ACT Scores as a Predictor of Grade Point Average for Problem-Based Learning

Standardized testing scores are often used as one element in the admission process however, they tend to be used to predict success in lecture-based courses. The Building Construction Science program at Mississippi State University follows a problem-based pedagogy that has experienced enrollment exceeding capacity. Little research exists to determine whether standardized testing scores are a valid predictor of success in a problem-based pedagogy. This could be useful if future enrollment in the program is limited and competitive. The study first analyzed whether a correlation exists between ACT composite score and the degree completion rate. Secondly, the study analyzed whether ACT composite scores and ACT sub-scores are valid predictors of success for students who complete the degree requirements, as measured by the grade point average of students in the problem-based courses. The results indicate that ACT composite score, when combined with admit type, is a more reliable predictor of the likelihood of degree completion than ACT composite score alone. With regard to predicting degree of success among those who complete the degree requirements, ACT composite score alone was a weak predictor while ACT sub-scores of Science, Math, and English were all moderate predictors of grade point average in problem-based courses.