Enkele kognitiewe faktore en akademiese prestasie van studente in Afrikaans–Nederlands

[摘要] This study is founded on the hypothesis that there is a correlationbetween certain cognitive factors namely the final std. 10 examinationmark and aptitude as measured by the Senior Aptitude Test ( RSA) onthe one hand, and academic achievement in Afrikaans- Nederlands 3(AFN 3) on the other.The test group for the study were the 64 students who wrote thefinal examination in AFN 3 at the PU for CHE in 1983. These studentswere mainly from the 1981 enrolment; a few had enrolled in 1980.The study progressed as follows:At first a literature study was undertaken (chapter 2) in which wasmainly concentrated on those cognitive factors which could influencestudy in general and academic achievement in tertiary study inparticular. In general it appeared that authoritative researchers areof the opinion that aptitude (as measured by the different aptitudetests) is significant in the prediction of academic achievement and thatthe final matriculation examination is, of all cognitive factors, the bestindicator of academic achievement.Secondly an empirical study was undertaken (chapter 4). Data forthis study was obtained from the Statistical Consultation Service ofthe PU for CHE. Upon enrolment at the university a certain numberof first year students are required to write psychometrical tests.Results of these tests (part of which is the Senior Aptitude Tests,tests 1-10) and the students' final examination results, as well as theensuing academic achievements are stored on computer.Thirdly, in an ex post facto approach eleven variables, namely SAT(1-10) and the final matriculation examination were brought in connectionwith the achievement in AFN 3 of the said test group.By using BMDP 9 R - and SAS computer programmes intercorrelationswere calculated and multiple regression analysis were done in order tocalculate the contribution of individual variables and combinations ofvariables to the variance in AFN 3 (chapter 5) .The results are as follows: (chapters 5 and 6)A combination of the abovementioned eleven variables represent only17,7% of the variance in AFN 3 and the best application is to be foundin the case of std. 10 and SAT 1 and 7, with a contribution of 12,5%to the variance in AFN 3. It is clear that the influence of individualand combined independent variables on the dependent variables is solow that it holds no practical value for the indication of academicachievements.The role of high and low std. 10 achievement as individual independentvariables combined with SAT 1-10 in the variance of AFN 3 was inquiredinto. In a step-by-step regression analysis was found that low std. 10achievement and SAT 1-10 represent 53,4% of the achievement variancein AFN 3 and low std. 10 achievement combined with SAT 1, 5, 7 and10 represent 45,6% of the variance in AFN 3. (Appendix J and K).It can be assumed that a differential application of std. 10 achievementcan represent significant results in the search for predictors of academicachievement.

[发布机构] North-West University