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Academic preparedness of students – an exploratory study

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dc.contributor.author Du Plessis, L
dc.contributor.author Gerber, D
dc.date.accessioned 2012-08-14T12:33:05Z
dc.date.available 2012-08-14T12:33:05Z
dc.date.issued 2012
dc.identifier.citation Du Plessis, L. & Gerber, D. 2012. Academic preparedness of students – an exploratory study. TD: The Journal for Transdisciplinary Research in Southern Africa, 8(1):81-94, Jul. [http://dspace.nwu.ac.za/handle/10394/3605] en_US
dc.identifier.issn 1817-4434
dc.identifier.uri http://hdl.handle.net/10394/6894
dc.description.abstract The high level of student failure, accompanied by an increased drop-out rate, is problematic in higher education. It is especially a concern in programmes with the subjects of Mathematics, Accounting and Science. Over many years, models of student admission and selection have been widely researched both internationally and in South Africa. Research indicates that in the academic domain, underpreparedness results from a combination of a lack of English proficiency, mathematical ability and effective study skills. In view of the above, and government policy directives to broaden access in the scarce skills areas to increase student throughput, foundation provision was introduced for students of Commerce, Information Technology, Business, Mathematics and Informatics courses at the Vaal Triangle Campus (VTC) of North-West University (NWU) in 2010. The question at that time then arose as to what criteria should be used for placing students in the extended programme. The placement of first-year students in appropriate programmes should be done with sensitivity to enhance academic success but, at the same time, should not ‘label’ students as underprepared. This paper provides perspectives on the selection criteria available for predicting academic success/preparedness, and then reports on students’ own experiences. An action research study was conducted on the academic achievement of two cohorts of first-year students at the VTC of NWU. The quantitative results of the performance of first-year students in their core modules are compared to the results of predictive tests written after admission. The results provide valuable insight into the placement of students. en_US
dc.language.iso en en_US
dc.publisher North-West University en_US
dc.subject Academic preparedness en_US
dc.subject Extended programmes en_US
dc.subject National senior certificate en_US
dc.subject National benchmark test en_US
dc.title Academic preparedness of students – an exploratory study en_US
dc.type Article en_US


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