Students’ In-take Grade Index (SIGI): A Comparative Tool with CGPA in Determining the Level of Academic Impact during Tertiary Education
Journal Title: Scholars Journal of Physics, Mathematics and Statistics - Year 2015, Vol 2, Issue 1
Abstract
Ranking tertiary institutions provides a good motivation, since it engenders healthy competition among stakeholders to strive for excellence. The issue of concern now might be finding a fair measure of the various criteria for this purpose. When institutions are endowed differently, then one fair criterion of assessing them would be to find an algorithm to measure their academic impart on the students by the level of output during the tertiary education. At the moment, there is the GPA which measures the output of the students during this period. What remains is to find a similar measure – a default estimate of students’ output, using their in-take grades, so that the difference between the CGPA and the in-take grade index (SIGI) will provide some measure of the level of impact. A departure, positively or negatively, from the SIGI will determine how well the student was affected, giving the prevailing conditions specific to the institution. This is the objective of the study. The study proposed an algorithm using the procedures of performing principal component factor analysis to obtained weights specific to the six subject areas used to admit students into tertiary institutions, by subjecting the entire data of a group of students to factor analysis procedures. These weights are subsequently used in the final formula to compute the SIGI, after testing and ascertaining the fitness of the factor model. To test the algorithm, records of some 618 past students of Ho Polytechnic, taken randomly from the past three academic years, were used. It was revealed that the level of output during tertiary education has dropped or increased marginally than those who had the same increased tremendously. The model could be of great help to regulatory authorities in assessing tertiary institutions, so that appropriate intervention could be made for better academic performance. It could also be used as admission criteria when the grades of group of students are analysed to determine who to admit. Also, after studying the trend for some time within an institution, certain class of students could be given the chance if there is evidence from the model that they can do better when admitted. The model is hereby recommended to stakeholders in the educational front. The focus of subsequent studies would be to apply similar robust methods, used here, to diagnose the current GPA system as a measure of the student’s academic performance in terms of its robustness, validity, fairness and accuracy. This is in line with proposing an alternate grading system which satisfies the criteria of robustness, validity, fairness and accuracy.
Authors and Affiliations
John Komla Coker Ayimah
Keywords
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