Predicting certification examination scores in a college-based program.

Abstract

Factors that may predict student performance on the ARRT examination are discussed and statistically examined. For students in the program studied, performance on a simulated registry and grade point average proved to be statistically significant predictors of success. Implications of such models for student motivation are addressed, and a general need to explain differences in student performance is discussed as a step needed to facilitate examination of differences in various educational programs.