COMPERATIVE STUDY OF CALCULATION ON STUDENT QUANTITATIVE POINT
- VernacularTitle:ОЮУТНЫ СУРЛАГЫН ТООН ДҮНГ ТООЦОХ ЗАГВАРЫН ХАРЬЦУУЛСАН СУДАЛГАА
- Author:
Gan-Erdene s
1
;
Ser-Od Kh
1
;
Oyungoo B
1
;
Sumberzul N
1
Author Information
1. Mongolian National University of Medical Science
- Publication Type:Journal Article
- Keywords:
Grading, GPA, percentage
- From:Innovation
2017;11(1):18-23
- CountryMongolia
- Language:Mongolian
-
Abstract:
BACKGROUND
As a Mongolian National University of Medical Sciences student rating point is calculated by transferring into 42 level quantitative point in accordance with procedure which assess student approved byDirector with 1st attachment of order no. A/144 on December 15, 2015. However, the calculation,estimated by mathematics allocation, of the student rating point, letter point and quantitative is notbased on research also allocation of transferring the rating point into quantitative point is different foranother universities. These reasons mentioned previously have seriously become basis backgroundof our research. The main objective of this research is to compare model of transferring rating pointinto quantitative point.
METHODS
Research was completed by quantitative method that based on moment descriptive study, case study,
model of mathematic and geometry modeling.Under our research objective we did compare study using rate point that transfer into quantitativepoint of student at MNUHS, accuracy and methodology all among the Mongolian state and private universities. Now Mongolian National University of Life Sciences, Etugen University and New Mongolia Medical University are using 5 level table that approved Ministry of Education Science, Mongolian National University is using 9 level scale, Mongolian University of Science & Technology, Mongolian State University of Education, Mongolian State University of Art&Culture are using 12 level scale while MNUHS is using 42 scale table that calculate student average point. We compared model of GPA calculation that rate point transfer into quantitative point by using all tables belong each Universities mentioned above. We have developed mathematical and geometrical modeling on each assessment since we started study and made statistical process based on modeling.
RESULTS
Some articles of the regulation to adapt the credit hours, evaluate students’ knowledge and ability
during the training where providing the higher educational degree were not fulfilled. Hereto:
The article of the guidance that are taking: 70 rating point considering to the letter D, 80 rating point
considering to the letter C, 90 rating point considering to the letter B are not providing the 12 level
module.
The modules with staging 9, 12, 42 of the article on regarding measurement of 2, 3, 4 in 70, 80, 90
rating grade are not meeting requirements.
According to the survey among 470 students who’s GPA higher 2.5 in the 42 level scale shows mostly.
Also, the percentage of the students with GPA higher than 3 are in high level. In other words, 158
students (33.6% of 470 students) are meeting requirements of the national scholarship programs and
other scholarships.
The calculation of the correlation relationship of the rating point and grades converted to the digit rate
that are using in all universities were the positive correlation, linear dependence.
For the module with staging Person Correlation 9, its influence rate is 98.7 per cent that shows the
highest rate comparing with other modules. To calculate Determination Percentage (r2), the module
with staging 9 is 97.4 per cent or these digit grades have the highest capacity to show the rating grade.
CONCLUSION
Level models are able to rate in points or statistical significant.
The high correlation between rating point and digit grade’s and determination percentage in the 9
level module showing more relevant in statistics and reporting capacity. The modules with staging 9,
12, 42 are not meeting requirements of the guidance.
