Assessing knowledge growth of applicants from difference entrance-channels: Linear growth curve perspective

John J. H. Lin^a and Pey-Yan Liou^b

^aOffice of institutional, National Central University, Taiwan

^bGraduate Institute of Learning and Instruction & Center of Teacher Education, National Central University, Taiwan

Entrance channel refers to criteria used for college admission of students. The study aimed to gain insight into the longitudinal impact of entrance-channel on applicants’ knowledge growth using linear growth modeling. To this end, linear growth curve approach was used to analyze the extent to which entrance channels, gender, and prior knowledge can predict the initial state and growth of academic performance while students attend in universities. Levels of prior academic performance, gender, and types of entrance-channel were predictors and grades for each semester was dependent variables. The results suggested that females outperformed males in initial grades and slope of knowledge growth. Prior academic performance had positive influence on initial grades and negative impact on slope of knowledge growth. For applicants of different entrance channels, distinct patterns were observed. Implications and suggestions on assessing growth curve of learning outcomes for entrance channels were discussed.

Keywords: Entrance-channel; Learning achievement; knowledge growth