The Utility of Standardized Achievement Test Scores as a Predictor of Geographic Knowledge and Abilities in Undergraduates at an Urban Ohio University

In many elementary and secondary schools, geography has either been absorbed into social studies classes or been removed from the curriculum completely. However, introductory geography remains a staple in undergraduate general education curricula in many colleges and universities. Arguably, students are entering college underprepared for geography courses, and therefore existing higher education curricula in these introductory courses may not properly address possible deficiencies in geography skills. This research examined the utility of standardized achievement test scores as predictors of geography skills in an undergraduate population at an urban university. The relationship between a student's component scores on an accepted knowledge of geography test (KOG) and on the ACT were explored. The results indicated that there are significant positive correlations between specific component scores on the KOG with specific component scores on the ACT. The relationship found between these two tests may provide opportunities to enhance student success in introductory geography courses.