ABSTRACT

Purpose This study explored the association between admission criteria and performance on English language skills with academic achievement in Science and Humanities. The admission criteria include the General Aptitude Test (GAT), High School Grade Point Average (HSGPA), Scholastic Achievement Admission Test (SAAT), and Balanced Percentage (BP). Methodology Correlational analyses were conducted to explore these relationships using a substantial sample size (N = 1,595) drawn from the first year of the pre-professional program (PPP) at a Saudi medical university. Results. The findings reveal that the prerequisite English language skills classes could provide criteria for boosting college achievements. For instance, in admission criteria, while all variables demonstrated a significant association with academic achievement in science and humanities courses, there was a differential association among variables. Specifically, GAT scores were the least predictive of academic achievement among the admission criteria, followed by SAAT and HSGPA, while BP was the strongest predictor. Furthermore, English skills scores showed a strong and positive relationship with their overall academic achievement. Implications for research and practice. The results provide evidence for policy makers to use BP scores as the most reliable of these criteria in order to predict student's overall academic outcomes and their performance in Science and Humanities courses.