Theoretical perspectives on factors affecting the academic performance of students

Green Knowledge in Teaching and Learning in Higher Education: Evidence from a South African University

“…According to Dison and Pinto, disciplinary competence is developed through both cognitive competence and linguistic competence which forms the first pedagogical principle. This is supported by Chickering's seven vectors of student development and student retention theories (Chickering, 1969;Jama, Mapesela, & Beylefeld, 2008). The second principle is the promotion of language and learning competence in higher education.…”

The comparative performance of chartered accountancy students in South Africa: The impact of historical legacies

“…A pivotal issue appears to be that African students, who are taught in a second language at university level, continue to be compromised as a result of its influence on their cognitive ability and learning approach (Bangeni & Kapp, 2007;Paxton, 2007;Sulkowski & Deakin, 2009). In this regard, the entry-level performance of African students in South Africa's universities has been well documented (Hay, 2008;Jama et al, 2008); however, the longer term impact of these legacies has been less studied with respect to final year and post-university performance. The South African Institute of Chartered Accountants (SAICA) has been concerned for some time that its African students have been under-performing in the Part 1 Qualifying Examination (QE 1) that is written in the year following their completion of a fouryear accountancy degree.…”

The Impact of E-Learning on Student Performance: A Case Study of an Entry-Level Module at a South African University

“…However, online learning comes with its own deficiencies, such as, hindering the progression of low-income and underprepared students who may have difficulties accessing and using online materials (Jaggars, 2011). Thus, in developing countries such as South Africa specifically, students from previously disadvantaged backgrounds may fail to adapt to the demands of the university environment which consequently leads to high attrition rates (Jama et al, 2008).…”

“…The success of first-year students requires an appropriate orientation programme to prepare them for the university environment. In most cases first-year students are underprepared, and the most vulnerable are nontraditional students who come from poor families and are generally first-generation students (Brock, 2010;Jama, Mapesela, & Beylefeld, 2008;James, Krause, & Jennings, 2010). Very little literature has documented the impact of online learning platforms on student performance using secondary data.…”