The purpose of this quantitative study was to examine the predictive value of cognitive admission variables in physical therapist assistant (PTA) education, focused on TEAS-V subsections and their predictive value for determining early academic success and the pass/fail status of the NPTE-PTA. Data on a total of 429 physical therapist assistant participants were extracted from programs within Alabama, Florida, Georgia, Michigan, and Virginia between 2012 and 2015. Participants had graduated, been dismissed, or had withdrawn from the PTA program prior to student records being used in the study. Participants’ average age was 29.6 years old, from 17 to 60 years. Results showed that admission GPA and TEAS V composite scores were significant predictors of both program completion and NPTE-PTA performance. However, TEAS V composite scores showed better predictive value than admission GPA for student academic success. Admission GPA was strongly correlated with students’ final GPA in the PTA program. The study also examined the impact of student persistence on early academic success, as measured by GPA. Not only was there a significant relationship between TEAS V scores and early academic success, but also early academic success was a significant predictor of passing the NPTE-PTA. Collaboration with other PTA programs from a variety of types of institutions for future studies would be beneficial to examine factors in persistence for a more diverse group of PTA programs.
|Advisor:||Dubyak, Jeannette M.|
|Commitee:||Landu-Adams, Victoria, Bank, Delores Y.|
|Department:||School of Education|
|School Location:||United States -- Washington|
|Source:||DAI-A 82/9(E), Dissertation Abstracts International|
|Subjects:||Physical therapy, Education|
|Keywords:||Cognitive admission variables, Grade Point Average, Parent Teacher Association, Physical Therapist Assistant, Physical Therapy education, Test of Essential Academic Skills|
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