This study is founded on the hypothesis that there is a correlation
between certain cognitive factors namely the final std. 10 examination
mark and aptitude as measured by the Senior Aptitude Test ( RSA) on
the one hand, and academic achievement in Afrikaans- Nederlands 3
(AFN 3) on the other.
The test group for the study were the 64 students who wrote the
final examination in AFN 3 at the PU for CHE in 1983. These students
were mainly from the 1981 enrolment; a few had enrolled in 1980.
The study progressed as follows:
At first a literature study was undertaken (chapter 2) in which was
mainly concentrated on those cognitive factors which could influence
study in general and academic achievement in tertiary study in
particular. In general it appeared that authoritative researchers are
of the opinion that aptitude (as measured by the different aptitude
tests) is significant in the prediction of academic achievement and that
the final matriculation examination is, of all cognitive factors, the best
indicator of academic achievement.
Secondly an empirical study was undertaken (chapter 4). Data for
this study was obtained from the Statistical Consultation Service of
the PU for CHE. Upon enrolment at the university a certain number
of first year students are required to write psychometrical tests.
Results of these tests (part of which is the Senior Aptitude Tests,
tests 1-10) and the students' final examination results, as well as the
ensuing academic achievements are stored on computer.
Thirdly, in an ex post facto approach eleven variables, namely SAT
(1-10) and the final matriculation examination were brought in connection
with the achievement in AFN 3 of the said test group.
By using BMDP 9 R - and SAS computer programmes intercorrelations
were calculated and multiple regression analysis were done in order to
calculate the contribution of individual variables and combinations of
variables to the variance in AFN 3 (chapter 5) .
The results are as follows: (chapters 5 and 6)
A combination of the abovementioned eleven variables represent only
17,7% of the variance in AFN 3 and the best application is to be found
in the case of std. 10 and SAT 1 and 7, with a contribution of 12,5%
to the variance in AFN 3. It is clear that the influence of individual
and combined independent variables on the dependent variables is so
low that it holds no practical value for the indication of academic
achievements.
The role of high and low std. 10 achievement as individual independent
variables combined with SAT 1-10 in the variance of AFN 3 was inquired
into. In a step-by-step regression analysis was found that low std. 10
achievement and SAT 1-10 represent 53,4% of the achievement variance
in AFN 3 and low std. 10 achievement combined with SAT 1, 5, 7 and
10 represent 45,6% of the variance in AFN 3. (Appendix J and K).
It can be assumed that a differential application of std. 10 achievement
can represent significant results in the search for predictors of academic
achievement. / Skripsie (MEd)--PU vir CHO, 1988
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/9297 |
| Date | January 1988 |
| Creators | Bester, Paul Machiel |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | South African National ETD Portal |
| Language | other |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0019 seconds