Enkele voorspellers van die akademiese prestasie van eerste- jaarstudente in drie- en vierjaar- kurrikulums

Abstract

English: Low success rates at South African higher education institutions instigated renewed interest in the predictors of academic performance. This study article investigates academic and psychosocial predictors of academic performance of first-year students in three- and four-year curricula. In combination, the predictors explain 20.2% of the variance in academic performance. For three-year-curriculum students, academic factors (Grade 12 performance, language proficiency) provide a significant explanation. This does not apply to four-year-curriculum students, where psychosocial factors (parents’ education level) play a role. Admission to higher education based on Grade 12 performance and language proficiency appears to be justified, but is less accurate for four-year-curriculum students.

Afrikaans: In die lig van lae sukseskoerse aan Suid-Afrikaanse hoëronderwysinstellings het hernude belangstelling in die voorspellers van akademiese prestasie ontwikkel. Hierdie studie ondersoek akademiese en psigososiale voorspellers van die akademiese prestasie van eerstejaarstudente in drie- en vierjaarkurrikulums. Gesamentlik verklaar die voorspellers 20.2% van die variansie in akademiese prestasie. Vir studente in die driejaarkurrikulum bied akademiese faktore (Graad 12 prestasie, taalvaardigheid) ’n betekenisvolle verklaring. Dit geld egter nie vir vierjaarkurrikulumstudente nie, waar psigososiale faktore (ouers se opleidingsvlak) ’n rol speel. Toelating tot hoëronderwys gebaseer op Graad 12-prestasie en taalvaardigheid blyk dus verantwoordbaar te wees, maar is minder akkuraat by vierjaarkurrikulumstudente.