Since 2006 Further Education and Training (FET) Colleges have been recapitalised through massive government investment in order to improve infrastructure, implement a more relevant curriculum and assist college learners financially to gain access to the different learning programmes. A new curriculum with 11 programmes was introduced and implemented under the National Certificate Vocational (NCV). The results of the 2007 examinations, were disappointing and in general, the national performance of the learners was dismal. Policy requirements for certification and promotion to the next level stipulated that learners need to pass all 7 subjects in a programme. The main aim of the study was to identify variables that are the best predictors of academic success of first year FET students. Thus, if these predictors are considered during the admission process of first year FET students, it could lead to overall improved first year pass rate at FET Colleges and contribute towards the enhancement of human resources and economical development of our country. In order to achieve the research aim and objectives, a literature study and an empirical investigation were conducted. The literature study focussed on cognitive and non-cognitive factors that contribute to academic success of students at colleges. The empirical investigation departed from a positivist paradigm to determine which variables contributed the best towards the prediction of academic success of first year NCV Level 2 students at FET Colleges and a quantitative non-experimental, ex post facto approach was followed .The results of the General Scholastic Aptitude Test (GSAT), the Learning and Study Strategies Inventory – High School version (LASSI-HS), grade mark average and biographical details of the registered first year NCV Level 2 students of the Vuselela FET College (Potchefstroom and Klerksdorp campuses) in 2008 (n=309), were used to determine whether any of these variables significantly predicted the academic success of these students. The investigation revealed that: • None of the LASSI-HS scales were predictors of academic success of the first year NCV Level 2 students; • The GSAT (Total) was a predictor of academic success of these students; • None of the biographical variables, i.e. age or gender, were predictors of academic success; and • Grade mark average on students’ last school reports, was a predictor of academic success. These findings revealed that Grade mark average, and GSAT-(Total) (which is also an indication of intelligence quotient (IQ)) were the best predictors of academic success of first year NCV Level 2 students at the Potchefstroom and Klerksdorp campuses of the Vuselela FET College. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013.

Since 2006 Further Education and Training (FET) Colleges have been recapitalised through massive government investment in order to improve infrastructure, implement a more relevant curriculum and assist college learners financially to gain access to the different learning programmes. A new curriculum with 11 programmes was introduced and implemented under the National Certificate Vocational (NCV). The results of the 2007 examinations, were disappointing and in general, the national performance of the learners was dismal. Policy requirements for certification and promotion to the next level stipulated that learners need to pass all 7 subjects in a programme. The main aim of the study was to identify variables that are the best predictors of academic success of first year FET students. Thus, if these predictors are considered during the admission process of first year FET students, it could lead to overall improved first year pass rate at FET Colleges and contribute towards the enhancement of human resources and economical development of our country. In order to achieve the research aim and objectives, a literature study and an empirical investigation were conducted. The literature study focussed on cognitive and non-cognitive factors that contribute to academic success of students at colleges. The empirical investigation departed from a positivist paradigm to determine which variables contributed the best towards the prediction of academic success of first year NCV Level 2 students at FET Colleges and a quantitative non-experimental, ex post facto approach was followed .The results of the General Scholastic Aptitude Test (GSAT), the Learning and Study Strategies Inventory – High School version (LASSI-HS), grade mark average and biographical details of the registered first year NCV Level 2 students of the Vuselela FET College (Potchefstroom and Klerksdorp campuses) in 2008 (n=309), were used to determine whether any of these variables significantly predicted the academic success of these students. The investigation revealed that: • None of the LASSI-HS scales were predictors of academic success of the first year NCV Level 2 students; • The GSAT (Total) was a predictor of academic success of these students; • None of the biographical variables, i.e. age or gender, were predictors of academic success; and • Grade mark average on students’ last school reports, was a predictor of academic success. These findings revealed that Grade mark average, and GSAT-(Total) (which is also an indication of intelligence quotient (IQ)) were the best predictors of academic success of first year NCV Level 2 students at the Potchefstroom and Klerksdorp campuses of the Vuselela FET College. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013.

Basic mathematical competency seems to be lacking for engineering students starting their studies in this field. Students generally find the cognitive transition from secondary to tertiary mathematics challenging which in turn negatively influences their academic achievement in mathematics. The cognitive challenge is the transition from the application of mathematics to familiar questions to applying mathematical principles to varying practical application and problem solving. Mathematics provides the foundation for the cognitive toolset required for the development of skills required for analysing engineering systems and processes. It is therefore important to assess mathematical and cognitive competency and ability at the time of admission to a tertiary institution in order to identify and address gaps. This research demonstrates that first-year engineering students need to have a specific level of mathematical competency and cognitive ability to use mathematics within the context of engineering studies. This research attempts to connect the mathematic competency of first year engineering students to their academic results for subjects in the first year curriculum that rely heavily on mathematical competency. To satisfy the research question, the study firstly looks at relevant literature to identify the mathematical competency levels as well as the operational specification. Secondly, development theories and taxonomies were analysed to gain insight into the development processes associated with learning, cognitive development and the gap between cognitive competencies in transition from secondary to tertiary education. Further, cognitive competencies were identified that are essential for successful completion of first year engineering modules. Through synthesis of the different theories and taxonomies a framework was identified. This framework was used to analyse secondary data in order to measure mathematical and cognitive levels. Thirdly, the theoretical investigation was followed by a three-phase empirical study. A mixed quantative-qualitative (QUAN-qual) approached was followed. Phase 1 uses the assessment framework to measure first year students‟ mathematical competency at the inception of their studies as well as at the completion of their first semester. The mathematical competency at inception was measured with their Grade 12 mathematics marks and with relevant analysis of their initial bridging assessments, on a question by question basis. In addition, their first semester exams questions were analysed using the same approach as above. Phase 2 comprises the measurement of the relationship between the mathematical competency of first year enigineering students at admission and their achievement levels in selected first year subjects that required mathematical competency. Phase 3 includes the guidelines derived from the gaps and shortcomings identified. These gaps were identified in order to inform appropriate study support to first year students and to assists academic personnel with setting appropriate and dependable admission standards. The analysis of mathematical competency creates quality data that gives a clearer picture than a simple comparison of admission scores and first semester marks. The empirical study contributes to a better understanding of the problems associated with the transition from secondary to tertiary learning environments. From the study it was derived that study inception information of the students correlated only with their academic results on questions that tested mathematical and programming application. The inception information was not a predictor of mathematical achievement and results for both the lowest and highest mathematical competency levels. Futher study in this field is required to create frameworks for the measurements of both low and high levels of mathematical competency. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Basic mathematical competency seems to be lacking for engineering students starting their studies in this field. Students generally find the cognitive transition from secondary to tertiary mathematics challenging which in turn negatively influences their academic achievement in mathematics. The cognitive challenge is the transition from the application of mathematics to familiar questions to applying mathematical principles to varying practical application and problem solving. Mathematics provides the foundation for the cognitive toolset required for the development of skills required for analysing engineering systems and processes. It is therefore important to assess mathematical and cognitive competency and ability at the time of admission to a tertiary institution in order to identify and address gaps. This research demonstrates that first-year engineering students need to have a specific level of mathematical competency and cognitive ability to use mathematics within the context of engineering studies. This research attempts to connect the mathematic competency of first year engineering students to their academic results for subjects in the first year curriculum that rely heavily on mathematical competency. To satisfy the research question, the study firstly looks at relevant literature to identify the mathematical competency levels as well as the operational specification. Secondly, development theories and taxonomies were analysed to gain insight into the development processes associated with learning, cognitive development and the gap between cognitive competencies in transition from secondary to tertiary education. Further, cognitive competencies were identified that are essential for successful completion of first year engineering modules. Through synthesis of the different theories and taxonomies a framework was identified. This framework was used to analyse secondary data in order to measure mathematical and cognitive levels. Thirdly, the theoretical investigation was followed by a three-phase empirical study. A mixed quantative-qualitative (QUAN-qual) approached was followed. Phase 1 uses the assessment framework to measure first year students‟ mathematical competency at the inception of their studies as well as at the completion of their first semester. The mathematical competency at inception was measured with their Grade 12 mathematics marks and with relevant analysis of their initial bridging assessments, on a question by question basis. In addition, their first semester exams questions were analysed using the same approach as above. Phase 2 comprises the measurement of the relationship between the mathematical competency of first year enigineering students at admission and their achievement levels in selected first year subjects that required mathematical competency. Phase 3 includes the guidelines derived from the gaps and shortcomings identified. These gaps were identified in order to inform appropriate study support to first year students and to assists academic personnel with setting appropriate and dependable admission standards. The analysis of mathematical competency creates quality data that gives a clearer picture than a simple comparison of admission scores and first semester marks. The empirical study contributes to a better understanding of the problems associated with the transition from secondary to tertiary learning environments. From the study it was derived that study inception information of the students correlated only with their academic results on questions that tested mathematical and programming application. The inception information was not a predictor of mathematical achievement and results for both the lowest and highest mathematical competency levels. Futher study in this field is required to create frameworks for the measurements of both low and high levels of mathematical competency. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014