engleski

Influence of state maturity results on undergraduate study performance at the Faculty of Forestry University of Zagreb

This study was motivated by a discussion how the results of state maturity influence on academic undergraduate performance (average mark) and the number of year students take to complete their undergraduate studies (study duration). There are three compulsory subjects on the state maturity: Mathematics (MATH), Croatian (CRO) and foreign (FORL) language. MATH and CRO can be deployed on two levels. Were analysed data using data from a questionnaire among 257 graduates from 2016 to 2018. A multivariate linear regression was used to analyse if and how marks of subjects from state maturity predict undergraduate study achievement: average mark and duration of study (with logarithmic transformation). In order to consolidate these results, we used canonical correlation as a variation on the concept of multiple regression and correlation analysis. We analyse the relationship between two sets of variables. First one is maturity marks MATH, CRO and FORL. The second set of variables is undergraduate performance: duration and average mark of study. Mark of MATH on maturity is statistically significant predictor of average mark and duration of undergraduate study. The higher MATH the higher average grade of the study and the shorter duration of the study. The first canonical variable for undergraduate performance shows most weight on average mark of study than duration of study. The first canonical variable for maturity marks shows similar importance of MATH and CRO while FORL has lower impact. We can conclude that assessments of state maturity are good predictors for success in undergraduate study, especially MATH.

canonical correlation, multivariate regression, state maturity, undergraduate study performance

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