Thirty-seven current and former Engineering Technology students at a postsecondary vocational education institution were used as subjects for a comparison of the high school grade point average and the SAT mathematics score as predictors of success in the three-quarter mathematics sequence during the first year of the two-year program: The Pearson Product-Moment Correlation was used to compute two correlation coefficients; one between the high school GPA and the mathematics sequence average, and the other between the SAT mathematics score and the mathematics sequence average. These correlation coefficients were then compared, using a z calculation, to determine that the difference between the correlation coefficients was not statistically significant. This result supported the hypothesis, that there ls no significant difference between the use of the high school GPA and the· SAT mathematics score to predict success in the mathematics sequence of the Engineering Technology program.
","abstract_html":"<p>Thirty-seven current and former Engineering Technology students at a postsecondary vocational education institution were used as subjects for a comparison of the high school grade point average and the SAT mathematics score as predictors of success in the three-quarter mathematics sequence during the first year of the two-year program: The Pearson Product-Moment Correlation was used to compute two correlation coefficients; one between the high school GPA and the mathematics sequence average, and the other between the SAT mathematics score and the mathematics sequence average. These correlation coefficients were then compared, using a z calculation, to determine that the difference between the correlation coefficients was not statistically significant. This result supported the hypothesis, that there ls no significant difference between the use of the high school GPA and the· SAT mathematics score to predict success in the mathematics sequence of the Engineering Technology program.</p>","abstract_has_math":false,"creators":["Hicks, Steve A."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Carolyn M. Cartledge","Dr. Mary M. Lindquist","Dr. Albert R. VanCleave Jr."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1989,"date_issued":"1989-01-01T08:00:00Z","date_published":"1989-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:18Z","subjects":["GPA","SAT","Grade Point Average","High School","Engineering Technology Students","Mathematics","Educational Assessment, Evaluation, and Research","Science and Mathematics Education","Secondary Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/662","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Carolyn M. Cartledge","Dr. Mary M. Lindquist","Dr. Albert R. VanCleave Jr."]},{"key":"dc:creator","label":"Author","values":["Hicks, Steve A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["GPA","SAT","Grade Point Average","High School","Engineering Technology Students","Mathematics","Educational Assessment, Evaluation, and Research","Science and Mathematics Education","Secondary Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/662"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Thirty-seven current and former Engineering Technology students at a postsecondary vocational education institution were used as subjects for a comparison of the high school grade point average and the SAT mathematics score as predictors of success in the three-quarter mathematics sequence during the first year of the two-year program: The Pearson Product-Moment Correlation was used to compute two correlation coefficients; one between the high school GPA and the mathematics sequence average, and the other between the SAT mathematics score and the mathematics sequence average. These correlation coefficients were then compared, using a z calculation, to determine that the difference between the correlation coefficients was not statistically significant. This result supported the hypothesis, that there ls no significant difference between the use of the high school GPA and the· SAT mathematics score to predict success in the mathematics sequence of the Engineering Technology program.
"]},{"key":"dc:title","label":"Title","values":["Differences Between the High School Grade Point Average and the SAT Mathematics Score in Predicting Success in the Three-Quarter Mathematics Sequence at a Post-secondary Vocational Education Institution"]}]}],"canonical_facts":{"dc:contributor":["Dr. Carolyn M. Cartledge","Dr. Mary M. Lindquist","Dr. Albert R. VanCleave Jr."],"dc:creator":["Hicks, Steve A."],"dc:description.abstract":["Thirty-seven current and former Engineering Technology students at a postsecondary vocational education institution were used as subjects for a comparison of the high school grade point average and the SAT mathematics score as predictors of success in the three-quarter mathematics sequence during the first year of the two-year program: The Pearson Product-Moment Correlation was used to compute two correlation coefficients; one between the high school GPA and the mathematics sequence average, and the other between the SAT mathematics score and the mathematics sequence average. These correlation coefficients were then compared, using a z calculation, to determine that the difference between the correlation coefficients was not statistically significant. This result supported the hypothesis, that there ls no significant difference between the use of the high school GPA and the· SAT mathematics score to predict success in the mathematics sequence of the Engineering Technology program.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/662"],"dc:language":["English"],"dc:subject":["GPA","SAT","Grade Point Average","High School","Engineering Technology Students","Mathematics","Educational Assessment, Evaluation, and Research","Science and Mathematics Education","Secondary Education"],"dc:title":["Differences Between the High School Grade Point Average and the SAT Mathematics Score in Predicting Success in the Three-Quarter Mathematics Sequence at a Post-secondary Vocational Education Institution"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:18Z"}