Faculty of Economic and Management Sciences

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Educational outcomes : pathways and performance in South African high schools
(Academy of Science of South Africa, 2012-03-14) Reddy, Vijay; Van der Berg, Servaas; Janse van Rensburg, Dean; Taylor, Stephen
We analysed the pathways and performances in mathematics of high (secondary) school students in South Africa using a panel-like data set of Grade 8 students who participated in the 2002 Trends in International Mathematics and Science Study (TIMSS) and who were tracked to Grade 12 examination data sets. We examined the relationship between TIMSS mathematics performance and reaching Grade 12, the selection of and performance in Grade 12 mathematics, and success rates in the matriculation examination. The progression of students from schools serving middle-class (Subsystem M) and poorer students (Subsystem P, the majority) was compared. Firstly, mathematics achievement scores in South Africa are low and different performance patterns were shown between the two subsystems. Secondly, students who started with similar Grade 8 mathematics scores had different educational outcomes 4 years later. In Subsystem M schools, Grade 8 mathematics scores were a good indicator of who would pass matric, whilst this relationship was not as strong in Subsystem P schools. Thirdly, there was a stronger association between TIMSS Grade 8 scores and subject choice of matric mathematics in Subsystem M schools than in Subsystem P schools. Fourthly, there was a strong correlation between Grade 8 mathematics performance and matric mathematics achievement. Mathematics performance in the earlier years predicted later mathematics performance. To raise exit level outcomes, mathematics scores need to be raised by Grade 8 or earlier. To improve educational and labour market outcomes, the policy priority should be to build foundational knowledge and skills in numeracy. © 2012. The Authors.
Evaluation of hope, courage, and love of learning as predictors of academic performance
(Stellenbosch : Stellenbosch University, 2023-03) Klue, Chevonne; Goosen, Susan; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology.
ENGLISH SUMMARY: Poverty, inequality, youth unemployment, and skills deficiency are four major challenges adversely affecting South Africa (Mubangizi, 2021). In addition, inadequate education systems and resources present further hurdles to disadvantaged students in meeting the strict entrance requirements of most universities. This, in turn, influences the employment opportunities of these individuals in the open labour market. Nevertheless, there are individuals who have utilised their specific character strengths to face situations of hardship and still succeeded (Peterson & Seligman, 2004). Non-cognitive constructs, such as character strengths, may add additional predictive value to that of cognitive ability (Akos & Kretchmar, 2017). This study aimed to examine the relationship between disadvantaged students’ levels of hope, courage (i.e., bravery, perseverance, zest, and honesty), love of learning and academic performance, whilst considering previous academic marks. This study utilised a cross-sectional research design with a convenience sample of N = 231 NSFAS students from the University of Stellenbosch. The VIA-120 measurement instrument was included in an online questionnaire to assess the relevant non-cognitive variables. Partial Least Squares Structural Equation Modelling (PLS-SEM) results supported three (3) of the six (6) hypothesised relationships. The findings of this research indicate that perseverance, love of learning, and matric average results individually have a direct positive relationship with academic performance. Considering the results of the current study, this research proposes that universities in South Africa should consider adapting their current admissions models to include both cognitive (i.e., matric average results) and non-cognitive (i.e., perseverance and love of learning) constructs. An amended admission model may provide the necessary support or encouragement for individuals from disadvantaged backgrounds to continue with higher education. It is thought that this amended model may bring about ongoing positive change in the South African educational and employment situation. This study concludes by recommending that schools and universities adopt approaches which allow for individuals to develop and build on their character strengths.
An investigation of the effects of school leadership on learners’ achievements in the Oshikoto Region: Education Directorate
(Stellenbosch : Stellenbosch University, 2017-03) Iileka, Malakia; Schwella, Lyzette; Stellenbosch University. Faculty of Economics and Management Sciences. School of Public Leadership.
ENGLISH ABSTRACT: School principals play a proactive role in the performance of teachers and learners. The type of leadership a school principal is using is an important factor that determines the way in which the school performs. The purpose of this study was to investigate the effect of school principals’ leadership styles in the performances of learners in the Oshikoto Region. The study sought to answer the following questions: (1) What are the effects of school leadership on learners’ achievement in the Oshikoto Region: Education Directorate? (2) What are the leadership characteristics and behaviours that affect learners’ achievement as perceived by principals and teachers in the Oshikoto Region? (3) What are the leadership styles that affect learners’ achievement in the Oshikoto Region? (4) What conclusions can the study draw and what recommendations can the study make regarding the effects of leadership on learners’ academic achievement in the Oshikoto Region? The study adopted a quantitative research design through the use of a questionnaire with closed-ended and open-ended questions which were administered to 140 teachers and 6 school principals who were all selected through a one-stage cluster sampling technique. Findings of the study show that principals in the Oshikoto Region are predominantly using autocratic and laissez-faire types of leadership. In addition, the study unveiled that poor supervisory techniques on the part of the principals and poor internal relations are main factors contributing to poor learners’ performance in school in the Oshikoto Region. The study recommended that school principals who do not have the right leaderhip training skills must be enrolled for appropriate leadership training. Furthermore, the study recommended that the Ministry of Education should continue working together with novice school principals to assist them in the deliberation of work in a bid to improve learners’ performance.
Moedertaalonderrig : moedersmelk vir rekeningkundestudente?
(LitNet, 2021) Dreyer, Jan; Ontong, Juan; Bruwer, Armand
In Suid-Afrika ontketen moedertaalonderrig gereeld ’n emosionele debat rondom die behoud van Afrikaans. Gegewe die huidige vaardigheidstekort, veral in rekeningkunde, en die feit dat Afrikaans en Engels nie die enigste amptelike tale is nie, word die verskil tussen moedertaalen niemoedertaalstudente se prestasie op tersiêre vlak ondersoek. In hierdie studie word moedertaalonderrig gedefinieer as tersiêre onderrig wat ontvang word in dieselfde taal as die student se huistaal (hetsy dit ’n Engelse student is wat in Engels studeer, of ’n Afrikaanse student wat in Afrikaans studeer). Niemoedertaalonderrig word gevolglik gedefinieer as tersiêre onderrig waar ’n student nie in dieselfde taal as sy of haar huistaal studeer nie. ’n Gebalanseerde benadering word in hierdie studie gevolg deur nie te fokus op net Afrikaanse studente wat in Engels studeer nie. Vorige navorsing het getoon dit blyk dat daar ’n minimale verskil is tussen die prestasie van universiteitstudente wat moedertaalonderrig ontvang, en dié van studente wat nie in hul moedertaal studeer nie. Die primêre navorsingsdoelwit was dus om te bepaal of daar ’n beduidende verskil in prestasie is van studente wat in hul moedertaal studeer teenoor studente wat in hul niemoedertaal onderrig ontvang. Hierdie studie brei uit op vorige navorsing deur drie opeenvolgende jare van rekeningkundestudie – wat as drie vlakke van moeilikheidsgraad beskou word – in ag te neem. Die sekondêre navorsingsdoelwit was om te bepaal of die moeilikheidsgraad ’n rol kan speel in die belangrikheid van moedertaalonderrig. ’n Totaal van 9 323 prestasiepunte oor ’n tydperk van vyf jaar (2014 tot 2018) vir drie opeenvolgende jaar van tersiêre onderrig in finansiële rekeningkunde is ontleed. Die studente is verdeel tussen diegene met hul huistaal dieselfde as die onderrigtaal (genoem die moedertaalstudente), terwyl die res as niemoedertaalstudente geklassifiseer is. ’n Ontleding van verskille (analysis of variance of ANOVA) en Fisher se toets vir minste beduidende verskille (least significant difference of LSD) is op die gemiddelde prestasiepunte van die studente uitgevoer – per jaar, en vir die module as geheel. In die eerste- en tweedejaarsmodules blyk dit dat daar geen statisties beduidende verskil was tussen die prestasie van moedertaal- en niemoedertaalstudente nie. Hierdie bevinding strook met vorige navorsing. Op derdejaarsvlak blyk dit dat daar wel ’n beduidende verskil is tussen moedertaal- en niemoedertaalstudente. Hierdie verskil is net beduidend op die algehele vlak (as al vyf jaar in ag geneem is), en nie op ’n jaar-tot-jaar grondslag nie. ’n Groter daling in die prestasie van niemoedertaalstudente (in vergelyking met moedertaalstudente) word waargeneem namate die moeilikheidsgraad toeneem. Die studie dui daarop dat moedertaalonderrig ’n groter rol speel in moeiliker modules as wat noodwendig die geval by inleidende modules is. Gegrond op hierdie bevindinge word aanbevelings aan universiteite en die Departement van Hoër Onderwys gemaak.
Predictors of examination success in the SAICA qualifying examinations
(Stellenbosch : Stellenbosch University, 2013-03) Dehrmann, Luiza; Malan, D. J.; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology.
ENGLISH ABSTRACT: The objective of the study was to identify predictors of success in the SAICA Board Examination. The study considered various personality states and traits, cognitive ability, learning and study strategies and academic progress as predictors of academic success of auditing trainees writing the SAICA board examinations in order to qualify as Chartered Accountants. A detailed literature review was undertaken which identified that academic success has successfully been predicted by the Big Five personality traits, cognitive ability, by elements of psychological capital more specifically hope, efficacy, resiliency and optimism. The literature also confirmed the successful prediction of academic success through prior learning achievements and the implementation of study and learning strategies. The research study was an ex post facto, quantitative and exploratory study. The study sample consisted of a group of 126 auditing trainees from three of the Big Four auditing firms who were preparing to write the Public Practice Examination (“PPE”). These students were assessed by means of a test battery consisting of the Basic Traits Inventory, which assessed personality traits, the Ravens Advanced Progressive Matrix, which tested cognitive ability, the Psychological Capital Questionnaire in order to test positive psychology states, and the Learning and Study Strategies Inventory to test a number of study and learning techniques. The study also gathered biographical information pertaining to past academic results in terms of third year accounting marks and results from their Certificate in the Theory of Accounting. The study identified hope and auditing as strong predictors of success in the PPE SAICA Board examination. It went further to investigate the predictors of success in the qualifications leading up to the PPE. The study confirmed that third year accounting results is a strong predictor of success at the Certificate in the Theory of Accounting (CTA) level. A number of personality states and traits, study and learning strategies and indices of prior academic success, proved to be good predictors of success in the QE1 and PPE SAICA Board Examinations. It further identified prior academic progression as a successful predictor of success in the PPE. The overall conclusion of the study was that the success of the PPE cannot be considered in isolation, but rather based on the identified predictors of personality states and traits, study and learning strategies and academic progress throughout the academic career of an aspiring Chartered Accountant.
The role of gamification in the facilitation of student engagement : an exploratory industrial psychology application
(Stellenbosch : Stellenbosch University, 2019-04) Adams, Samantha; Du Preez, Ronel; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology.
ENGLISH SUMMARY : Student engagement has been identified as a significant predictor of student success. With the current drive to improve student success and graduation rates in South African higher education institutions, the potential that enhanced student engagement and learning experiences hold for increasing student success provides a strong rationale for research in this area. One potential avenue for enhancing student engagement is gamification. The popularity of gamification as a learning tool to foster engagement has grown exponentially over the past decade. Gamification is understood as the application of game thinking and game design to non-game environments, products and services, e.g. education. The goal of gamification is to promote motivation and engagement, as well as provide an engaging experience in numerous contexts. Educational gamification holds much potential for supporting and enhancing authentic learning experiences. Despite the initial positive wave of research, more recent studies are reporting inconclusive or mixed results of the efficacy of gamification use in education. This emphasises the need for theoretical and rigorous empirical investigations of gamified interventions in education. In addition, the application of educational gamification to the development of student engagement and student success has received limited attention in the South African context. This study sought to propose a framework of educational gamification design principles for the facilitation of student engagement. The investigation was guided by the principles of the Design Based Research (DBR) approach. DBR is characterised by iterative cycles of analyses, design, evaluation and revision activities that serve to develop and improve teaching and learning technologies. Through this approach a gamified online learning environment was created, evaluated and revised, within two Industrial psychology modules, over three iterative cycles. The pragmatic paradigm supported the used of mixed methods in the examination of the influence that gamification had on student engagement. Qualitative focus group interviews were employed to elicit participant perspectives and experiences. Student engagement was also evaluated quantitatively through a questionnaire compiled to measure the dimensions of the construct (i.e. behavioural, emotional and cognitive engagement) and was used in a within-subjects experimental design. Supporting data was also collected through documentation, activity logs and website analytics. The findings supported the development of a framework of design principles and design guidelines derived from the design and evaluation process to develop the interventions. These principles and guidelines present key features and insights required for gamifying learning environments that facilitate student engagement. The findings also emphasised the dynamic interplay between the dimensions of student engagement as well as how they are influenced by game elements. Cross case comparisons highlighted the influence that factors such as enjoyment, context and group characteristics have on the perceived success and effective use of educational gamification. Even though limited support was found to corroborate clear casual effects of the gamified intervention on student engagement, the study demonstrated that educational gamification principles can facilitate student engagement - but must be carefully tailored, and seamlessly integrated with the learning environment. Most importantly, educational gamification can support and enhance behaviours that are conducive to learning, but require relevant and meaningful learning activities in combination with carefully considered reward and feedback mechanisms. The study provides practical and theoretical insights that are transferrable from the context in which it was conducted. This research also highlighted challenges and limitations associated with educational gamification usage and student engagement research and thus offered suggestions for avenues for further investigation.
Die verband tussen loopbaanvolwassenheid, rolbelangrikheid en akademiese prestasie : 'n verkennende studie
(AOSIS OpenJournal, 1993-06) Kotze, M. E.
The relationship between career maturity, role importance and academic performance: an exploratory study. Academically successful and -unsuccessful students were compared with regard to their career maturity, life role importance and work values. The experimental design provided for two matched groups. The subjects were 14 pairs of first year students in a career directed degree course. Academically unsuccessful students measured significantly higher with regard to participation in, commitment to and value expectations of their role as worker. The same group of students also measured more career mature with regard to decision-making, world-of-work information and career planning. No significant differences were found for work values. More research is necessary to confirm the possible explanations for the results.

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