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Admissions predictors of academic performance in an entry-level master's program in physical therapy

1 May 1991


The purposes of this retrospective study were 1) to determine the descriptive characteristics of the applicant pool and successfully admitted students to a private entry-level master's program in physical therapy, 2) to determine if a relationship exists between preprofessional academic performance and professional academic performance, and 3) to determine which information available on application files of successfully admitted students is the best predictor of academic performance in an entry-level master's program in physical therapy. The application files of 302 candidates for the 1990-1991 entering class and the application files of 121 successfully admitted students between 1987 and 1990 were reviewed for preadmission criteria. Data was analyzed with Pearson product-moment correlation and multiple and stepwise regression models using the preadmission data as independent variables. Academic performance at the end of the first semester of the first professional year served as the dependent variable. When all the independent ratio variables were included in the multiple regression equation, 28.4% of the total variance in academic performance was explained (p=.0005). The stepwise regression analysis revealed that the best predictors of academic performance were preprofessional science GPA (accounted for 19.7% of the variance) and total number of semester hours accrued at the time of application (accounted for 4.8% of the variance, p < .01).


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