Mathematics: a powerful pre- and post-admission variable to predict success in engineering programmes at a University of Technology
Loading...
Date
2013
Authors
Van Wyk, Barend
Hofman, Wiecher
Louw, Cecilia
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
Although student attrition and retention are researched all over the world, there is no
final formula available to ensure academic success for selected students. The purpose
is to share research undertaken at the Tshwane University of Technology (TUT) in
order to investigate the role of mathematics in student achievement and retention in
National Diploma engineering programmes. This study contributes to the identification
of key aspects that exercise an influence on success at a University of Technology
(UoT) in a country where students have diverse schooling experiences. An ex post
facto study was carried out on a sample drawn from the first-time-entering National
Diploma cohorts of 2009 and 2010 to determine a possible correlation between
their National Senior Certificate (Grade 12) mathematics performance and their
first semester mathematics performance, or with their first semester mathematics
performance and the number of subjects passed after two years of study. The results
indicate that the performance in Mathematics I has a better predictive value than
any other variable investigated. The performance in Mathematics I may therefore be
used as part of an early warning system for dropping out and in determining the size
and nature of the support structures needed. Mathematics performance during the
first semester at TUT is a significant determinant of academic success for National
Diploma students in engineering disciplines.
Description
Keywords
Admission, Selection, Higher education, Mathematics, Prediction of success, Academic exclusion
Citation
Van Wyk, B., Hofman, W., & Louw, C. (2013). Mathematics: a powerful pre-and post-admission variable to predict success in engineering programmes at a University of Technology. Perspectives in Education, 31(4), 114-128.