Is the SATAP test an indicator of academic preparedness for first year university students?

Scholtz, Desiree; Allen-Ile, Charles

doi:10.4314/sajhe.v21i7.25752

Cited by 4 publications

(5 citation statements)

References 6 publications

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“…In one of the most detailed statistical studies of ten higher education institutions by the HERD-SA project group (Lourens et al 2007), matric results were found to correlate significantly with university performance, but a number of other factors were more significant in a regression model to predict success. Studies that include matric marks alongside university support modules generally find that the support modules at university are better predictors of academic success than matric marks (Eiselen and Geyser 2003;Eiselen et al 2007;Scholtz and Allen-Ile 2007). It seems that matric marks do correlate with performance, but once other variables are included, the marks are not so strongly predictive anymore.…”

Section: Introductionmentioning

confidence: 90%

“…In a number of studies, matric marks for the home language and/or English Second Language are identified as an important predictor of academic success in different university subjects (Barnes et al 2009;Eiselen and Geyser 2003). Language is also an important part of the assessment of potential in the alternative admissions approaches adopted at Wits (Enslin et al 2006) and CPUT (Scholtz and Allen-Ile 2007), while it is also used for placement in various support programmes after admissions.…”

Section: Introductionmentioning

confidence: 98%

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The language issue and academic performance at a South African University

Rooy

2015

Southern African Linguistics and Applied Language Studies

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Academic performance at universities in South Africa is a cause of concern. It is widely acknowledged that there are a variety of factors that contribute to poor academic performance, but language is regarded as one of the most important issues in this discussion. In this article, the relationship between language and academic performance at a South African university for the first-year group in 2010 (n = 900) is investigated, taking their performance in their second (2011) and third (2012) year into account. The authors review: (a) the relationships between measures of language ability (matric scores, and scores on university placement tests like the NBT and TALL/TAG); and (b) the relationship between these language measures, performance in courses offered by universities to support students and general academic success indicators to investigate the language issue and academic performance at university. The main findings of the study are: (a) matric average results above 65% are useful to predict academic success at university; matric average results below 65% cannot be used with confidence to predict success at university; (b) language measures (e.g. matric language marks, and scores on academic literacy tests used by some universities) are not good predictors of academic success at university; (c) there are strong positive relationships between the academic literacy components in the NBT and TALL/TAG; and (d) scores achieved in academic literacy modules are good predictors of academic success. The implications of these findings are discussed in the context of strategic decisions that academic managers should consider when they reflect on the language issue and its impact on academic performance at South African universities.

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Section: Introductionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 98%

The language issue and academic performance at a South African University

Rooy

2015

Southern African Linguistics and Applied Language Studies

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“…It is an achievement test, with elements based on the National Senior Certificate (NSC) curriculum. It was designed to provide an improved selection tool for universities, and replaced the Standardised Assessment Test for Access and Placement (SATAP) which was widely used by institutions as one measure for selecting undergraduate candidates (Scholtz and Allen-Ile, 2007). The NBT now supplements secondary school results in determining which students are offered a place in the highly competitive university sector.…”

Section: General Admissions Tests As a Supplementary Criteria For Entrymentioning

confidence: 99%

The impact of accreditation on the reform of study programmes in Germany

Suchanek¹,

Pietzonka²,

Künzel³

et al. 2012

Higher Education Management and Policy

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This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

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“…have therefore reiterated that entry-level assessments, such as diagnostic, proficient, placement and manual dexterity tests are required in the current educational climate. [2][3][4][5][6][7] There are ongoing debates on the extent to which selection, diagnostic, proficiency, placement, admission, manual dexterity, and aptitude tests can predict student academic success. [8][9][10][11][12][13][14][15] Arguably, predictive admission procedures can reduce dropout rates, improve academic performance, increase success rates, and selectively exclude applicants who are unlikely to be successful in the course.…”

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confidence: 99%

“…Furthermore, the results could provide early insights on students' intellectual and academic profiles, which according to Scholtz and Allen-IIe "act as a basis for curriculum design". 2 A post-positivism (or logical empiricism) paradigm within a quantitative and descriptive cross-sectional study design was used. The purpose of cross-sectional studies is to ascertain the "prevalence of a phenomenon, situation, problem, attitude or issue, by taking a cross-section of the population".…”

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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 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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Is the SATAP test an indicator of academic preparedness for first year university students?

Cited by 4 publications

References 6 publications

The language issue and academic performance at a South African University

The language issue and academic performance at a South African University

The impact of accreditation on the reform of study programmes in Germany

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

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