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Effects of Coaching for PET, in Hebrew & in Arabic

The goal of the study was to estimate the added value (in terms of scores) of preparatory courses to PET scores, over self-studying for the PET, in Hebrew and in Arabic, while statistically controlling for intervening background factors and particularly for basic ability. In the first part of the study, we evaluated the added value of PET scores using a linear regression model predicting PET score from preparation method and background variables, among first time examinees. Due to the limited success of this model in eliminating self-selection effects, in the next stage we used another method, based on repeat examinees. The latter provided better control for self-selection bias and improved estimation precision. Results show that preparatory courses have small positive effects that differ among language groups. In Hebrew, preparatory course contributed about 5 points to the first sitting and about 26 points to the second sitting, on average. However, in Arabic there was no difference in the contribution of a course to any of the sittings, and it was estimated at about 12 points, on average, in both cases. Despite the caution needed in inferring causation, the findings of this study support and extend the knowledge in this field.Keywords: Higher education admission, Coaching, PET, estimation precision

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