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'Ififlfiww 153,3‘ MI 14 - 41’ . v: ' 3 WV, Mai-4i. ‘ ":3: r) .A I 593‘? we; 3% ’5 r ' “.1. ‘1 ‘1 I?~,:‘,¥‘ ., 33.1.1 2 {231.41% 1‘ I (I: » ' 211111,, ‘: 7‘ ”1:“ £1,512} 7 ., .I' 11'}: ' I. 1 2 ' Q571- .-I .,~.;' ~\- - '- ,1. ‘. fix" (I, .5 fr’ ‘ < r .ulimxh ~f «':",&"‘:obe , - - uoo~om pl cm . o>onm boo~om aosmoLa .Qomm no» seduced .Qeua c coo: o: sobooLm cmezmouu fl oomdlco~_ A coosuon mouoom mucosa ozu so.) mbmz 194 accepted; and (c) the in-between category (uncertain), the members of which should go through a third stage before a final decision is reached. It is important to notice that as long as the UPMAT is available and inexpensive to apply, all applicants should be required to take it before any decision is made. The UPMAT score could be retained in a file along with the student's HSTS and other information for further considerations, research, or validation studies. Although some of the groups selected in the first two decision strategies might need a preparatory pro— gram, these groups would be placed at a more advanced level than those in the middle group, who require a special preparatory program. The last selection deci- sion would be applied only to the special preparatory program, in which a satisfactory PGPA is defined as the cutoff score. Students with a PGPA below this cutoff score would be rejected, and those with a PGPA above it would be selected. 8. This research should not be considered as but- tressing the status quo of selection or rejection prac— tices. However, measurement devices can prove helpful for purposes other than making selection decisions—-such as placement of students in different levels or pro- grams, instructional diagnosing and monitoring, and 195 student counseling and guidance services. In fact, some of the results of this study suggest the use of the selection measures for guidance purposes, including the use of data about the predictors' differential predic- tion of the college major. It should be noted, however, that implementing tests in counseling and guidance services may require some minor considerations that are different from when the tests are used for selection purposes. .After all, guidance is an individual rather than a group-based decision and an optional rather than obligatory choice. 9. The implementation strategies proposed in the previous section and in this one must be considered as models with tentative examples and not as final state- ments. It is left to the university to define satisfac- tory performance, cutoff scores, and selection ratios. Recommendations for Further Research l. A student's performance and persistence at a university are functions of far more than his academic background. The) studenths non-intellectual variables and their relationship to success should be explored further. As examples of what social and personal charac— teristics might be considered, the following questions might be posed: 196 a. What is the relationship between the stu- dent's social and economic status and his success? b. What is the relationship between the stu— dent's family size, parental education, and parental occupation and his success? c. What is the relationship between the stu- dent's adjustment to the university and his success? d. What is the relationship between the stu- dent's attitude toward his major, his teachers, and the university in general and his success? e. What is the relationship between the stu- dent's self-concept and his success? 2. With the manipulation of many independent vari— ables, the prospective researcher may well be advised to employ the factor-analysis method. Instead of being con- cerned with several possible predictors, factor analysis can identify a small number of underlying agents that might account for academic success. 3. Freshman GPA and student persistence are the best available criteria of success; however, other cri— teria, such as a teacher's ratings of a student's work and time spent in college, should also be explored. 4. Factors that affect a student's choice of a certain university or a certain college major, and their influences in turn (”1 a student's success, shouLd be investigated. 197 5. Although high school achievement is an impor- tant predictor of success, future research in scientifi- cally oriented universities should consider not only the high school total score but also the total score for science courses and the separate scores for different subjects. 6. 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