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A Quantitative Study of the Test of ...

Brown, Linsly G. Michael.

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A Quantitative Study of the Test of English as a Foreign Language (TOEFL) Exam and its Effects on International Student Academic Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Quantitative Study of the Test of English as a Foreign Language (TOEFL) Exam and its Effects on International Student Academic Achievement./
Author:	Brown, Linsly G. Michael.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	108 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10276346
ISBN:	9781369821338

A Quantitative Study of the Test of English as a Foreign Language (TOEFL) Exam and its Effects on International Student Academic Achievement.
Brown, Linsly G. Michael.

A Quantitative Study of the Test of English as a Foreign Language (TOEFL) Exam and its Effects on International Student Academic Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 108 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2017.

The focus of the study examined the relationship between TOEFL (iBT) scores and international student academic achievement in post-secondary education, measured by grade point average (GPA). The academic records and admissions data were collected for 389 students from China, Japan, and South Korea. The international students were all students attending the largest four-year public institution in Hawaii, and included undergraduate and graduate students, along with students in certificate programs where a TOEFL score was included with the admission package, and a GPA was recorded. A multiple linear regression analysis was calculated for three groups determined by student classification status, with three levels, determined by nationality, and two subgroups determined by gender, along with age and TOEFL score. The results of the linear regression indicated the independent variables for student status, and TOEFL (iBT) score showed statistical significance. An ANOVA was run across and between the three levels of student status, and demonstrated significance. TOEFL (iBT) score indicated a high level of significance. A Pearson correlation coefficient was calculated between TOEFL (iBT) score and the dependent variable of GPA, and indicated statistical significance. In this study, TOEFL (iBT) score explained 9.4% of variance in GPA, and demonstrated low predictive validity on GPA for each student status. Observations concentrated upon the weak predictive ability of TOEFL scores relative to GPA, and expressed the need for a shift in how TOEFL scores are used. Limitations, implications, and recommendations for future studies were discussed.

ISBN: 9781369821338Subjects--Topical Terms:

516208
English as a second language.

A Quantitative Study of the Test of English as a Foreign Language (TOEFL) Exam and its Effects on International Student Academic Achievement.
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520 $a The focus of the study examined the relationship between TOEFL (iBT) scores and international student academic achievement in post-secondary education, measured by grade point average (GPA). The academic records and admissions data were collected for 389 students from China, Japan, and South Korea. The international students were all students attending the largest four-year public institution in Hawaii, and included undergraduate and graduate students, along with students in certificate programs where a TOEFL score was included with the admission package, and a GPA was recorded. A multiple linear regression analysis was calculated for three groups determined by student classification status, with three levels, determined by nationality, and two subgroups determined by gender, along with age and TOEFL score. The results of the linear regression indicated the independent variables for student status, and TOEFL (iBT) score showed statistical significance. An ANOVA was run across and between the three levels of student status, and demonstrated significance. TOEFL (iBT) score indicated a high level of significance. A Pearson correlation coefficient was calculated between TOEFL (iBT) score and the dependent variable of GPA, and indicated statistical significance. In this study, TOEFL (iBT) score explained 9.4% of variance in GPA, and demonstrated low predictive validity on GPA for each student status. Observations concentrated upon the weak predictive ability of TOEFL scores relative to GPA, and expressed the need for a shift in how TOEFL scores are used. Limitations, implications, and recommendations for future studies were discussed.
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