The major problem of this study was to determine the effect of graduate studies students’ scholastic abilities on comprehensive examination. The study made use of the descriptive-correlational method of research in which standardized instruments were the primary data gathering tool. The respondents of the study were selected graduate school students from a private Catholic university in Malolos. The data were presented using tables and the results of the study were tabulated and processed using Statistical Packages for Social Sciences (SPPS). The study revealed the students’ academic performance in the following categories; (1) Verbal Reasoning – 8.36 (average), (2) Non-Verbal Reasoning – 14.65 (superior), (3) Reading Vocabulary – 10.80 (average), (4) Reading Comprehension-16.20 (superior), and (5) Math Application – 9.77 (average). Moreover, the students’ performance in the comprehensive examination mean was 1.49 (proficient). The findings of the study indicated that students’ scholastic abilities bear no significant effect on the students’ performance in comprehensive examinations when considering the joint effects of all variables of scholastic abilities.
Keywords: Student, Scholastic Abilities, Comprehensive Examination, Academic Performance, Graduate School Program.
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