The tests of general educational development as predictors of student performance in five programs at Asheville-Buncombe Technical Community College for the years 1982-1988

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Doris Vance Banner (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
David H. Reilly

Abstract: The Tests of General Educational Development (GED) provide adults who did not graduate from high school with opportunities to attend and graduate from postsecondary institutions. This study investigated the academic achievement of GED recipients as determined by grade point average and total hours earned to determine if the scores made on the subtests of the GED could serve as predictors of performance in various programs at Asheville-Buncombe Technical Community College (A-BTCC). Each of the 232 GED recipients was enrolled in courses at A-BTCC at some time between the fall of 1982 and the summer of 1988. Pearson product-moment correlation coefficients were calculated to test for significant relationships. Coefficients were statistically significant for the total sample between the subtests of writing, social studies and the overall total and grade point average; for the subjects in Business Education between the subtests of writing and reading and grade point average; for the subjects in Engineering Technology between the subtests of writing, social studies and overall total and grade point average; and for subjects in Vocational-Industrial Education between the subtest of mathematics and grade point average.

Additional Information

Publication
Dissertation
Language: English
Date: 1989
Subjects
GED tests
High school equivalency examinations $z North Carolina
Academic achievement

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