• Login
    View Item 
    •   KovsieScholar Home
    • KovsieJournals
    • Acta Academica
    • AA 2013 Volume 45 Issue 3
    • View Item
    •   KovsieScholar Home
    • KovsieJournals
    • Acta Academica
    • AA 2013 Volume 45 Issue 3
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Learning potential and academic literacy tests as predictors of academic performance for engineering students

    Thumbnail
    View/Open
    academ_v45_n3_a7.pdf (215.5Kb)
    Date
    2013
    Author
    Schaap, Pieter
    Luwes, Monica
    Metadata
    Show full item record
    Abstract
    English: Students who obtain senior certificates in the South African schooling system cannot be assumed to be adequately prepared to meet the demands of tertiary education. This study aims to determine the criterion-related validity of a mathematical proficiency test from the Academic Aptitude Test Battery (AAT-maths), an English language proficiency test (ELSA) and a learning potential test (LPCAT) as predictors of the academic performance of engineering bursary students at tertiary institutions. The findings indicate that these tests have significant criterion-related validity and can improve the likelihood of selecting the most promising bursary students. However, the findings point towards the possibility that the tests or the criterion measure are differentially valid for different race groups.
     
    Afrikaans: Daar kan nie bloot aangeneem word dat studente wat in die Suid-Afrikaanse skolestelsel senior sertifikate verwerf het voldoende voorbereid is om aan die eise van tersiêre onderwys te voldoen nie. Die doel van hierdie studie is om die kriteriumverwante geldigheid van ’n wiskundige vaardigheidstoets wat deel vorm van die Akademiese Aanleg Toets battery (AAT-maths), ’n Engelse taalvaardigheidstoets (ELSA) en ’n leerpotensiaaltoets (LPCAT) as voorspellers van die akademiese prestasie van ingenieursbeursstudente aan tersiêre instellings te bepaal. Daar is bevind dat die toetse beduidende kriteriumverwante geldigheid toon en die kanse verbeter om die mees belowende beursstudente te keur. Die bevindinge dui egter ook op die moontlikheid dat die toetse of die kriteriummaatstaf differensieel geldig is vir verskillende rasgroepe.
     
    URI
    http://hdl.handle.net/11660/2930
    Collections
    • AA 2013 Volume 45 Issue 3

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback
     

     

    Browse

    All of KovsieScholarCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback