This study examines the relationship and correlation between initial admission criteria and  English performance of first year students at King Saud bin Abdulaziz University for Health Sciences. The performance of 1,595 English language students was compared to the initial academic admission criteria to determine if a correlation exists between academic achievement pre and post admission.  Admission criteria include high school grades, General Aptitude Test score (GAT), and Scholastic Achievement Admission Test scores (SAAT). Deep statistical analyses, including independent t tests and multiple linear regression reveal a correlation between pre and post admission performance. For this student population, GAT score was more predictive of English performance than SAAT scores, while the high school grade had no significant relationship to performance on the course. Furthermore, GAT had a higher predictive weight of 7% when compared individually with other admission criteria. However, in a combined model, all of the admission tests cumulatively predicted 17.3% of  English performance. Such power is relatively low and requires additional variables to accurately predict a student’s final English score. This study provides unique analyses of performance within the Saudi higher education system and provides insight for those teaching or studying English as a second language. This study is therefore relevant for educators in universities using English for the instruction of non-English, native students and raises questions as to the value of current admission criteria.

Admission criteria can be used to predict Saudi student performance in college, but significant differences across several studies exists. This study explores the predictive power of admission criteria for college assignment using King Saud bin Abdulaziz University for Health Sciences as a model. Scores from high school and standardized tests were collected for 1,595 students. Data were analyzed with multinomial logistic and multivariate linear regression. A formula was generated to determine student college assignment based on their admission criteria profile. The results showed that all admission criteria were significant predictors of college assignment but accounted for only 21.1% of the variance. Based on the results of this study, admission criteria may not be reliable predictors of college assignment on their own, and additional criteria for measuring student success are needed.

Introduction Medical educators are concerned about predicting standardized tests for students’ academic performance in medical colleges. This study, in Saudi Arabia, attempted to analyze the predictive validity of two local standardized tests (GAT and SAAT) for students’ performance in the first two years and basic and advanced science courses. This study is unique since it focuses on comparing the prediction of both tests between the two years and examining the difference in students’ performance in basic and advanced science courses. Methods Data of 650 students included GAT and SAAT scores, GPA in the first and second year, and average basic and advanced science courses validated through students’ college ID. Results Results show that both GAT and SAAT significantly predict medical students’ GPA with sufficient strength (ie, R2 =27% and 28% for the first and second years). It also indicates that GAT and SAAT are significant predictors of students’ academic performance in their basic and advanced science courses with an acceptable strength (ie, R2= 27% for the basic science course, and R2= 22% for advanced science course). Discussion Based on these results, the study concludes about the necessity of having more accurate and relevant admission criteria for medical colleges.

This study examined the effect of an extensive reading online program implemented in a blended learning format to increase students’ reading comprehension. The participants were Saudi freshmen students in a medical university, and the data were collected from two sources: pre- and post-test scores and an open-ended questionnaire. The results indicated students’ significant progress in reading comprehension and vocabulary knowledge in the post-test stage. Similarly, students had positive attitudes and experiences after the intervention toward learning reading. Students reported that the extensive reading online program helped them to read more efficiently with maximum comprehension and work at their pace to develop their learning skills. It also was found that extensive reading created a motivating environment for learning. Students changed their views of reading as solely as an academic activity into seeing it as a personal interest and a lifelong learning activity. Finally, the study offered some pedagogical implications and recommendations for further research that will help teachers attempting to improve students’ reading comprehension via blended learning modes.

The study is designed to examine the predictive power of Saudi-admission criteria for student performance in an introductory biology course. It focuses on the second semester at King Saud bin Abdulaziz University for Health Sciences. The study addresses whether the General Aptitude test (GAT), the Scholastic Achievement Admission Test (SAAT), and the students’ English proficiency, taken together can accurately predict student performance in the biology course. Their English proficiency was measured by using the average grade in the intensive English courses taken in the first semester, in addition to the average grade in the reading and communication proficiency tests. The research involved the results of 250 male students in the admission criteria and biology-course grades. Simple linear and multivariate regression models are used to determine the predictive variance of each admission criterion for student success in the biology course. The results demonstrate that the admission criteria are significant predictors, but with a variance of 26.6%. The results also show that individually, GAT and SAAT are the poorest predictors, whereas the reading and communication proficiency tests were the best. The findings reveal that the predictive power of these admission criteria as a combined model is low. Additionally, more investigation is necessary to ascertain whether these criteria are also low predictors in other subjects and in overall college learning.