The Difference and Relationship between the SSEE and UEE-1 Scores of Anatolian Vocational High Schools

By Bahar, Mustafa | Kuram ve Uygulamada Egitim Bilimleri, Spring 2011 | Go to article overview

The Difference and Relationship between the SSEE and UEE-1 Scores of Anatolian Vocational High Schools


Bahar, Mustafa, Kuram ve Uygulamada Egitim Bilimleri


Abstract

Vocational High School students enter schools either with GPA or with Secondary School Entrance Exam (SSEE). In this research, the difference between the percentages of standard scores of 6190 students at four kinds of Anatolian Vocational High Schools in SSEE and UEE-1 exams, and their regression analyses have been studied. Moreover, one-way Anova test has been carried out to test the significance of difference. The school type with the lowest UEE-1 standard score percentage compared with the percentage of SSEE standard score was Anatolian vocational high schools. In all school types SSEE explained less than 30% of UEE-1 scores, the highest being 0,298 for Anatolian girls vocational high schools. Girls had better percentages of standard scores in three school types.

Key Words

Academic Achievement, Prediction, Standard Score, Gender, Vocational School.

(ProQuest: ... denotes formula omitted.)

Because success in education is directly related with a country's power of competition, attempts to increase enrollment rates and keeping them high in developed countries, which already have higher rates, become more understandable. Thus, considerable effort has been made to keep vocational school attendees within the educational system. Parallel with this, to increase the rate of enrolment and to keep these rates higher in vocational schools, the desire of students for academic achievement should be utilized in a positive way.

Taken into account its benefits, academic achievement is something students of all schools would like to have. Even in vocational schools, students prefer places in universities that focus on academic achievement. However, their failure to win a place at universities with university entrance exams wrongly implies their considerable general failure. Researches that control inputs of these schools will give a more accurate picture of these schools.

As SSEE has scores of all the students who win a place in Anatolian Vocational High Schools, they are the best agents to control their academic success inputs. Comparing the scores of SSEE and UEE, records of academic achievement will be beneficial in reflecting the choice of vocational high school, which, to some extent, stems from coefficient differences, which means different school types have different coefficients for the same tests in placing students into universities.

Academic Achievement

When success in education is expressed, "academic achievement" which means grades developed in classes and given by teachers, test scores or both of them are meant (Carter & Good, 1973). Academic achievement expresses changes in behavior in all program areas other than in individual's psychomotor and affective development (Erdogdu, 2006).

It has been accepted that academic achievement is positively correlated with intelligence (Yildirim, 2000). Individuals who catch and taste success are more motivated to study and focus more (Keskin & Sezgin, 2009). Academic achievement of individuals with higher optimism level has been found to be higher (Aydin & Tezer, 1991).

On the other hand, low academic achievement is a cause of dissatisfaction, which adds to importance of academic achievement. A research done in Aus- tralia pointed out that among those most likely to have left school early between 2003 and 2005 are those whose parents worked in blue-collar occupations or were other than university-educated, those who were from non-metropolitan locations, those who were low academic achievers and those who were from public schools (Curtis & McMillan, 2008). In a study it was revealed that demographic and family variables affected educational expectations, and even if not always, it had an important influence in educational level (Trusty, 1998).

As academic achievement is measured by grades and test scores, general and centralized exams are used to evaluate academic achievement in various countries such as United Kingdom, Australia, Singapore and numerous states in the USA.

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