Graduate Record Examination Analytical Scores as Predictors of Academic Success in Four Entry-level Master's Degree Physical Therapy Programs

Abstract

This study was conducted to determine the efficacy of the Graduate Record Examination-Analytical (GRE-A) score in predicting the final grade point averages (GPAs) of student in physical therapy education programs. Data from four entry-level master's degree physical therapy programs were analyzed using a step-wise multiple regression analysis procedure. The data were grouped to determine differences between the experimental and the newly revised formats of the GRE-A measure, in addition to any differences among programs. The GRE-A score was a significant (p less than .05) predictor of final GPA in some instances in two of the four programs, regardless of format. In two programs, the GRE-A score was not a statistically significant predictor, regardless of format or how scores were grouped. The GRE-A score was not as useful alone as when combined with other predictor variables such as preadmission overall GPA, sex, and race. Further research is needed with a larger sample of students to assess more thoroughly the newly revised format of the GRE-A measure.