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

Abstract

This study is founded on the hypothesis that there is a correlation between certain cognitive factors namely the final std. 10 examination mark and aptitude as measured by the Senior Aptitude Test ( RSA) on the 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 the final examination in AFN 3 at the PU for CHE in 1983. These students were 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 was mainly concentrated on those cognitive factors which could influence study in general and academic achievement in tertiary study in particular. In general it appeared that authoritative researchers are of the opinion that aptitude (as measured by the different aptitude tests) is significant in the prediction of academic achievement and that the final matriculation examination is, of all cognitive factors, the best indicator of academic achievement. Secondly an empirical study was undertaken (chapter 4). Data for this study was obtained from the Statistical Consultation Service of the PU for CHE. Upon enrolment at the university a certain number of 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 the ensuing 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 connection with the achievement in AFN 3 of the said test group. By using BMDP 9 R - and SAS computer programmes intercorrelations were calculated and multiple regression analysis were done in order to calculate the contribution of individual variables and combinations of variables 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 only 17,7% of the variance in AFN 3 and the best application is to be found in 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 individual and combined independent variables on the dependent variables is so low that it holds no practical value for the indication of academic achievements. The role of high and low std. 10 achievement as individual independent variables combined with SAT 1-10 in the variance of AFN 3 was inquired into. In a step-by-step regression analysis was found that low std. 10 achievement and SAT 1-10 represent 53,4% of the achievement variance in AFN 3 and low std. 10 achievement combined with SAT 1, 5, 7 and 10 represent 45,6% of the variance in AFN 3. (Appendix J and K). It can be assumed that a differential application of std. 10 achievement can represent significant results in the search for predictors of academic achievement.