like intelligence test do. It also often includes items
which measure more specialized abilities like verbal and numerical skills that p
redict scholastic performance in educational programs (Macklem 1990 as cited by
Asumen 2008). This was verified by Aiken & Groth-Marnat (2006) that aptitude tes
t focuses on the future performance or behavior, as in what a person is capable
learning given appropriate training, It is also to large extent measures of achi
evement tests and covers test of intelligence as well. As compared to achievemen
t test, these cover a broader area and look at a wide range of experiences. It t
ells us what a student brings to the task regardless of the specific curriculum
that the student has already experienced. The difference

between aptitude and ac
hievement tests is sometimes a matter of degree. ome aptitude and achievement t
est look a lot like. In fact, the higher a student goes in levels of education,
the more the content of aptitude tests resembles achievement tests. This is beca
use the knowledge that a student has already accumulated is a good predictor of
success at advanced levels (Macklem, 1990 as cited by Asumen 2008).
Academic Achievement of the Respondents

Table 2 shows the descriptive statistics
of the respondents in
their GPA in cience subjects and Major nursing subjects.
Table 2. Descriptive tatistics of Academic Achievement
30


GPA cience Major
Maximum 3 2.96
Minimum 1.28 1.85 n=96
Mean 2.38 2.42


tandard Deviation 0.31 0.28



The table shows that the respondents’ GPA in cience ubjects has a mean score o
f 2.38, a standard deviation of

0.31, a maximum grade of 3 and a minimum grade o
f 1.28. GPA in Major Nursing ubjects has a mean score of 2.42, a standard devia
tion of 0.28, a maximum grade of 2.96 and a minimum grade of 1.85. In connection
to this result, the mean score of science GPA is better than the Major GPA. Thi
s result contradicts the study of Andrew (1988) which stated that students have
traditionally

experienced difficulty in science subjects in the nursing curricul
a. cience is a very important factor in the success of a student in nursing edu
cation. As Griffith’s et. Al (1995) indicated in their research that GPA in Anat
omy Physiology subjects was significantly correlated with success in nursing edu
cation. It is important that students be encouraged to improve their performance
s in science courses (Caon & Treagust, 1993) as cited by Asumen (2008). In anoth
er literature review, it was revealed that the higher the undergraduate grade po
int average (UGPA), Medical College Admission

Test (MCAT) scores and even underg
raduate science grade point average ( GPA). The lower the chances of failure in
medical school (Cariaga – Lo et.al, 1997) as cited by Tañedo (2001)


Correlation of Nursing Aptitude Test cores to Academic Achievement Table 3.1 an
d Table 3.2 shows the correlation between aptitude test scores of the respondent
s to their academic achievement. By using Pearson s Correlation Coefficient we w
ere able to define the strength of the relationship between the variables. Weak
(-0.3


31 to -0.1 or 0.1 to 0.3) Moderate(-0.5 to -0.3 or 0.3 to 0.5) trong (-1.0 to -
0.5 or 0.5 to 1.0). If the correlation coefficient is zero it indicates that the

variables have no

correlation.

Table 3.1 Correlation of Nursing Aptitude Test

cores to GPA in cience ubjects

Aptitude Verbal
Reasoning Numerical Facility c
ience and Health Information patial Perception cholastic Aptitude Correlation
Reject Coefficient H0 -0.5428 -0.5150 -0.5384 -0.4641 -0.6927 Yes Yes Yes Yes Ye
s Type of Correlation Decreasing Linear Correlation Decreasing Linear Correlatio
n Decreasing Linear Correlation Decreasing

Linear Correlation Decreasing

Linear


Correlation Verbal Interpretation

trong
Negative Relationship ( ignificant)

tr
ong Negative Relationship ( ignificant)

trong Negative

Relationship ( ignifican


t) Moderate Negative Relationship ( ignificant) trong Negative Relationship ( i
gnificant)
Alpha=0.0010 The table shows that the Verbal Reasoning of the respondents has a
correlation coefficient of (-0.5428) which indicates decreasing linear correlati
on, thus rejecting H0
that there

is no significant relationship between Verbal R
easoning and GPA in cience ubjects. The Numerical Facility of the respondents
has a correlation coefficient of (0.5150) which indicates decreasing linear corr
elation, thus rejecting H0 that

there

is no significant

relationship between Num
erical Facility and GPA in cience ubjects. The cience and Health Information
of the respondents has a correlation coefficient of (0.5384) which indicates dec
reasing linear correlation,

thus rejecting H0 that there is
no significant

relat
ionship

between cience and Health Information and GPA in cience ubjects. The
patial Perception of the respondents has a correlation coefficient of (0.4641)
which indicates decreasing linear correlation,

thus rejecting H0 that

there

is n
o significant relationship between patial Perception and GPA in cience ubject
s. The


32 cholastic Aptitude of the respondents has a correlation coefficient of (-0.6
927) which indicates decreasing linear correlation,

thus rejecting H0 that

there

is no significant relationship between cholastic Aptitude and GPA in cience
ubjects. These findings is supported by a study conducted by Manabat (1992) as c
ited by Asumen (2008), he correlated Aptitude test and Academic Achievement as t
o show that Nursing Aptitude Test with all its dimensions,

significantly correla
ted with a student’s success in both their four year B N course
and their chance
s of success in the Nursing Board Examination. Yet Kaplan and acuzzo (2006) bel
ieved that achievement is related with aptitude, while aptitude connotes future
performance prediction.



Table 3.2 Correlation of Nursing Aptitude Test cores to GPA in Major Nursing u
bjects Aptitude Verbal Correlation Reject Coefficient H0 -0.4422 Yes Type of Cor
relation Decreasing Linear Verbal Interpretation Moderate Negative



33
Reasoning Numerical Facility cience and Health Information patial Perceptio
n cholastic Aptitude -0.2810 -0.4545 -0.3186 -0.4865 Yes Yes Yes Yes Correlatio
n Decreasing Linear Correlation Decreasing Linear Correlation

Decreasing Linear
Correlation Decreasing

Linear Correlation Relationship ( ignificant)

Weak Negati
ve Relationship ( ignificant)

Moderate Negative Relationship ( ignificant)

Moder
ate Negative Relationship ( ignificant) Moderate Negative Relationship ( ignific
ant)
Alpha=0.0010 The table shows that the Verbal Reasoning of the respondents has a
correlation coefficient of (-0.4422) which indicates decreasing linear correlati
on, thus rejecting H 0
that there

is no significant relationship between Verbal
Reasoning and GPA in cience ubjects. The Numerical Facility of the respondents
has a correlation coefficient of (0.2810) which indicates decreasing linear cor
relation, thus rejecting H0 that

there

is no significant

relationship between Nu
merical Facility and GPA in cience ubjects. The cience and Health Information
of the respondents has a correlation coefficient of (0.4545) which indicates de
creasing linear correlation,

thus rejecting H0 that there is
no significant

rela
tionship

between cience and Health Information and GPA in cience ubjects. The
patial Perception of the respondents has a correlation coefficient of (0.3186)
which indicates decreasing linear correlation,

thus rejecting H0 that

there

is
no significant

relationship between patial Perception and GPA in cience ubjec
ts. The cholastic Aptitude of the respondents has a correlation coefficient of
(-0.4865) which indicates decreasing linear correlation,

thus rejecting H0 that

there
is no significant relationship between cholastic Aptitude and GPA in cie
nce ubjects. Achievement test cover a broader area and look at a wide range of
experiences. It tells us what a student brings to the task regardless of the spe
cific curriculum that the student has already experienced. The difference

betwee
n aptitude and achievement tests is sometimes a matter of degree. ome aptitude
and achievement test look a lot like. In
34 fact, the higher a student goes in levels of education, the more the content
of aptitude tests resembles achievement tests. This is because the knowledge tha
t a student has already accumulated is a good predictor of success at advanced l
evels (Macklem, 1990 as cited by Asumen 2008).


Nursing Aptitude Test cores as Predictors of Academic Achievement Table 4.1 and
Table 4.2 shows the multiple regression and forward stepwise regression of the
independent variables to the academic achievement of the respondents. In order t
o determine the significance of the ff. predictors T-value should have greater
35 value than the F-ratio. The highest r-squared value is the best predictor. In
the following tables the T-value, F-ratio, Regression Coefficient and R-squared

is presented.

Table 4.1 Regression Analysis of Independent Variables to GPA
in
cience ubjects Independent

Variable Verbal
Reasoning Numerical Facility cienc
e and Health Information patial Perception cholastic Aptitude Regression Coeff
icient -0.0009 -0.0010 -0.0008 -0.0010 0.0001 T-Value -1.038 -1.317 -1.144 -1.08
9 0.038 F-Ratio 1.077 1.736 1.308 1.186 0.001 r2 0.2946 0.2653 0.2899 0.2154 0.4
798 Probability Level 0.3022 0.1910 0.2558 0.2791 0.9701


Using multiple regression

analysis the table shows that
cholastic Aptitude posi
tively predicts GPA in cience subjects. The T-value of cholastic aptitude is (
0.038) which is higher than the F-ratio(0.001). thereby rejecting H0 that there
is no predictor
for academic achievement. Also by using forward stepwise regress
ion analysis, cholastic Aptitude got the highest r-squared value of (0.4798) an
d the highest probability level of (0.9701) which makes it the best

variable

amo
ng the nursing aptitude scores to be used in predicting GPA in cience ubjects.
However, a related study by Downey, Collins and Browning (2003) on a longitudin
al research on predictors of success in dental hygiene education produced differ
ent results, dental hygiene education success was defined by National Board scor
es along with Dental Hygiene
GPA at graduation. Along with GPA’s on different gr
oup of courses or subjects, cholastic Aptitude Test is studied as a predictor.
The result revealed that in a population of 134 students comprising the Medical
college of Georgia dental hygiene class of 1996- 2001 using

a forward, step-wise

, multiple linear-regressions, the result showed that cholastic Aptitude Test
cores is not a predictor of board exam
36 performance but of Dental Hygiene GPA.


Table 4.2 Regression Analysis of Independent Variables to GPA in Major Nursing
ubjects Independent Variable Regression Coefficient T-Value F-Ratio r2 Probabili
ty Level
37 b(i) -0.0015 -0.0008 -0.0014 -0.0015 0.0022



Verbal
Reasoning Numerical Facility cience and Health Information patial Perce
ption cholastic Aptitude
-1.704 -1.038 -1.815 -1.534 0.977
2.904 1.078 3.295 2.352 0.955
0.1956 0.0790 0.2066 0.1016 0.2367
0.0918 0.3019 0.0728 0.1286 0.3310


Using multiple regression

analysis the table shows that
cholastic Aptitude posi
tively predicts GPA in cience subjects. The T-value of cholastic aptitude is (
0.977) which is higher than the F-ratio (0.955). thereby rejecting H0 that there
is no predictor
for academic achievement. Also by using forward stepwise regres
sion analysis, cholastic Aptitude got the highest r-squared value of (0.2367) a
nd the highest probability level of (0.3310) which makes it the best variable am

ong the nursing aptitude scores to be used in predicting GPA in Major Nursing u
bjects. A similar research supposes those findings however, saying that the best
predictor of achievement in College when cognitive and non cognitive variables
were tested in a two classes of freshman students at Wikes Pennsylvania was the
Aptitude test for Nursing. These findings of positive correlation between aptitu
de test and board exam performances was all the more verified by Whirley and Cha
dwick, 1986 (as cited by Asumen 2008), in their correlation study between baccal
aureate education and NCLEX,

revealed results that indicated graduates who enter
ed the program with low cholastic Aptitude Test score and with low GPAs and who
are below the class mean of the College of Nursing

were at
a significantly high
risk


of failing the NCLEX-RN. s CHAPTER IV UMMARY, CONCLU ION AND RECOMMENDATI
ON ummary of Findings
38
1. The research finds that among the Nursing Aptitude test scores of the respond
ents Numerical Facility has the highest mean average

of 521.56 with a maximum gr
ade of 705 and a minimum grade of 312, While cience and Health Information got
the lowest mean average of 491.46 with a maximum score of 686 and a minimum

scor
e of 349. 2. The study also finds that the

respondents GPA in Major ubjects has
a mean average of 2.42 and the GPA in cience subjects has a mean average of 2.
38 wherein the respondents performance in their nursing curricula is satisfactor
ily to fairly satisfactorily in science
and major nursing subjects. 3. The study
also finds that Nursing Aptitude Test cores when correlated to Academic Achiev
ement as measured by GPA, using Pearson s Correlation have decreasing (negative)
linear correlation. 4. The study also

finds that by using forward,

stepwise mul
tiple linear-regression analysis, cholastic Aptitude Test core have moderate p
redictive

value to the academic achievement of the respondents as measured by GP

A in cience, while it only have weak predictive value to GPA in Major Nursing
ubjects.


Conclusion The study concludes that all the Nursing Aptitude Test cores of sele
cted 96 4 th year
nursing students when correlated

to Academic Achievement as me
asured by GPA in cience and Major Nursing ubjects, using Linear Regression and
Pearson s Correlation have significant

relationship. The study

also concludes t
hat the

Nursing Aptitude Test cores could predict GPA in cience and Major Nurs
ing ubjects. The study also concludes that among the nursing aptitude test scor
es, scholastic

aptitude is the best predictor

of Academic Achievement as measure
d by GPA in cience and Major Nursing ubjects.



39 Recommendations For tudent and Faculty Development Program • • That tudent
development program be enhanced to ensure the maintenance of quality nursing stu
dents and encourage those w/ low GPA. That an effective faculty development prog
ram be utilized to promote and enhance teaching competency and thus result to st
udents acquisition of competency as well. • That faculty members take the initi
ative to be responsible for their own growth and development as teachers taking
into account

that they are the most important resources of educational system Fo
r Nursing chool Administration • • That they should evaluate screening tools an
d select the one that best predict success in the nursing course. That the guida
nce counselors look for tools that assess psychological profile such as interest
, personality, aptitude and IQ as tools for career counseling and for the admini
strators to consider acquiring these tools. • • That they should set a strict hi
gh school GPA requirement higher than the passing grade specially in science for
nursing school applicants That they should consider putting a GPA requirement i
n sciences for their retention policy.
For Future Researchers • • That a similar study be conducted that would include
more schools or choose one with larger population to generalize its results. Tha
t a similar research be conducted considering other factors this study
40 didn t include like psychological Test profiles such as personality and IQ as
well as the freshman applicants screening tools and demographic
data • That a s
imilar study be conducted using other variables like attitude. tudy Habits and
Test-taking strategy.



REFERENCE Adversario Patricia L. 2003. “Philippines uffers from Hemorrhage of
Nurses”. The Manila Times Online (www.manilatimes.net) Aiken, Lewis R & Groth-Ma
rnat, Gary. 2003. Psychological Testing and Assessment 12th



41 Ed. Prentice-Hall U. .A Airasian, Consortia P. 1981. “Correlation tudy of th
e Academic Achievement, Nursing Aptitude and Board Examination Ratings of Nursin
g Graduates of PUC from 19731978”. Unpublished Master’s Thesis Cavite: Adventist
University
of The Philippines.

Alichrie, MC & Belluci, JT. 1981. “Predictors of
Freshman tudent’s uccess in a Baccalaureate Nursing
Program”. Nursing Resourc
es Vol 30. I.1 pp 49-53. Anastacia,
Anne and Urbina,
usana, 1997. Psychological
Testing. Prentice Hall.
Andrew, haron. 1998. “ elf-Efficacy as Predictor of Ac
ademic Performance in cience”. Journal of Advanced Nursing. Vol. 27 I.3. pp 596
-603 Arathuzik, Diane & Aber, Cynthia 1998. “Factors

Associated with National Co
uncil Licensure Examination-Registered Nurse uccess”. Journal of Professional N
ursing Vol. 14 I.2, pp119-126 Armstrong, A; Dahl, C & Haffner, W. 1988. “Predict
ors of performance on the National Board of Medical Examiners Obstetrics and gyn
ecology subject examination”. The American College of Obstetricians and Gynecolo
gists Vol. 91 pp. 1021-1022. Baker, HH; Foster, RW; Bates; BP; Cope, Mk; Mc Will
iams, TE; Musser,

A; Yens D. 2000. “Relationships between academic achievement a
nd COMLEX-U A Level 1 performance: a multi-site study”. Journal of American
Oste
opathic Association Vol. 100. no.4
pp. 238-242. Benbow, Camilla

P., tanley, Jul
ian C. 1982 “Consequences in high chool and College of ex Differences in Mathe
matical Reasoning Ability”. A Longitudinal Perspective Vol. 19. I.4 pp 598-627 B
ernard, Harold W. 1972. Psychology

of Learning and Teaching 3rd
ed Mc Graw-Hill.
New York Crow, CArilyn ,; Hedley,
Marilyn; Morrison, Ruby now. 2004. “Require


ments and

Intervention

Used by B N Programs to Promote and Predict NCLEX-RN ucc
ess: A tatistical tudy”. Journal of Professional Nursing. Vol. 20 I.3 Cueto, F

rancis.

2006. Manila Times (Manila times online: www.manilatimes.com) De Ball;
. ullivan, K; Horine J; Duncan, WK; Replogle, W. 2002. “The Relationship of Per
formance on the Dental Admission Test and Performance on Part I of the National
Board Dental Examinations”. Journal of Dental
Education Vol. 66
I.4. pp. 478-484

Dell, MA.& Halpin, G. 1984. “Predictors of uccess in Nrsing chool and on tat
e Board Examination in a Predominantly Black Baccalaureate Nursing Program”. Jou
rnal of


42 Nursing Education. Vol. 23.I.4 pp. 147-150 Dubs. R. 1975.
“Comparison of tud
ent
Achievement with Performance Ratings of Graduates and tate Board Examinatio
n cores”. Nursing Reasource. Vol. 24.I.1. pp 59-62, 64 Eggen, Paul D. & Karvcha
k, Don. 1992

Educational Psychology:
Classroom Coonection. Mc Millan Publishing
Company. U A. Feingold, Alan 1992. “ ex Differences in Variability in Intellectu
al Abilities: A New Look at an Old Controversy”.

Review of Educational

Research
Vol.62 No.1 pp. 61-84 Foti, I & Young , 1991. “Predicting uccess on the Nation
al council Licensure Examination for Registered Nurse: Another Piece of the Puzz
le”. Journal of

Professional
Nurse Vol. 7 I.2 pp.99-104 Friedemann, Marie-Luise
& Valentine, usan. 1988. “ uccess in old and new Licensure Examinations: Pre:Ad
mission factors and academic performance”. Research in Nursing and Health. Vol.
11. No.5 pp. 343-350. Friedman, Lynn.

1989. “Mathematics and the Gender Cap: A m
eta-Analysis of Recent studies on ex and Differences in Mathematical Tasks”. Re
view of Educational Research Vol. 59. No.2 pp
185-213 Glaser, Karen, Hojat, Moha
mmadreza,

Velorski, Jone J; Blacklow, Robert .; Goepp, Carla E. 1992. “Admissio
n: tandardized Tests”. Educational and Psychological Measurement. Vol. 52. I.2
pp. 395-405. Griffiths, MJ., Berie,
CA. Oconnor, PC, Wyeland, DM. 1995.

“Anataom
y and Physiology as Predictor of uccess in Baccalaureate Nursing tudents”. Jou
rnal
of Professional Nursing. Vol. 34. I.2 pp.61-66

Hedges, LV & Nowell, A. 1995
. “ ex Differences

in Variability

in Mental Test cores, Variability, and Number
s of High coring Individuals”. cience Magazine Vol. 269 No.
5220. pp 41-45 Heu
pel, Carol. 1994. “A Model for Intervention and Predicting uccess in the nation
al Council Licensure Examination for Registered Nurses”. Journal of Proffessiona
l Nursing.

Vol. 10. I. 1 pp 57-60 Hill-Besinque,

Kathleen; Wong, Winston Y; Loiu


se, tan G. Rho, Jay P. 2000. “Prediction of uccess rate in the California tat
ed Board Pharmacy Licensure Examination”. American Journal of Pharmaceutical Edu
cation. Vol. 65. pp.50-53 Hood, Albert B. & Johnson, Richard W. 2002. Assessment
in Counseling 3rd Edition. American Counseling Association p.115.
43


Jael, ussy A. 2006. “Determinants of Board Examination Performance of AUP Nursi
ng Graduates”. Unpublished Master’s Tehsis. Cavite: Adventist University of the
Philippines. Jones J. Patrick. 1993. “How Administration

Characteristics Correla
te with Licensure Exam Performance; Test Result

how a Changing Picture in Nursi
ng”. Nursing Resources. Kaplan, Robert M. & acuzzo. Dennis P. 2001. Psychologic
al Testing Principles: Application and Issues 5th Edition Wadsworth Thomson Lear
ning Asia. Kirking,

Ellen M. 2004.

“An Analysis

of the Relationship between NLN
Pre-admission cores, Age and tudents uccess in Two Nursing Programs at Chippe
wa Valley

Technical College”. Unpublished Thesis: Wisconsin: University of Wisco
nsin- tout. Kratochmill, Thomas R., Littlefield, Joan, Travers, John. 1996. Effe
ctive Teaching Effective Learning. Educational Psychology. 2nd Edition times Mir
ror. Higher Education Grey Inc. Braun and Benchmark Pub. Leachon, Anthony C. 200
6. “Towards a Healthier Philippines: To Heal and Lead a Nation: People Partnersh
ip and Economic Progress”. Philippine

College of Physician Grand Advocacy. http:
//www.pcp.org.ph Lin, Rose J; fung,

Bill KP, Hsiao, Jui-Kuo; Lo, Hsiao-Fen. 200
3 “Relationship between Academic cores and Performances on National Qualified E
xaminations for Registered Professional Burses (NQEX-RPN)”. Nurse Education Toda
y. Vol. 23 I.7. pp. 492-497

Linn, Marcia C.,
Petersen, Anne C. 1985. “Emergence
and Characterization of ex Differences in patial Ability: Meta-Analysis”.
Chil
d Development Vol. 56. No.6 pp. 1479-1498 Lynmann, Howard B. 1997. Test cores a
nd What they mean, 6 th Edition. Allyn & Bacon. A Viacom Company. Macklem, Gayle
L. 1990. Measuring Aptitude. “Practical Assessment, Research and Evaluation”. V
ol. 2. no.5 Retrieved MKarch 18, 2008 from http://PAREonline.net/getun.asp?v=2&n
=5 Manabat, Milagros Ma. Regina C. 1992. “Nursing Aptitude Test as a Predictor o
f the Academic

Nursing Board Examination Performance of Far Eastern University G
raduates. chool Years 1988-1991”. Unpublished Master’s Thesis Manila: Philippin


e Women’s University. Marquand, Barbara. 2001. “Philippine Nurses in the U - Yes
terday and Today”. Career Requirement Media. (http://www.minoritynurse.com)
44
Matuzalm, Asumen. 2008. “Aptitude and Academic Achievement Variables as predicto
rs of Nursing Board Exam Performance” National Library of The Philippines.
pg 15
-33. Mau, Wei-Cheng, Lyn Richard. 2001. “Gender Differences on the cholastic Ap
titude Test, American College Test and College Grades”.

Educational

Research Jou
rnal. Vol. 21. I.2. pp 133-136 McDonald, Angus ., Paul Newton ., Chris Whetton
, Pauline, Benefield 2001. “Aptitude Testing for University Entrance: Literature
Review”. National Foundation

for Educational Research. Murray-Harvey, Rosalinda
; Keeves, John P. 1994. “ tudents’ Learning Processes and Progress in Higher Edu
cation.” American Educational
Research Association New Orleans. (http://www.eric
.gov.edu/journal) Poorman, G. & Martin, EJ. 1991. “The Role of Academic Variabl
es in Passing the National Council Licensure Examination”. Journal
of Profession
al Nursing Vol. 7 I.1 pp 25-32 Potolsky Alicia; Cohen, Jayne; aylor, Coleen. 20
03. “Academic performance of nursing students: do prerequisite grades and tutori
ng make a difference?” Nursing Education Perspectives.

Ritsuko, Omuro. 2001. “Ac
ademic Achievement

of Third year Nursing tudents in a Transfer Program
at Chiba
Nursing chool.” Medical Education Journal. Vol. 32 no.4 pp 239-242. alvatori;

Penny. 2001. “Reliability and Validity of Admission
Tools Used to select tuden
ts for the Health Professions”.

Advances

in

Health cience Education Journal. Vo
l. 6. no. 2. pp.

159-175 ayles, andra; helton, Debra; Powell,

Helen. 2003. “P
redictors of uccess in Nursing Education”. The ABNF Journal. chooz Craig G., J
ones, Patrick J., Kittleson, Micheal O. 1993. “How administrator

Characteristics
Correlate with Licensure Exam Performance: Test
Result how a Changing Picture
in Nursing Home Administration”.

Nursing Homes. helton, Debra; Powell, Hellen.
2003.

“Predictors of uccess in Nursing Education”. The ABNF
Journal. Nov-Dec 20
03 imonite Vanessa. 1997. “Academic Achievement of Mature tudents in a Modulat

or Course”. Journal

of Further
and Higher Education. Vol. 21 I.2 pp. 241-249. p
elke, Elizabeth . 2005. “ ex Differences in Intrinsic Aptitude for Mathematics:
A


45 critical Review”.

American Psychologist. Vol. 60. No.9 pp. 950-958 tankovich
, Mary Jo. 1977.
“ tatistical Predictability of the Academic Performance of Regi
stered Nursing tudents at Macomb”. Unpublished Thesis. Michigan: Macomb Country
Community

College. Talarczyk, G. 1989. “Aptitude, Previous Achievement, and Cog
nitive tyle: a Relation to Academic Achievement in Nursing Courses of Differing
Content”. Journal of Nursing Education. Val. 28 I.6. pp. 265-270 Tañedo, Ma. Fe
Esperanza Carridad G. 2001. “Premedicine Academic Variables general Well being
Factors

and Learning Approach as Predictors of Academic Performance among Medica
l tudents”.

Unpublished Thesis

Manila:

Atenee De Manila University Whisnat, Ter
ry W.; ullivan,

John C.; layton, usan L. 1992 “The “old” new resources for Ed
ucation- tudent Age.” Digital Library and Archives Electronic Journal. DLA Unive
rsity Libraries Virginia Tech. (http://scholar.lib.vt.edu/ejournals) Vol. 22. no
.3 White Ellen G. 1903. Education. Pacific Press Publishing Association.

Mountai
n View CA White Ellen G. 1913. Counsels to Parents, Teachers, and tudents..Paci
fic Press Publishing Association. Mountain View CA White Ellen G. 1917. prophets
and Kings. Pacific Press Publishing Association Mountain View
CA. Whitley, MP;
& Chadwick, PL. 1986. “Baccalaureate and NCLEX: The causes of ucces”. Journal o
f Nursing Education. Vol.25 I.3 pp.94-101 Williams
Richard H; Limmerman, Ronald

W.; Zumbo, Bruno D; Donald, Ross. 2003. “Charles pearman: British Behavioral c
ientist”. Human Nature Review. Vol. 3. pp 114-118 Zunker, Vernon G 2006.

Career
Counseling: A
Holistic Approach. 7th Edition
Thomson Books/ Cole.

U. .A National
Council of tates Boards of Nursing. NCLEX tatistics from N B(www.ncsb.org)