Enkele voorspellers van die akademiese prestasie van eerste- jaarstudente in drie- en vierjaar- kurrikulums

Abstract

Low success rates at South African higher education institutions instigated renewed interest in the predictors of academic performance. This study article investigates academic and psychosocial predictors of academic performance of first-year students in three- and four-year curricula. In combination, the predictors explain 20.2% of the variance in academic performance. For three-year-curriculum students, academic factors (Grade 12 performance, language proficiency) provide a significant explanation. This does not apply to four-year-curriculum students, where psychosocial factors (parents’ education level) play a role. Admission to higher education based on Grade 12 performance and language proficiency appears to be justified, but is less accurate for four-year-curriculum students.