University General Admission Test Performance of Accountancy Applicants: An Explanatory Analysis

Abstract

This study examined the University General Admission Test (UGAT) performance of accountancy applicants from a state university across several academic years. Employing a quantitative–explanatory research design, the study investigated whether differences in admission test performance could be associated with selected demographic variables, namely Senior High School academic strand, gender, and type of secondary school attended. UGAT performance was analyzed using stanine-based classifications, while inferential statistical techniques were utilized to determine the presence of significant relationships and group differences among the variables. Findings revealed that admission test performance was generally consistent across academic strand, gender, and school type, indicating a relatively homogeneous level of academic readiness among the applicants. This suggests that diverse educational backgrounds and demographic characteristics did not result in substantial disparities in standardized admission test outcomes. However, differences were observed in high school academic averages across gender, indicating variation in prior academic performance that did not necessarily translate into differences in admission test results. Overall, the findings imply that commonly held assumptions regarding the advantages of certain academic strands, gender-based performance gaps, and disparities between public and private secondary education may have limited applicability in predicting admission test performance. The study highlights the role of standardized assessments in promoting equitable evaluation while emphasizing the need for holistic admissions policies.