1

Chapter I
INTRODUCTION
BACKGROUND OF THE STUDY
Impact of standardized test to the course preference in college
Most us college and universities will require that both undergraduate and

graduate students applying for admission take one or more standardized

admission test. They are intended to provide a common measure for comparing

the abilities of students who come from a variety of educational background and

institutions. Scores from these tests will be sent with your application packets

along with your college applications reference transcripts work experience and

other information you prepare for consideration (MPower Financing ,2022).

Standardized test refers to large scale assessment administered to

substantial groups of students. Most standardize test consists of multiple choice

and true or false questions. Standardizes test allow educators to compare class

and student progress across wide geographical area and are often thought to be

the most fair and objective format of large-scale testing due to the consistency in

questions asked and grading style (Rouge,2022).

A standardize test is a method of assessment built on the principle of

consistency all takes required to answer the same questions and all answers are

graded in the same predetermined ways. Standardized tests are used throughout

an individual’s education to compare class progress in elementary or high school

to apply for higher ed using the Sat or to get into grad school with the GRE

(Rouge,2022).
 2

College course available from many sources and in many forms> College

courses may be part of general education program or more specific degree

tracks and are often available as a series literature. However, some institutions

may more narrow choices for example. Vocational technical schools offer career

focused courses. Colleges and universities offer degree programs comprised of

numerous related courses along with elective courses to complement them

(Bureau of Labor Statistics,2022).

THEORETICAL FRAMEWORK

Standardize tests are designed to show what student have learned and retained

in the classroom setting. However, it is unknown whether standardized test

accurately depict a student’s level of knowledge. Each year millions of students

are administered standardized test impacting on teaching and learning for

student in grades k-12 (Wells,2007). These tests allow school districts to

measure academics success comparatively between students. The results from

the tests are used as a standard for measuring the school’s progress toward

developing the skills and abilities of district student (Cuban,2007). The tests are

used to determine student skills in subjects’ areas which also measure teacher

effectiveness and promotional decisions abouts students (Hershberg,2004). The

role of a teacher is to promote learning in his or her students. In recent the

educational inform movement has focused on and administrators focused on test

content basic test talking skills and critical thinking (Newstead, Saxton and

Colby,2008).
 3

Standardized test

Manner

Interpretations CONCEPTUAL FRAMEWORK

Predetermined

Performance

Preference in College
Figure 1. The Health Science schematic diagram for the

relationship impact of Information Technology standardize test to the course

preference in college Engineering

This study Business examined the preferences of

high school seniors Administration for receiving college and

career information an area not well-study previously. Key findings are parents

and peers are related to be very helpful secure of college and career information

for first generation and low-income student and the internet is a helpful source of

information but email and one on one are more preference of information the

findings of this study are useful for k-12 education college access and higher

education professionals to consider when developing policies and programs to

provide college and career information to students.

STATEMENT OF THE PROBLEM

General Statement of the Problem

Specifically, this study shall seek answers to the following question.

 4

1. What is the demographic profile in college in terms of:

a. Gender;

b. Strand; and,

c. Grade

2. What is the impact of standardized test to the course preference in college?

3. Is there a significant impact of standardized test to the course preference in

college?

RESEARCH HYPOTHESIS

1. There is no significant impact of standardized test to the course preference in

senior high school students.

SCOPE AND DELIMITATION OF THE STUDY

This study will focus on determining the impact of standardized test to the

course preference in college. This study will only analyze standardized test and

course preference. This research includes 100 students at toboso.

SIGNIFICANT OF THE STUDY

The study aims to determine which among the impact of standardize test

to the course preference in college.

This study will be greatly important to the following:

 5

Students. This research may be beneficial to the students because they are the

one who will benefit in the future.

Parents. This research may be beneficial to the parents because they are the

one who will benefit if their son/daughter graduated on that course.

Future Researcher. The findings of this study may be useful to the future

researchers for them to have knowledge about of the impact of standardized test

to the course preferences in college

DEFINITION OF TERMS

The following terms are conceptually and operationally defined for better

understanding

Course. It is conceptually defined as the act or action of moving in a path

from point (Merriam Webster). It is operationally referred as a series of lecture or

lesson in a particular subject typically leading to qualification.

Impact. It is conceptually defined as the force of impression of one thing on

another: a significant or major effect (Merriam Webster). It is operationally

referred as the one that is preferred (Merriam Webster). It is operationally

referred as a greater liking for one alternative over another or others.

 6

Standardized test. It is conceptually defined as a test who reliability was

been established by obtaining an average score of a significant large of individual

for use as a standard of comparison (Merriam Webster). It is operationally

defined as a form of that that require all test takes to answer the same question

which it possible to compare the relative performance of individual.

Chapter II

REVIEW OF RELATED LITERATURE

Researchers who study children are often concerned about how children

do on standardized tests. The ethical challenges of conducting research with

young children are frequently criticized as being ignored by standardized exams.

 7

The geography and uniqueness of different test settings, however, are not

addressed in this critique because it is mostly provided in broad terms. With this

as a jumping off point, the purpose of this essay is to analyze the complexities of

emerging relations in test settings carried out in Swedish preschools and to

question a narrow understanding of standardized tests as activities done 'on'

children. The essay focuses on the practices that emerge in test circumstances

with four to six-year-olds by analyzing video recordings made as part of an

intervention project. The article uses a relational method to analyze the test

circumstances, drawing inspiration from Haraway and Strathern in the process.

This method contributes to an understanding that takes into consideration

contextual information, which in turn illustrates how the unusual and the

unusually moving are frequently the standards in standardized testing. The

conclusions from a relational analysis point to crucial factors to take into account

when administering standardized tests: it is important to pay attention to and

problematize a limited understanding of standardized tests; it is important to take

into account regional specificities; and it is important to examine child-researcher

relationships in novel ways (Linnea Boden, 2022).

The purpose of this study is to identify the variables influencing veterinary

faculty students' preferences for elective courses. It is also intended to develop a

measure (Elective Course Preference Attitude Scale) that assesses the

preferences of veterinary medicine students for elective courses. The survey

included 354 Selçuk University Faculty of Veterinary Medicine students enrolled

for the 2019–2020 academic year. Cronbach's alpha () coefficient was employed
 8

for the reliability investigation with relation to building validity. Factor analysis was

used for the validity analysis. In light of the study's data, it can be hypothesized

that the "Elective Course Preference Attitude Scale" is a valid and reliable tool for

assessing the preferences of veterinary medicine students for elective courses.

This scale can also be used to assess the preferences of students in other

departments for elective courses (Aslim, Tekindar, Yasar, 2020).

This essay's goal is to investigate the hidden influence of interest on

choices among 50 community college courses. This examination of educational

choices is idiographic. It made use of a representative design and a sample of

circumstances. Four persons took part in an educational-vocational assessment,

and as part of the process of giving them career advice, the course choices they

made were evaluated using a logistic regression. For repeated course profiles,

the intra-rater consistency of the choices varied from 88% to 100%. There were 2

to 11 options. The findings suggested that these course choices were somewhat

influenced by vocational interest. R-squared values ranged from.281 to.764

overall. Adults utilized complicated decision-making policies, (b) they did not just

base their decisions on their interests, and (c) the rules they developed were

distinctive (Athanasou, 2018).

School timetabling is a challenging combinatorial optimization problem

that calls for the optimal allocation of course sections to teachers, time slots, and

classrooms. There are established methods for creating a course schedule,

particularly in cohort-based programs where students complete a set of

obligatory courses in addition to a number of electives. However, it is very

 9

challenging to design an ideal schedule that allows each student to take their

preferred set of courses while satisfying all of the necessary constraints in small

interdisciplinary institutions where there are only one or two sections of each

course and there is a great deal of diversity in course preferences among

individual students. In this study, we describe a two-part school scheduling

algorithm that was used to create the best Master Timetable for an all-girls high

school in Canada, enrolling students in 94% of their top electives and 100% of

their core courses. We explain how this approach, which combines graph

coloring with integer linear programming, can help other institutions that need to

take student course choices into account when timetabling in the paper's

conclusion (Hoshino, Fabris, 2020).

The choice of courses made by students in years 11 and 12 has a big

impact on how young people turn out in terms of their careers. Although the

Australian Council for Educational Research (ACER) has performed numerous

studies in a variety of schools, little is known about this topic in relation to

children in Islamic Schools. In this study, information on students' course

preferences was gathered from nine randomly chosen Islamic schools located

throughout Australia. For the first time, the data show that students most

frequently take course clusters that are connected with science, technology,

engineering, and mathematics (STEM). The top of the course hierarchy is

composed of mathematics and the natural sciences, then legal and commercial

subjects. Long-held views and anecdotal evidence that suggest Arabic and

Islamic Studies feature prominently in course selection proved to be unfounded.

 10

Preference for these courses is shown to be very low. Vocational Education &

Training (VET) courses do not feature prominently in Islamic school curriculums

to the disadvantage of students who may wish to pursue non-academic careers

instead of opting for university inspired career paths. Professionally, medicine,

engineering, law and business (in that order) are the most preferred occupations.

We also find a conspicuous gender-based difference regarding course selection

and occupational aspirations (Nathie, Abdalla, 2020).

This essay's goal is to summarize the examination of students' choices for

senior secondary curricula and their course preferences in light of their desires

for higher education. We tried to approach this study from three different angles.

First, we looked at preferences' hierarchies and inter-course relationships as

revealed by entrance exam patterns and senior-year "hindsight" preferences in

relation to the courses in which the respondents were actually enrolled. Next, we

looked at preferences' stability and shifts from examination and entry to

graduation. Last but not least, we examined senior-year choices in connection to

the justifications given for them, their relationship to college goals, and the

reasons why disappointed students were enrolled in courses other than the one

they had wanted as seniors. The data used in this paper were based upon the

responses to the questionnaires entitled “Research on Course Selectivity and

Career Perspectives Among Male Upper-Secondary Students”, which were

administered in the middle of December 1966, to 72007 senior secondary

students sampled from all over Japan, except the north-eastern parts to the

Kanto-district’s paper reports four findings (1) preference patterns and

 11

realization, (2) stability, focused adjustment, and instability in course preferences,

(3) some interpretations of choices and preferences, and (4) some impacts of

college aspirations upon the course preferences among senior secondary school

students( Ikeda, 2018).

The educational goals of both educators and learners are significantly

influenced by testing. Because of this, how and what we assess has a significant

impact on education. Multiple-choice exams in particular are frequently used in

medicine and have many benefits, including dependability, efficiency, and a

degree of fairness. However, they also have intrinsic limitations, particularly in

terms of their reliability and their capacity to support and evaluate such

fundamental educational goals as cooperation, critical thinking, and creativity. It

is crucial more than ever that radiology educators comprehend the advantages

and disadvantages of the standardized test at a time when educational

assessment methods in this field are going through a thorough review and

change (Dalal, Gunderman, 2018).

Today's students prefer and demand the chance to participate actively in

their own education. Examining the effects of these strategies becomes

increasingly more crucial as there are more ways to include students in

experiential learning. By investigating how different instructional approaches

might be connected to students' learning in a business capstone course, the

authors hoped to add to the body of literature. A standardized assessment of all

business-related disciplines is a rarely used outcome in the related literature that

this study uses to analyze the relationship between simulation and case
 12

instructional approaches. 1049 undergraduate students from 83 sections of the

capstone strategy course were the subjects of data collection on demographics,

academic achievement, and teaching methods from Fall 2006 through Summer

2013. The findings demonstrate a relationship between the standardized test

scores and the instructional approach used in the course, with the case

methodology being associated with higher test scores. Scores in portions using

computer simulations did not differ significantly from those in sections lacking

experiential exercises. The ramifications of these findings are examined, along

with relevant instructional strategies and directions for further research for

instructors who use these methodologies (Blackford, Shi, 2018).

The performance of standardized tests is an ongoing matter of concern

for childhood researchers. Standardized tests are often described as neglecting

the ethical complexities of doing research with young children. However, this

critique is primarily presented in general terms, and does not attend to the locality

and specificity of particular test situations. With this as a starting point, the aim of

this article is to challenge a narrow understanding of standardized tests as

activities done ‘on’ children and examine the complexities of emerging relations

in test situations performed in Swedish preschools. Through analyzing video

recordings made as part of an intervention project, the article focuses on the

practices that surface in test situations with four- to six-year-olds. Inspired by

Haraway and Strathern, the article puts to work a relational approach to

analyzing the test situations. This approach contributes with an understanding in

which the contextual details are taken into account, which in turn highlights how
 13

the atypical and the moving are often the standard in standardized testing. The

insights from a relational analysis point to important aspects to consider in the

performance of standardized tests: it matters to attune to and problematize a

narrow understanding of standardized tests; it matters to consider the local

specificities; and it matters to scrutinize in new ways the relations between

children and researchers. (Boden,2022).

Preference for visual curvature is a well-established effect. Munar et al

(2014) found. Differences in the effect between long and short presentation time.

A useful approach.to study visual preferences is micro genetic perspective, which

has been used in different fields. Our first experiment is aimed at getting to know

more about the time course of preference for curvature with real objects. We

used the same paired comparison task than in Munar et al (2014).

On the other hand, curvature is considered a mid-level representation in

the hierarchical perspective of the visual system. Furthermore, high-level vision

implements abstraction of the visual input into semantic representations that

enable easy classification or identification of the object. Thus, the content of the

images of real objects could have influenced preference as well. As other

researchers, we assume an interaction of bottom-up and top-down phenomena

in terms of a time course contingency. The second experiment was designed to

prevent, as far as possible, the influence of semantic content on preference for

curvature using meaningless stimuli. The results of the experiment 1 show that

80 milliseconds presentation time is a peak in preference with real objects. The

results of experiment 2 reveal that preference for curvature with meaningless

 14

patterns increases as the time presentation increases. Our conclusion is that the

effect is maintained, even increased, as long as there is minimal interference

from the meaning content. (Corradi,2017).

Course selection by year 11 and 12 students exert a significant influence

on occupational outcomes of young people. While many studies have been

conducted by the Australian Council for Educational Research (ACER) across a

broad spectrum of schools, not much is known about this aspect in relation to

Islamic School students. In this research, data was collected on student course

choice from nine randomly selected Islamic schools across Australia. For the first

time, the results reveal the most prevalent course clusters studied by students

are Science, Technology, Engineering and Mathematics (STEM) aligned courses.

Mathematics and sciences followed by legal and business studies sit at the peak

of the course hierarchy. Long-held views and anecdotal evidence that suggest

Arabic and Islamic Studies feature prominently in course selection proved to be

unfounded. Preference for these courses is shown to be very low. Vocational

Education & Training (VET) courses do not feature prominently in Islamic school

curriculums to the disadvantage of students who may wish to pursue non-

academic careers instead of opting for university inspired career paths.

Professionally, medicine, engineering, law and business (in that order) are the

most preferred occupations. We also find a conspicuous gender-based difference

regarding course selection and occupational aspirations. (Nathie,2022).

In April 2021, The Association for Assessment and Research in

Counseling Executive Council commissioned a time-referenced task group to

 15

revise the Responsibilities of Users of Standardized Tests (RUST) Statement

(3rd edition) published by the Association for Assessment in Counseling (AAC) in

2003. The task group developed a work plan to implement a recursive process

for document review, gap analysis, commentary representation, bias accounting,

and content revision. While some updates to the document were minor, several

substantive enhancements to the structure were made including a re-defined

scope, definition of terms, and identification of values that are considered integral

across all of the responsibilities. In addition, the task group identified and

included several updates to the document that are consistent with contemporary

representations of evidence for test score validity/reliability and emphases on

culturally responsive test administration, variance in score representation,

training and supervision, use of technology-mediated testing platforms, and

differential consequences of testing. (Lenz,2022).

RESEARCH DESIGN

This study is quantitative in nature since the question posed will be

answered by numerical data. This will use the survey approach of conducting

research. Specifically, this will utilize the description survey and correlation

procedures. The primary purpose of the researchers to determine of the impact

of standardized test to the course preference.

 16

A descriptive research design can use a wide variety of research methods

to investigating one or more variable but only observes and measures them (Mc

Combes,2019). A correlation approach will be used to relate the reading

comprehension to learning materials. A correlation survey is defined by survey

monkey.com as a statistical research technique used to determine if there is a

relationship between two variable or datasets. In the area of market research its

used to examine quantitative survey data to identify significant patterns trends or

connections between the variables.

SAMPLING AND PARTICIPANTS

The respondents in this are the Grade 12 students of Toboso National

High School of the population of 357 the research chooses 206 computed

sample size using Slovin’s formula as respondents of the study. They are chosen

through stratified sampling.

Stratified random sampling is a probability sampling technique in which

the total population is divided into strata to complete the sampling process where

in the researcher will create a random sampling using the method of raffle draws.

RESEARCH INSTRUMENTS

The instruments to be employed in this study are survey method. This

questionnaire elicited the following pertinent information as follows demographic

profile impact of standardized test to the course preference in college

VALIDITY AND RELIABILITY OF THE RESEARCH INSTRUMENT

 17

Survey research methods focuses data collection methods for large scale

surveys but papers on special populations welcome. We do not publish pure

mathematical papers or simulations. We also normally do not publish papers

based on students or on small sized experiments. Papers on large experiments

or papers based on data from non-probability sample are welcome given that

authors undertake steps to assess external validity or limitations concerning

population estimates in detail (ESRA).

DATA GATHERING PROCEDURE

Permission to administer the survey questionnaires will be requested from

the research teacher. The researcher will personally administer the survey

throughout the school. This will we done so the proper instructions will be given

to all respondents. The survey questionnaire will be not reviewed as soon as the

respondents completed answering the questionnaire.

REFERENCES

Athanasou, J. (2018). Vocational interests and job choices following an

acquired disability: Results and implications of an idiographic study. Australian

Journal of Rehabilitation Counselling, 24(1), 1–11.

 18

https://doi.org/10.1017/jrc.2018.3