Researchers have been trying for years to determine why such a large
percentage of first-year university students fail or terminate their
courses. There is a need for research about the identification of factors
which have a negative influence on the academic achievement of students.
With regard to the factors which influence academic achievement, one can
distinguish between cognitive and non-cognitive factors.
In this study intelligence was referred to as a cognitive factor, and its
link with academic achievement pointed out. Research has proved that
intelligence is one of the best predictor's for academic achievement.
Non-cognitive factors selected for this research include the family, the
school, interests, motivation and adjustment. From the literature survey
which was undertaken (chapter 2) about students in general (practically
all fields of study), it was deduced that there is a link between academic
achievement and some non-cognitive factors. There is thus a wide spectrum
of factors which can affect the individual's total existence positively
or negatively.
The objective with this study was to identify those variables (non-cognitive)
which have the greatest influence on the academic achievement
of Biblical students. All the final-year education students (N = 70) in
Biblical Studies who had started their studies in 1981 and completed their
courses in 1984 were used as population. The students had all completed
a degree at the end of 1983 and then completed the HED(P) diploma at
the end of 1984.
The measuring instruments which were used were the 19-Field Interest
Questionnaire, the PHSF-Relationship Questionnaire and Standard 10
achievement.
The 19-FIQ was compiled for the measurement of professional interests
of senior secondary school pupils, students and adults in 19 broad fields
of interest. The purpose of the PHSF was to measure the personal, home,
social and formal relationships of high school pupils, students and adults
in order to determine their measure of adjustment. As criterion of
previous achievement, performance in the subjects' Standard 10
examination was taken.
In the empirical study the ex post facto approach was used. The data
were analysed by means of a multiple regression analysis in order to
identify those non-cognitive variables which influence academic
achievement. The BMDP9R computer programme was used for this
purpose.
Fifteen independent variables were selected because they made the
biggest contribution to the R2, and because these different fields and
components are very closely linked to the teaching profession. The
contribution of the selected independent variables to the R2 indicated a
very good correlation, viz. R2 = 0,61, or 61%. The selected independent
variables which made the best contribution to the square of the multiple
correlation co-efficient (R2) is Standard 10 achievement, with 0,319 or
31,9%, 19-FIQ 10 (congeniality) with 0,277 or 27% and PHSF 4
(nervousness) with 0,044 or 4,4%.
The following six independent variables seem, according to the Cp
criterion, to be the best predictors of academic achievement in this study:
Standard 10 performance, 19-FIQ 10 (congeniality), PHSF 3 (self-control),
PHSF 4 (nervousness), PHSF 6 (family influences) and PHSF 7
(personal freedom). The contribution of the six best predictors to the
R2 = 0,52 or 52%. The predictors which made the best contribution to the
R2 are Standard 10 performance, with 0,31 or 31% and the 10-FIQ 10
(congeniality), with 0,28 or 28%. The results indicate that the
independent variables separately and in conjunction had a significant
influence on the prediction of academic achievement. The independent
variables (non-cognitive factors) thus had a direct influence on the
academic achievement of university students.
From the results of the study it emerges that the independent variables
separately and in conjunction have a significant influence on academic
achievement, and the hypothesis is supported that there is a link between
the non-cognitive factors and academic achievement. / Skripsie (MEd)--PU vir CHO, 1990
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/10339 |
| Date | January 1989 |
| Creators | Weideman, Antonie Gysbert |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | South African National ETD Portal |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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