Relationship of B.Ed. entrance test performance with scholastic and attitudinal variables

Abstract

The study was undertaken to know the credibility of the Joint B.Ed. Entrance Test-2003 conducted by the Guru Nanak Dev University, Amritsar for the admission to B.Ed. course 2003-04 in the colleges of education situated in the state of Punjab and U.T. of Chandigarh.The main objectives of the study were : (i) To study and analyse the data on entrance test, B.A./B.Sc./ B.Com., teaching attitude, intelligence and B.Ed. scores and to find out the difference in entrance test, B.A./B.Sc./B.Com., teaching attitude, intelligence and B.Ed. scores of the groups based on universities and colleges. (ii) To find out the relationship of the entrance test performance with B.A./B.Sc./B.Com., teaching attitude, intelligence and B.Ed. scores and also to find out the inter-relationships of other variables with each other. The sample of the study was taken from nine colleges which included 525 B.Ed. students from the population of about 5200 students.The analysis and interpretation of the data was done under two sections.The first section concludes that entrance test, B.A./B.Sc./B.Com., teaching attitude, intelligence and B.Ed. scores of the candidates are normally distributed. There is no significant difference in the teaching attitude and graduation marks of the students of Panjab, G.N.D. and Punjabi universities but they differ significantly in relation to their entrance test, intelligence and B.Ed. scores. Graduation marks of the candidates and their performance in B.Ed. course is quite satisfactory. I.Q. level of the selected candidates is not very satisfactory as about 23% among them are below average intelligent and genius or very superior did not enter the course. Teaching attitude of average, above average and below average intelligent students and also of high, average and low achievers in B.Ed. course, is neither favourable nor unfavourable but is neutral.The second section concludes that entrance test and B.A/B.Sc./B.Com. marks both are significantly related to all the variables of the study. Intelligence and B.Ed. marks are significantly related to all the variables except teaching attitude. Teaching attitude is significantly related to entrance test and graduation marks but poorly related to intelligence and B.Ed. marks. Entrance test scores, B.A./B.Sc./B.Com. marks and intelligence are the reliable variables to predict the success of candidates in B.Ed. course. But B.A/B.Sc./B.Com. marks have shown a better predictive validity as compared to the other variables. It is concluded that the entrance test was an efficacious tool to select the candidates having good marks in graduation courses. The entrance test was a good tool to predict the success of the candidates in B.Ed. course and hence, had a good predictive validity. So far as the intelligence of the candidates is concerned, the entrance test was not a valid test to assess the required level of intelligence.Graduation marks have shown a better predictive validity as compared to the entrance test. The study recommends that both the entrance test scores and the B.A./B.Sc./B.Com. marks of the candidates, if are made the part of admission procedure, may give a better criteria for selection of candidates to the B.Ed. course.