Higher education in South Africa faces a variety of challenges including poor pass rates,
large numbers of students dependent on the National Student Financial Aid Scheme,
intrapersonal and socioeconomic challenges of students and vast numbers of applicants vying
for limited places in institutions. The primary method of selection and screening of applicants
is the Academic Points Score (APS), calculated on Grade 12 achievement levels. However,
large numbers of applicants exhibit similar or identical scores which meet minimum
requirements. This makes effective selection difficult in terms of potential to succeed in the
tertiary education context. Therefore, additional selection instruments may be useful in
determining high from low potential candidates. Cognitive instruments are one option
available to institutions and have been investigated to a certain extent, particularly in
conjunction with alternative achievement based assessments. The present study examined a
cognitive instrument utilised for selections at a University of Technology. The instrument is
based on verbal and non-verbal reasoning skills, basic calculative ability, reading
comprehension, memory and spatial reasoning. The results on the sub-tests of this instrument
were examined in relation to APS and average mark achieved during study for National
Diploma courses at the institution. Although statistically significant relationships did exist, as
well as some demographic differences, effect sizes and correlation coefficients were small.
Concerningly, APS did not explain a large percentage of variance in average mark. This
finding is important in light of current selection procedures. Multiple regression and logistic
regression models indicated that two specific sub-tests, in combination with APS, did
contribute to predictive power in determining average mark. A number of themes in terms of
this prediction are explored. These include English language ability, gender differences,
specific cognitive skills and the general validity of utilisation of APS and/or cognitive testing
as predictors of tertiary education success. In light of poor success rates in tertiary institutions
across South Africa, further research into effective selection procedures should be prioritised.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/14917 |
| Date | 17 July 2014 |
| Creators | Opperman, Ingrid |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf, application/pdf, application/pdf |
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