Academic and quantitative literacy in higher education: Relationship with cognate school-leaving subjects

Prince, Robert; Frith, Vera; Steyn, Sanet; Cliff, Alan

doi:10.20853/35-3-3943

Cited by 8 publications

(8 citation statements)

References 24 publications

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“…The dependent variable was the average of first-year courses. This made it possible to compare and report the R 2 coefficients of the NBT domains, the R 2 change after adding the NSC subjects and the combination of variance explained by all predicting variables [24]. Unstandardised (B) and standardised (β) regression coefficient levels for each variable were examined and reported.…”

Section: Discussionmentioning

confidence: 99%

“…[23] These two assessments differ in their purpose, design, and intention. [24] The NBT is a criterion-referenced test designed to assess students' entry-level skills in three domains: NBT mathematics (NBT MAT), NBT academic literacy (NBT AL) and NBT quantitative literacy (NBT QL). NBT MAT tests prospective students' understanding of mathematical concepts related to mathematics, physics, and chemistry.…”

Section: South African Schooling and Higher Education Systemmentioning

confidence: 99%

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Selection tests and their predictive value in university nursing students’ success in the first year of study

2023

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Background Academic performance factors, such as school-leaving grades and other academic indicators for selection, play a significant role in student success. The study aimed to determine the best predictors of academic success in the first year of study for nursing studies at a South African university using three National Benchmark Test (NBT) domains and four National Senior Certificate (NSC) subjects. Methods We conducted a retrospective review of the admission data of first-time students (n = 317), enrolled on the Bachelor of Nursing between 2012 and 2018. Hierarchical regression was used to explore important variables predicting success in the first year of study. Cross tabulations were used to determine the association between progression outcome, proficiency levels of the NBT and school quintiles. Results All predicting variables explained 35% of the variance in the first year of the study. The NBT MAT (Mathematics), Academic literacy (AL), and NSC’s Life Sciences were statistically significant predictors for passing the first year. Analysis of progression outcomes by the NBT proficiency levels suggests that most students begin studies with lower entry-level skills than required, which hinders academic progress. No major differences in academic performance were observed for the students who attended different quintiles. Conclusion Selection test results predict areas where students are likely to encounter difficulties and inform the interventions needed to achieve academic success. There may be serious implications for students admitted with low entry-level skills in variables predicting academic success and they would need tailored academic interventions to improve their grasp of mathematical and biological concepts and their ability to read, think and reason.

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Section: Discussionmentioning

confidence: 99%

Section: South African Schooling and Higher Education Systemmentioning

confidence: 99%

Selection tests and their predictive value in university nursing students’ success in the first year of study

2023

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“…Included in the content of this quantity is the ability to reason quantitatively, present something in numbers, perform systematic calculations. According to Prince et al (2021), the ability students need in quantitative literacy is the ability to: (a) identify and express relationships in an effective symbolic form, (b) use computational tools to process information, and (c) interpret results this calculation.…”

Section: Discussionmentioning

confidence: 99%

Mathematical Literacy Ability and Metacognitive Characteristics of Mathematics Pre-Service Teacher

Laamena

Laurens

2021

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This study aims to determine the characteristics of students' metacognition in solving mathematical literacy problems. The metacognitive traits explored are related to awareness in planning, monitoring, and evaluating the design of the thinking process used. The research method used is a mixed-method (sequential explanatory), which uses quantitative research results to conduct qualitative research. The research subjects were 80 early semester students who took the literacy test and chose six respondents representing the upper, middle, and lower groups, with two people in each group to be interviewed. The results showed that the mathematical literacy skills of prospective teachers were at a low level. Metacognitive characteristics that appear in the low group are (1) realizing that the solution of strategy is not right but not improved; (2) planning to develop a settlement strategy, but are not sure, (3) do not carry out the re-check process, and (4) do not believe what is being thought and do not understand the concept. Metacognitive traits in the middle group are (1) aware of what they are thinking, (2) consciously plan various strategies to improve thinking accuracy, but do not always use these strategies, (3) tend to monitor the thinking process, and (4) show tendency to master the basic mathematical concepts of the problems at hand.The characteristics of metacognition in the high group during problem-solving are (1) Using various strategies to demonstrate or improve the accuracy of thinking (sketching, drawing), (2) Analyzing the problem before solving it, and (3)Understanding and mastering the mathematical concepts that underlie the problem which is given.

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“…Consequently, there is a growing body of research that stems from these different uses. Some have investigated student performance in the three domains and variables that may influence and/or explain these trends (Prince & Frith, 2020) or compared NBT results to performance on exit-level examinations, such as the National Senior Certificate (Prince et al, 2021). Other studies have looked at the use of these results for placement and selection for particular programmes and fields of studies (Mabizela & George, 2020) or how teaching and learning practices should respond to the performance trends that have been observed (Cliff, 2015;Nel, 2020;Steyn et al, 2020).…”

Section: The Use Of Nbtsmentioning

confidence: 99%

High-stakes online assessments: A case study of National Benchmark Tests during COVID-19

Sango

Prince

Steyn

et al. 2022

PiE

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Owing to the COVID-19 pandemic, paper-based delivery of the National Benchmark Tests (NBTs) was not possible during the 2020 testing cycle. The NBTs, being a large-scale national assessment project, did not have alternative options, other than to offer the tests online. Moving these high-stakes tests online meant that certain considerations had to be considered to retain the credibility and security of the tests, without compromising the validity and reliability of the scores. Digitising the paper-based NBTs required an innovative, flexible and robust solution, which promotes fairness and ensures the quality of testing is maintained, while in many ways remains comparable to the paper-based implementation. To deliver the NBTs online, the following important considerations needed to be addressed: test security and integrity, test candidate identification processes, the prevention of dishonest behaviour, test scheduling and timing and technical support. The online testing solution chosen integrates the following aspects: it 1) enables all candidates to take the same test at the same time; 2) ensures the quality and similarity in experience of test delivery for all candidates as far as possible; 3) prevents candidates from accessing other applications and devices during the test; 4) enables proctoring before, during and after the tests to encourage appropriate behaviour similar to that expected during paper-based tests; 5) provides live support to assist candidates to deal with technical challenges and to guide them through the test sessions and 6) processes and presents data and scores in the same way as for the paper-based tests. In this article, we analyse the integration and complexity of the online NBTs solution, the opportunities and challenges associated with this form of delivery and reflect on test candidates' and the team's experiences. We discuss components of online assessment and wish to argue that this is also relevant to high-stakes course assessments. This case study should help to refine the scope of further research and development in the use of online high-stakes assessments.

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Academic and quantitative literacy in higher education: Relationship with cognate school-leaving subjects

Cited by 8 publications

References 24 publications

Selection tests and their predictive value in university nursing students’ success in the first year of study

Selection tests and their predictive value in university nursing students’ success in the first year of study

Mathematical Literacy Ability and Metacognitive Characteristics of Mathematics Pre-Service Teacher

High-stakes online assessments: A case study of National Benchmark Tests during COVID-19

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