Do National Senior Certificate (NSC) results predict first year optometry students academic performance at university?

Mashige, Khathutshelo Percy; Rampersad, Nishanee; Venkatas, Irene Sharon

doi:10.20853/28-2-348

Cited by 7 publications

(11 citation statements)

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“…These results are consistent with the findings from previous studies. 16,20,21,29 DISCUSSION a). R Squared = .768 (Adjusted R Squared = .402) b).…”

Section: Resultsmentioning

confidence: 99%

“…Although subject to some debate in the literature, 28,29 the predictive power of school-leaving results as a measure of students succeeding academically in universities continues to be used. A critical point is that student throughput rates for the above subjects continues to be low and therefore these subjects are identified as "at risk" at both faculty and university levels (as per email communication from K Parker in February 2019).…”

Section: Study Design and Samplingmentioning

confidence: 99%

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A preliminary inquiry on the association between pre-admission assessments and academic performance of first year dental technology students’ within a South African university of technology

2021

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The use of selection, diagnostic, proficiency, placement, admission, manual dexterity and aptitude tests can reportedly predict students’ academic success. Predictive admission procedures help to reduce dropout rates, improve academic performance, increase success rates, and selectively exclude applicants who are unlikely to be successful in the course. There is an absence of research, however, in this area of work in Dental Technology. To examine the association between pre-admission assessments and Dental Technology students’ academic performance in a South African University of Technology. A quantitative and cross-sectional study design was used. The target populations were the 2018 and 2019 first-year Dental Technology students. Retrospective data extracted from academic records and programme files were statistically analysed to measure the correlations against students’academic performance. Despite there being no significant differences between pre-admission tests and students’ academic performance, there were significant positive correlations between first year university subjects. There are indications of horizontal coherence between the discipline-specific subjects in the first-year Dental Technology curriculum. Examining the association between pre-admission tests and students’ academic results through to graduation, together with the horizontal and vertical alignments of all subjects in the undergraduate Dental Technology curriculum, can facilitate the learning pathways for students to succeed academically at universities.

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“…These results are consistent with the findings from previous studies. 16,20,21,29 DISCUSSION a). R Squared = .768 (Adjusted R Squared = .402) b).…”

Section: Resultsmentioning

confidence: 99%

Section: Study Design and Samplingmentioning

confidence: 99%

A preliminary inquiry on the association between pre-admission assessments and academic performance of first year dental technology students’ within a South African university of technology

2021

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“…The language policy at the University of the Witwatersrand is that all activities related to teaching and learning are in English. Achieving good or excellent results in the NSC English language subject does not automatically result in a proficient placing when writing the NBT (Bohlmann et al 2015 ) or relate to success in first year (Mashige, Rampersad & Venkatas 2014 ). Bohlman et al ( 2015 ) noted that students who achieved a good result (> 80%) in the NSC English Home Language or English First Additional Language had variable NBT AL results.…”

Section: Discussionmentioning

confidence: 99%

Predictors for the academic success of first-year physiotherapy students at a South African university

Mabizela

Roos

Myezwa

et al. 2020

South African Journal of Physiotherapy

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Background Numerous factors may influence academic performance and success in undergraduate physiotherapy programmes. Understanding these factors could assist with student selection and design of support structures. Objectives The objective of our study was to explore the amount of variance explained by the National Benchmark Test (NBT) and the National Senior Certificate (NSC) in passing the first year of study and to explore the association between the NBT performance bands and first-year progression outcome. Method The sample comprised 2013–2017 student cohorts. Hierarchical regression models were used to explore significant predictors for academic success in the first year of study. The chi-square test was used to assess the association between the NBT performance bands and the categorised progression outcome. Results The NBT domains explained 22% of the variance, R 2 = 0.229, F (3, 212) = 20.97, p = 0.000. The four NSC subjects accounted for 20% of the variance. All seven predicting variables contributed to 43% of the variance in the first year of study, R 2 = 0.435, F (7, 208) = 27.29, p = 0.000. Associations between NBT domains and GPA: quantitative literacy (Φ = 0.27; p < 0.000); academic literacy (Φ = 0.22; p < 0.000); mathematics (Φ = 0.18; p = 0.014). Conclusion Academic success is associated with academic factors as measured by the NBT and physical sciences matriculation results. Clinical implications Support programmes in the first year of study are needed to improve student performance and success such as additional tutorials and language enrichment programmes.

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“…This paper is focusing on students with good academic results prior entering university which seem to poor predictors of academic performance at the university. Mashige et al [28] also found a weak correlation between the scores in matric and the academic performance among the first year students.…”

Section: Literature On the Factors For Low Academic Achievementmentioning

confidence: 95%

“…For example, the mixed method study by Eiselen and Geyser [11, p. 119] found seven broad categories of deficits underpinning poor performance and hence high attrition or dropout rates of disadvantaged students from the universities. [28]. This paper is focusing on students with good academic results prior entering university which seem to poor predictors of academic performance at the university.…”

Section: Literature On the Factors For Low Academic Achievementmentioning

confidence: 99%

What is Right with the First Year Disadvantaged Students? Towards a Strength Based Perspective in Resolving Poor Academic Achievement in Science and Technology

Mkhize¹

2016

ujp

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The challenge facing South Africa's higher education is the poor academic performance of the disadvantaged university students. This leads to a low number of graduates. This is particularly prevalent in the field of science, engineering and technology. Research addressing this problem utilizes deficit models, which focus on what is lacking among students. This paper will argue for a strength based model in tackling the poor performance of first year students. The strength based model has its roots from positive psychology which seeks to focus on what is right, rather than what is wrong. Hence the paper will discuss the strengths the first year students possess. These are malleable self-identity and cognitive growth resulting from their developmental stage, their schoolhouse giftedness exhibited by their high school superior academic performance. And finally their positive coping styles from findings of research on coping styles of adolescents from different countries. The paper argues that these strengths can be utilised as the stepping stones to enhance achievement. The paper concludes by proposing for research that pays more attention and value the strengths the disadvantaged students have, as a strategy to resolve low academic achievement of the disadvantaged youth who enters university.

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Do National Senior Certificate (NSC) results predict first year optometry students academic performance at university?

Cited by 7 publications

References 0 publications

A preliminary inquiry on the association between pre-admission assessments and academic performance of first year dental technology students’ within a South African university of technology

A preliminary inquiry on the association between pre-admission assessments and academic performance of first year dental technology students’ within a South African university of technology

Predictors for the academic success of first-year physiotherapy students at a South African university

What is Right with the First Year Disadvantaged Students? Towards a Strength Based Perspective in Resolving Poor Academic Achievement in Science and Technology

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