This study investigated whether a predictive tool developed by authors in the United
States (Konvalina, Stephens and Wileman) could be used with University students in
Australia (in particular the Australian Capital Territory) to predict their success in first
year University computing courses. It also investigated the effect of demographic and past
academic factors in conjunction with, and instead of the predictive test.
The study examined differences in performance between male/female students, English as
a Second Language (ESL)/non-ESL students and full-time/part-time students.
It also examined the effect of all the above factors on the continuing success of students in
the course.
While significant differences in first-time performance were found between ESL and non-
ESL students, no differences were found between the other pairings.
No differences were found between any of the groups in the continuing success in the
course.
The KSW Test, while being an indicator of first year success, was not a strong enough
model to be able to be used as a predictive tool. The demographic and previous academic
data from students recently at High School, in particular, the Tertiary Entrance Score,
level of mathematics studied, and previous computing study, were found to be more useful
as an indicator of success in fust year, explaining 53% of the variation in h a 1 unit score.
In addition, 67% of the variation in continuing success in their course was also explained
by the Tertiary Entrance Score, ASAT verbal and ASAT quantitative scores.
| Identifer | oai:union.ndltd.org:ADTP/218669 |
| Date | January 1994 |
| Creators | Baskett, J L, Jo.Baskett@canberra.edu.au |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright J L Baskett |
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