The correlation of the Basic Competence Testand academic achievement to the ScholasticAchievement Test—a study of a senior highschool in southern Taiwan

• Main Authors: Shuai-tao Fu, 傅說道
• Other Authors: 黃仁鵬
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/30183765891986578910

碩士 === 南台科技大學 === 資訊管理系 === 98 === By using the Microsoft SQL Server 2005 internal cluster analysis, we made a specific analysis of the correlation between the Scholastic Achievement Test by the College Entrance Examination Center, the academic achievement and the Basic Competence Test for junior high school students results of a Senior High School in Southern Taiwan. Research showed that 772 students had average scores of 53, 60, 56, 52, and 55 for the individual subjects of the Basic Scholastic Test upon enrollment of a Senior High School in South Taiwan with PRs over 97 and exceptionally high averages in English, math and science . Their average scores of the College Entrance Exam after three years of high school education had all reached the top scores, aside from Chinese and Social standees which were at the top mark. We can observe that their intellectual abilities have all reached outstanding levels. Research showed that the students’ results from the Basic Scholastic Test and Scholastic Achievement Test had a high level of positive correlation which can be used as reference for advancing to higher education by students, parents and guidance teachers. A most beneficial decision of this advancement can also be made based on observation of the student’s performance of these two aspects. Research discovered that the high score and low score clusters of the College Entrance Exam displayed relative stability, symbolizing a considerable difference between the innate ability between these clusters, thus making them less prone to change. The other group clusters changed with upon their diligence and invested efforts. The author has also discovered that from the cluster distribution of English scores of the Basic Scholastic Test, those who failed to score perfect marks on their English had relatively lower scores on English of their College Entrance Exam. Even those who did score full marks had varying differences in the performance in the English subject of the College Entrance Exam. Thus, a Basic Scholastic Test on English mainly consisting of difficulty test problems at the intermediate level is the most suitable for average-level testers, yet it cannot effectively differentiate the true potential of students belonging to the high score cluster groups, faced with the required senior high 6480 vocabulary, general exams, sentence matching, cloze, reading comprehension and composition,being caught under the shackles of pressure, the students will have their learning inhibited. On the matter of student’s grades in senior high school, their grades in English and Social Studies best match their results of the Scholastic Achievement Test, and the high score and low score cluster distribution is also clearer. The relationships for the other subjects all have considerable positive correlation, On the matter of nurturing high-level talent, traditional schools of prestige still have their existing values regarding their history and natural development. Additionally, we cannot disregard terminate their contributions to society. Under the twelve-year mandatory education policy, prestigious senior high schools still have their necessity for existence.