Success profiling: a methodological perspective on the interactive nature of success predictors on student performance at an open and distance learning institution

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dc.contributor.authorMüller, Hélène
dc.contributor.authorSwanepoel, Elana
dc.contributor.authorDe Beer, Andreas
dc.date.accessioned2016-07-21T07:01:22Z
dc.date.available2016-07-21T07:01:22Z
dc.date.issued2010
dc.description.abstractThe drive to improve the academic performance of students at an open and distance learning (ODL) institution has resulted in the incorporation of a blended learning component, namely satellite classes, in the learning strategy to enhance the academic performance of first year diploma students in Business Management and Management. Monitoring this intervention to justify implementation costs (Mathur & Oliver, 2007:3) and effectiveness in relation to student performance is essential. Whereas an initial study confirmed a statistically significant relationship between satellite class attendance and academic performance, this study evaluated the interaction effect of satellite classes and additional, potential success predictors on academic performance by applying the Chi-square Automatic Interaction Detector (CHAID) methodology. This decision tree methodology described the interactive driving forces that impacted on student success. Satellite class intervention and biographical student attributes constituted the driving forces. The CHAID analysis enabled the profiling of successful and at-risk students. The decision tree algorithm mimics true life situations where various effects interactively and jointly influence and predict an outcome. The results showed that satellite class intervention as such was an effective and significant predictor of performance, but that the critical interacting nature of satellite class attendance and additional co-predictors, such as population group and type of matriculation certificate, considerably strengthened performance prediction.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationMuller, H., Swanepoel, E., & De Beer, A. (2010). Success profiling: A methodological perspective on the interactive nature of success predictors on student performance at an open and distance learning institution. Perspectives in Education, 28(2), 63-74.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3572
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectODLen_ZA
dc.subjectBlended learning interventionen_ZA
dc.subjectBusiness managementen_ZA
dc.subjectSuccess profileen_ZA
dc.subjectSatellite class attendanceen_ZA
dc.subjectStudent performanceen_ZA
dc.subjectThroughputen_ZA
dc.subjectDecision treesen_ZA
dc.subjectData partitioningen_ZA
dc.subjectCHAID analysisen_ZA
dc.subjectPopulation groupen_ZA
dc.subjectMatriculation certificateen_ZA
dc.subjectAgeen_ZA
dc.subjectAt-risk profileen_ZA
dc.titleSuccess profiling: a methodological perspective on the interactive nature of success predictors on student performance at an open and distance learning institutionen_ZA
dc.typeArticleen_ZA
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PiE 2010 Volume 28 Issue 2