Preservice Teachers Entry Credentials, SATT Performance and Academic Achievement: A Discriminant Analysis

Abstract

This study ascertains the discriminant model that could best explain preservice teachers academic achievement. Using the University of Southeastern Philippines Admission Test (USePAT) and Standardized Admission Test for Teachers (SATT) results as predictor variables, a descriptive-discriminant research design was used involving 771 preservice teachers in a span of 3 school years. Variables entered in the discriminant model were numerical, verbal (SATT constructs), abstract, and general information (USePAT constructs). It is recommended that the University should revisit the USePAT to determine other measures as entry requirements in lieu of the ratings in the content subjects “ English, Math and Science - as these did not figure into the discriminant model.