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This study explored trends in academic achievement over the past five academic years among admitted students. Focusing on the longitudinal analysis of academic growth, we utilized panel data from students admitted to K University in the metropolitan area from 2018 to 2022. The analysis revealed that trends in academic achievement varied differentially based on the year of admission and admission types. According to the analysis of GPA data from 2018 to 2022, students generally outperformed in the order of document-based interview, document-based, high school subject achievement-based, and test score-based admission types. Particularly, for students admitted through document-based admission, there was a distinct change in the grade trend before and after the COVID-19 pandemic. Furthermore, significant interaction effects between the enrollment period and admission types were statistically significant in the academic performance data for the years 2018 and 2020. This indicates that trends in academic achievement over the enrollment period differ by admission types. The study provides valuable insights by longitudinally analyzing students' academic growth from admission to enrollment, contributing to the assessment of university education outcomes.
Chon et al. (Wed,) studied this question.