International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 5/May 2020

How HSC Qualifying Exam Scores Influence on

Students’ Higher Educational Performance?
Mr. Abhijit Pandharinath Mahale
Assistant Professor of Accountancy for B.Com and M.Com
Raosaheb Gogate College of Commerce and Smt. Saraswatibai Ganshet Walke College of Arts, Banda,
Dist- Sindhudurg, State- Maharashtra (India) Affiliated to the University of Mumbai.
Email Id: mabhijit771@gmail.com

DOI: 10.5281/zenodo.3830429

Abstract

The main intention of the research paper is to find out the relation of students’ performance at degree level higher education
examinations with HSC Board or equivalent exam qualifying marks for admissions. The study has taken a sample of first 10
merit admission scores of each continuous 5 years’ batches from a college. Their performance at various semesters and final
degree exams has been considered for analysis with HSC admission scores. The statistical measure of correlation and trend
percentages of 3 years of each batch has been used for evaluation. The HSC admission scores have been considered to be the
independent variable and the base year. Except for the last single batch, the degree exam performances of all other first four
batches show a strong correlation with HSC admission scores, and also there are commensurate trend percentage
attainments at degree exams though numerically not equal. In other words, the paper has been able to prove that the
students’ performance at degree level examinations is consistent with their HSC admission scores and concludes that the
high scoring students are more sincere and particular in the study and they maintain consistency in performance even after
higher secondary school education. The researcher has used his own college student admission data, results, and university
exam results for sample analysis.

Keywords: Trend percentages, Base year, degree level semester exams, HSC scores, consistency, and so on.

Introduction
Indian Education system is never known for student-friendly admission rules and procedures from KG to Post Graduate
programs among the student community. The students always face hurdles of rules, regulations, and administration over the
years. The admission from Secondary School Certificate (SSC) or equivalent exams to 11th standard and from Higher Secondary
Certificate (HSC) or equivalent 12th exam to higher education degree programs are the two major hostile and unpleasant
junctures in the life of an ordinary Indian student. The huge importance is assigned to SSC scores for 11 th standard admissions.
Similarly, the HSC or equivalent exam scores or Common Entrance Test (CET) scores have huge importance for degree
program admissions. The marks obtained by candidates at HSC or equivalent exams are generally compared and analyzed with
marks obtained in SSC or equivalent exams. But, there has been no objective comparative study of the marks or performances of
the students in their post HSC higher education degree exams with the marks obtained in qualifying HSC or CET or equivalent
exams. There is a need to study the result trends of the meritorious students in their degree program examinations.
For admission to any degree level of higher education, XIIth HSC or equivalent exam mark or CET or any other equivalent
entrance test scores are taken into consideration. It is pertinent to note that it is our general belief that those high scoring
meritorious admitted students at any higher education institution also perform well in their later degree exams. For admission to
conventional degree programs like B.A, B.Com, and B.Sc., except few Higher Educational Institutions (HEIs), HSC or
equivalent exam marks are qualifying marks. Now, the question is whether these first merits admitted students can maintain
their position in later exams and their performance in degree level exams has any relation with their previous qualifying exam
marks. Recently, it is found that the students’ performances at conventional programs are inconsistent with the level of marks
secured before admission. In other words, degree exam performance is not commensurate with their erstwhile qualifying marks
though not quantitatively or numerically similar.

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 International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 5/May 2020

Statement of Problem
The students who take admission for degree education based on XII. HSC marks for conventional programs or CET scores for
technology programs may not be able to maintain their commensurate performance during degree education. Similarly, the
students who take admissions based on comparatively lower scores at HSC marks show sometimes improvement in performance
degree education.
Moreover, the students having higher marks at entry-level during admission are likely to be underperforming in learning and
evaluation in initial semester exams due to loss of knowledge earned during higher secondary education. The same students
later improve their performance in final year semesters. The main problem in education is inconsistency in maintaining
performance and knowledge retention by a learner from secondary level education to degree level.

Scope and limitation of Study

In light of the above discussion, this paper would attempt to discover and examine the possibility of correlation if any between
the entry-level qualifying HSC exam scores of the students taking admissions for the first year of conventional B.Com degree
program in affiliated colleges and their final degree scores. The study would throw light if the learners are able or not able to
maintain consistency in their performance from Higher Secondary to Degree level education.
In other words, the study would determine whether there is an upward or downward or no trend of academic progress of the
learner group from Higher secondary level to degree level and if there is any such trend, the study shall show the degree at
which their past HSC exam scores are correlated with the later scores of degree semester exams.
However, if there would be no trend, and the post HSC score is inconsistent with past HSC scores, the study would not be able
to make a statement on the knowledge retention level of the learner group.

Assumptions
1) Since there is no independent evaluation for testing knowledge retention level of previous years, the current year’s
performance level of the learner is assumed to be the level of retention from past years. For example, if a learner can
perform well at his/her first-year semester exams of a degree program, his knowledge retention level from higher secondary
will also be presumed to be better and vice versa.
2) The available scores in the form of percentage or grade points are based upon the evaluation of learner’s knowledge of the
particular curriculum only.

Research Design
Sampling Data is a primary data collection.
Sample Design based upon Sample Institution- Sample Degree Programme- Sample Groups of students- Sample period of
Research-Sample Semester (Sem) exams
Sample Institution - Gogate Walke College, Banda, Sindhudurg affiliated to the University of Mumbai.
Sample Programme- B.Com conventional (3 years or six semesters program- Credit Based Grade Point Average (CBGPA)
Sample Target group- 50 students. (one group of 10 students each per batch for 5 years).
Period of Research - 5 consecutive Academic Batches of 3 years or six semesters
1. 2012-13 to 2014-15 First Four and last sixth semester marks with HSC March 2012 percentage
2. 2013-14 to 2015-16 First Four and Last sixth semester marks with HSC March 2013 percentage
3. 2014-15 to 2016-17 First Four and Last sixth Semester marks with HSC March 2014 percentage
4. 2015-16 to 2017-18 First Four and Last sixth semester marks with HSC March 2015 percentage
5. 2016-17 to 2018--19 First Four and Last sixth semester marks with HSC March 2015 percentage
Each year’s sample group would be of 10 top HSC scoring admissions to FirstYear. The first group includes the first 10
students admitted to the college for the B.Com program with the highest marks in qualifying HSC exam at the entry point. Their
average semester marks, percentages secured in I and II semesters of the first year, III and IV of the second year, and final VIth
semester are compared with their entry-level qualifying HSC marks or percentages by using statistical parametric tools such as
Index numbers.

Hypotheses
a) H1-: The B.Com degree students can maintain their past HSC exam performance level later at degree level semester
exams also.
H0-: The B.Com degree students are not able to maintain their past HSC score level later at degree level semester
exams.

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 International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 5/May 2020

b) H1-: The semester exam scores or performances of the B.Com degree students are consistent with their entry-level
HSC exam qualifying marks. In other words, the performance in B.Com's degree semester exams correlates with the
HSC scores.
H0-: Null Hypothesis

Data Collection and Analysis

a) Analysis has been done based on trend percentages for consecutive 3 years of every batch taking the first year of
the batch as the base year 100. This analysis would examine the first hypothesis.
b) The coefficient of Correlation ‘r’ value has been calculated for each of the 3 years as the dependent variable and
HSC qualifying marks as a common independent variable to all 3 years. This analysis would examine whether
HSC qualifying marks influence on the performance in the degree exams.

Table- I:10 Highest HSC Marks admissions to B.Com (2012-13 to 2014-15)

Sr. HSC Sem-I/II Sem- Sem-VI Base 2012-13 2013-14 2014-15
%Marks 2012- III/IV 2014-15 year2012 % % %
Mar 2012 13(700) 2013- (700)
14(600)
1 79.50 75.71 73.17 80.71 100 95.23 92.04 101.52
2 75.33 76.28 73.50 na 100 101.26 97.57 --
3 75.00 73.14 69.83 78.00 100 97.52 93.11 104.00
4 72.50 56.85 na na 100 78.41 -- -
5 71.50 na 55.50 56.57 100 -- 77.62 79.12
6 70.00 58.00 51.50 na 100 82.86 73.57 --
7 67.83 71.86 72.00 68.14 100 105.94 106.15 100.46
8 65.50 59.43 59.83 61.57 100 90.73 91.34 94.00
9 65.00 55.43 57.50 Na 100 85.28 88.46 --
10 65.00 64.43 na Na 100 99.12 -- --
11 64.83 58.43 56.17 na 100 90.13 86.64 --
12 64.33 60.00 na 58.71 100 93.27 -- 91.26
r value 0.703 0.629 0.796 -- --- --

Average -- --- --- 100% 92.70 % 89.61 95.06

% %
Na- not available

Table II: 10 Highest HSC Marks admissions to B.Com (2013-14 to 2015-16)

Sr. HSC Sem-I/II Sem- Sem-VI Base Year 2013-14 2014-15 2015-16
%Marks 2013- III/IV 2015-16 2013 % % %
Mar 2013 14(700) 2014- (700)
15(600)
1 86.33 74.85 73.00 72.43 100 86.70 84.56 83.90
2 82.00 70.00 70.83 70.86 100 85.37 86.38 86.41
3 82.00 69.14 70.33 75.71 100 84.32 85.77 92.33
4 81.67 67.71 72.17 74.00 100 82.91 88.37 90.61
5 73.00 55.71 67.17 65.00 100 76.32 92.01 89.04
6 72.83 70.14 69.67 73.85 100 96.31 95.66 101.40
7 71.00 56.57 60.83 63.14 100 79.68 85.68 88.93
8 70.67 57.71 59.33 60.28 100 81.66 83.95 85.30
9 69.33 68.57 68.00 Na 100 98.90 98.08 --
10 68.67 na na na 100 -- --- --
11 68.67 56.00 64.33 66.57 100 81.55 93.68 96.94
12 67.83 61.29 66.33 66.86 100 90.36 97.79 98.57
r value 0.715 0.746 0.708 --- --- ---

Average --- --- --- 100% 85.82% 75.41% 91.34%

Na- not available

Table- III: 10 Highest HSC Marks admissions to B.Com (2014-15 to 2016-17)

Sr. HSC Sem-I/II Sem- Sem-VI Base Year 2014-15 2015-16 2016-17
%Marks 2014- III/IV 2016-17 2014 % % %
Mar 2014 15(700) 2015- (700) %
16(600)

1 82.92 76.14 80.67 78.71 100 91.82 97.29 94.92

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 International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 5/May 2020

2 82.46 71.14 74.50 71.42 100 86.27 90.35 86.61

3 80.00 68.86 73.83 70.00 100 86.08 92.29 87.50
4 78.92 75.00 81.50 76.57 100 95.03 103.27 97.02
5 78.46 64.29 65.33 Na 100 81.94 83.27 --
6 78.46 58.42 66.50 na 100 74.46 84.76 --
7 72.23 56.57 61.17 64.86 100 78.32 84.69 89.80
8 76.77 64.14 71.17 68.71 100 83.55 92.71 89.50
9 76.77 63.42 68.33 68.28 100 82.61 89.01 88.94
10 76.77 64.42 65.33 na 100 83.91 85.10 --
11 76.62 67.28 75.67 70.86 100 87.81 98.76 92.48
12 76.62 60.71 70.50 na 100 79.24 92.01 --
r value 0.777 0.678 0.762 - --- ---- ---

Average --- --- --- 100% 84.25% 91.12% 90.85%

Na- Not available

Table – IV: 10 Highest HSC Marks admissions to B.Com (2015-16 to 2017-18)

Sr. HSC % Sem-I/II Sem- Sem- Base 2015-16 2016-17 2017-18
Marks 2015- III/IV VI Year % % %
Mar 2015 16(700) 2016- 2017- 2015
17(600) 18(700)
%
1 86.31 76.43 75.67 74.29 100 88.55 87.67 86.07
2 82.31 74.00 76.50 73.00 100 89.90 92.94 88.69
3 81.69 73.00 77.17 75.00 100 89.36 94.47 91.81
4 79.85 na na Na 100 -- --- ---
5 79.85 na 74.67 na 100 -- 93.51 --
6 79.54 68.14 71.00 71.42 100 85.67 89.26 89.79
7 79.33 64.43 70.67 75.00 100 81.22 89.08 94.54
8 78.77 --na na-- na 100 --- --- ---
9 78.62 67.86 71.67 70.29 100 86.31 91.16 89.40
10 78.31 70.29 76.17 70.14 100 89.76 97.27 89.57
11 77.69 71.00 70.00 71.28 100 91.39 90.10 91.75
12 77.23 67.86 74.33 na 100 87.87 96.24 ---
r value 0.763 0.504 0.618 ---- ---- ---

Average ---- ---- ----- 100% 87.78% 92.17% 90.20%

Table- V: 10 Highest HSC Marks admissions B.Com (2016-17 to 2018-19)

Sr. HSC Sem-I/II Sem- Sem-VI Base Year 2016-17 2017-18 2018-19
%Marks 2016- III/IV 2018-19 2016 % % % %
Mar 2016 17(700) 2017- (600)
18(700) %
1 79.85 51.00 55.43 57.33 100 63.87 69.42 71.80
2 79.85 51.14 57.28 64.33 100 64.05 71.73 80.56
3 78.46 52.71 60.57 58.17 100 67.18 77.20 74.14
4 78.31 48.00 57.14 71.67 100 61.29 72.97 91.52
5 77.69 49.43 57.57 60.67 100 63.62 74.10 78.09
6 75.54 51.43 50.00 56.33 100 68.08 66.19 74.57
7 75.54 53.71 60.71 64.50 100 71.10 80.37 85.39
8 75.38 43.43 53.71 64.83 100 57.61 71.25 86.00
9 75.33 53.29 46.43 64.67 100 70.74 61.64 85.85
10 74.92 50.14 58.86 52.17 100 66.92 78.56 69.636
11 74.77 --na 54.14 --na 100 -- 72.41 --
12 73.85 45.00 52.57 61.50 100 60.93 71.18 83.28
13 73.85 53.57 66.14 62.50 100 72.54 89.56 84.63
r value 0.129 0.087 0.107 ---- ---- ----

Average ---- ---- ---- 100% 65.66% 73.58% 79.71%

Table VI: Coefficient of Correlation ‘r’ values of 5 batches for 3 years and average trend percentages of each of 3 years of five batches are tabulated
below for analysis.
Batch Year r value r value r value Average Trend Average Trend Average Trend
Year 1 Year 2 Year 3 % % %
Year 1 Year 2 Year 3

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 International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 5/May 2020

2012-13 0.703 0.629 0.796 92.70 89.61 95.06

2013-14 0.715 0.746 0.708 85.82 75.41 91.34
2014-15 0.777 0.678 0.762 84.25 91.12 90.85
2015-16 0.763 0.504 0.618 87.78 92.17 90.20
4 year average 0.739 0.639 0.721 87.64 87.08 91.86
2016-17 0.129 0.087 0.107 65.66 73.58 79.71

Analysis of Trend percentages

If we closely look at the average of trend percentages of the five batches, the initial four batches show that they are ordinarily
able to maintain their past HSC exam performance level later at degree level semester exams also at substantial attainment level
ranging from 85% to 95% of the base year performance except in year 2, trend percentage of the second batch 2012-13 could
attain up to 75.41%. However, it is observed that the year 3 trend percentage attainment of 5 batches is high.
However, in the case of the fifth batch of 2016-17, the trend percentages for the three years are the lowest. The last batch was
not able to maintain its past HSC exam performance in the next 3 years. The trend percentage showed a percentage of attainment
as low as 65.66% in the first year. Considering the only low trend percentage of the last single batch available for analysis, it
would not be enough to conclude anything. It would be unwise to make an inference to express an opinion on whether the high
scoring students at HSC level are inconsistent or not at the degree level exam.

Analysis of r-value of the coefficient of correlation-

In case of average r-value of the coefficient of correlation for each of the 3 years of initial four batches taking scores of HSC
marks percentages as independent variable ranges between 0.739 to 0.639. It indicates that there is a strong correlation between
HSC scores of high scoring students and their performances in post-HSC degree exams. Thus, the performance in degree level
exams of 3 years is highly dependent upon the level of HSC scores. The degree correlation is 74% for the first-year exam, 64%
for second-year exams, and 72% for the final exam.
However, the r-value of the last batch is too low to say anything. It would be imprudent to comment based on a single year with
the hypothesis unless the next 3 to 4 years data are available.

Finding and conclusions

Hypothesis (a)
Based upon the trend percentage analysis of the initial four batches, it fulfills the hypothesis (a) H:1 and it is substantiated
enough to say that the B.Com degree students can maintain their past HSC exam performance level later at degree level
semester exams also. H:1 is accepted. The high scoring students at HSC level are consistent enough to accept the Hypothesis
(a).
Hypothesis (b)
Based upon the analysis of r values of correlation coefficients, we accept the second Hypothesis (b) H:1 and conclude that the
performance in B.Com degree semester exams has a high degree of correlation with the HSC scores. H 1 is accepted and H0 is
rejected.
The r values and trend percentages of the latest batch are showing a declining trend and very weak correlation. There may be
possibilities of ill effects of electronic social media, entertainment on studies. The true picture can be known only after the
availability of new data of the next 3 to 4 continuous batches for examining whether the trend of consistency and correlation has
changed or not.

Major conclusion
The better performing students in earlier examinations are likely to have more inclination of maintaining consistency in their
future higher educational examinations. However, the evaluation performance of particular degree examination does not
necessarily evaluate the knowledge retention from previous classes. It may be concluded that the high scoring students are more
sincere and particular in the study and maintaining the performance of a particular exam of knowledge during evaluation.

Recommendations
1. Since there has been no major research on how the meritorious secondary and higher secondary school students have been
performing in the later part of their higher educational programs, more research work should be undertaken in different streams
to find out the post higher secondary performance level.
2. Especially the research focus must also be on the degree level exam performance and the occupations of the average or
medium-level SSC or HSC scoring students. It would be interesting to know whether the average to low scoring HSC students is

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 International Journal of Advance Study and Research Work (2581-5997)/ Volume 3/Issue 5/May 2020

successful in careers in public services examinations and high scoring meritorious students join Engineering, Medical, and
Management or other professional programs.
3. More study is needed to check also the pattern of joining the courses, occupations, and quality of performance in their
occupations in a real-life situation.

References/Bibliography
[1]. Raosaheb Gogate College of Commerce and Smt. Saraswatibai Ganshet Walke college of Arts, Banda, Sindhudurg (M.S.) Semester
Exam Results from 2012-13 to 2017-18.
[2]. Controller of Examination, University of Mumbai, VIth Semester exam results from 2014-15 to 2018-19.
[3]. http://naac.gov.in/docs/Best%20Practices/Evaluation%20of%20Students%20-%20Case%20Presentations.pdf

Full forms of Abbreviations used

HSC- Higher Secondary Certificate Exam, SSC- - Secondary School Certificate Exam
KG- Kids Garden, B.A. –Bachelor of Arts, B.Com- Bachelor of Commerce
CET- Common Entrance Test, CBGPA- Credit Based Grade Point Average.
Sem/SEM- Semester

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