Relationship Of Learning Outcome In Higher Education With Admission Criteria To "Faculty Of Engineering - Sana'a University"

Abstract

This article outlines the methodology and result of a study designed to assess and develop the admission policy of applicants wishing to get admission to university engineering courses at Sana'a University (Yemen). The work provides evidence for admissions policy makers. Data for four academic years have been analysed. About 9000 applicants and students are included in the study. The correlations between learning outcomes in higher education and pre-university attainments have been investigated. The paper reports on the contribution of admission criteria for prediction of student success in higher education. Several admission scenarios have been considered. The results clearly indicate that the secondary-school score does not significantly influence the academic progress of the students. However, it is found that having an admission policy based on an admission test improves students' higher education performance. Results also indicate that gender plays a significant role in academic achievement.