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The purpose of this study was to determine the importance of personality as a predictor of academic success for MBA students using a sample of 94 first year MBA students. The test battery consisted of a Mathematical proficiency test, a Computer proficiency test, a Case Study and a personality questionnaire, the Occupational Personality Questionnaire 32n. The criteria measured were an overall performance score as well as four first year first semester subjects. With the aid of correlations and regression calculations, it was determined that the proficiency tests explained the greatest proportion of the variance of success in overall performance as well as in each of the subjects. It was, however, also determined that personality added value to the selection process. Consequently, it was concluded that, in support of the hypothesis posed, certain aspects of personality make an important contribution to academic performance, particularly when it can be theoretically linked to behaviour. / M. Admin (Industrial Psychology)

The purpose of this study was to determine the importance of personality as a predictor of academic success for MBA students using a sample of 94 first year MBA students. The test battery consisted of a Mathematical proficiency test, a Computer proficiency test, a Case Study and a personality questionnaire, the Occupational Personality Questionnaire 32n. The criteria measured were an overall performance score as well as four first year first semester subjects. With the aid of correlations and regression calculations, it was determined that the proficiency tests explained the greatest proportion of the variance of success in overall performance as well as in each of the subjects. It was, however, also determined that personality added value to the selection process. Consequently, it was concluded that, in support of the hypothesis posed, certain aspects of personality make an important contribution to academic performance, particularly when it can be theoretically linked to behaviour. / M. Admin (Industrial Psychology)

Degree completion is as important as participation in higher education. To date, most of the research on this subject has investigated the association between socio-economic background and academic preparation to explain lower rates or non-completion. This thesis explores the role that individual, institutional and contextual factors have on degree completion chances. The first empirical chapter uses an individual-level longitudinal dataset to study the role that attainment on entry and socio-economic background have on students’ chances of completion. The chapter finds that attainment on entry significantly affects students’ chances of degree completion. It also reveals, however, that attainment on entry does not completely explain the socio-economic differences in degree completion chances in the system. The second empirical chapter examines the role that institutions have on students’ chances of degree completion. Like the first chapter, this one draws on the individual-level longitudinal dataset. Although the analyses discover institutional effects, they show them to have a small effect on the system. The third empirical chapter examines the role that teaching has on the probability that students complete their degrees in higher education. The findings show that teaching has a small but significant effect on students’ chances of degree completion. Teaching effects take place only at the most selective institutions of the system. The final empirical chapter examines the role that unemployment has on students’ decisions to complete a university degree. Using data from the Labour Force Survey, the research finds that higher unemployment rates have a positive effect on students’ chances of degree completion. This thesis contributes to the field by showing that stratification of higher education also translates to degree completion. The results confirm that selectivity and institutional effects are strongly associated. In addition, they show that where the institutional framework is concerned, there is a gradient for class effect in educational outcomes.

This study investigated the relationships between diverse variables and secondary school pupils' Mathematics achievement. It also dealt with the relative contribution of each variable to Mathematics achievement and the significance of differences in Mathematics achievements when pupils' gender and home background as well as teachers' experience, gender, education, in-service education, homework assignment and testing frequency are taken into account. A questionnaire was administered on 163 standard 8 pupils. I The most important findings of this study were: {1) There was a significant relationship between pupil variables and Mathematics achievement. (2) Pupil variables, particularly self-concept, contributed significantly towards the variance in Mathematics achievement. (3) Pupils who wrote tests often (more than once per term) achieved significantly less than students who wrote tests less often / Psychology of Education / M. Ed. (Psychology of Education)

This study investigated the relationships between diverse variables and secondary school pupils' Mathematics achievement. It also dealt with the relative contribution of each variable to Mathematics achievement and the significance of differences in Mathematics achievements when pupils' gender and home background as well as teachers' experience, gender, education, in-service education, homework assignment and testing frequency are taken into account. A questionnaire was administered on 163 standard 8 pupils. I The most important findings of this study were: {1) There was a significant relationship between pupil variables and Mathematics achievement. (2) Pupil variables, particularly self-concept, contributed significantly towards the variance in Mathematics achievement. (3) Pupils who wrote tests often (more than once per term) achieved significantly less than students who wrote tests less often / Psychology of Education / M. Ed. (Psychology of Education)