Browsing by Author "Mutakwa, Darlington"

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    Analysis of the projected parity progression ratio method using two successive censuses
    (2013) Mutakwa, Darlington; Moultrie, Tom
    The objective of this study is to assess how well the projected parity progression ratio method works when applied to two successive censuses or Demographic Health Surveys. Four countries, namely Malawi, Zimbabwe, Cambodia and Panama, each with two recent censuses which are ten years apart, are used. Each of the census and survey used is taken through a data quality assessment process to check for inconsistencies. Using age-order specific fertility rates derived from births in the past year, parity progression ratios are projected to the next census.
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    School-leaving and university entrance assessments in explaining performance in Engineering studies
    (South African Society for Engineering Education, 2018-02-16) Prince, Robert
    Only about 40% of South African first-time entering Engineering cohorts graduate within five years. An argument has been made that selection mechanisms will be needed to identify students who have the prior knowledge and ability needed to succeed in regular programmes and that selection tools such as Grade 12 results and other nationally or locally designed placement tests, such as the National Benchmark Tests (NBTs), be used for this purpose. The NBTs are a set of optional standardised tests that assess whether first-time applicants to South African universities are ready for the academic demands of tertiary education. The contribution of the NBTs to admission and placement has been investigated by a number of authors who have examined their effectiveness at forecasting success and for determining the need for additional academic support. None of these studies have focussed on Engineering or used dominance analysis as a method. This study focusses on cohorts from the Engineering and the Built Environment Faculty at a South African University. It uses linear regression and dominance analysis as well as categorical methods to investigate the contributions made by the national assessments in explaining higher education performance to inform Engineering admission, especially placement, policies as well as curriculum practices. The value of this information has significant potential to enhance retention and graduation if used appropriately. If South African universities are to continue to provide access, redress and success, particularly to students from socio-economically disadvantaged backgrounds, they should consider not only students’ school-leaving performance but also their strengths and weaknesses as diagnosed through the NBTs.