The effect of selected academic development programmes on the academic performance of academic development students at a South African university : an empirical study.

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dc.contributor.advisorCase, Jennien_ZA
dc.contributor.advisorFraser, Duncanen_ZA
dc.contributor.advisorVan Walbeek, Cornéen_ZA
dc.contributor.advisorRanchhod, Vimalen_ZA
dc.contributor.authorSmith, Leonard Cowperen_ZA
dc.date.accessioned2015-01-08T20:05:19Z
dc.date.available2015-01-08T20:05:19Z
dc.date.issued2012en_ZA
dc.descriptionIncludes abstract.en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThe case studies that make up this thesis cover the three largest academic development programmes at the University of Cape Town. A variety of statistical methods are used to estimate the effect of educational interventions in selected first- and second-year academic development courses on the academic performance of academic development students in these courses and through to graduation, relative to mainstream students. In general, research in this area in South Africa and internationally has been characterised by small sample sizes and a lack of statistical rigour. Few studies control for the range of independent variables that can affect students’ academic performance, in addition to the academic development programme or course, and the great majority ignore the sampleselection problem that arises in the selection of students for academic development and mainstream programmes. The theoretical rationale underpinning this thesis is informed by the postpositivist and evidence-based approaches to empirical investigation. Demographic, academic and other data for some 9000 students for the years 1999?2005 was obtained from the university’s data base and academic departments. Statistical techniques including multivariate analysis and propensity score matching are used in an attempt to finesse the problems associated with the use of non-experimental data as students are selected into different courses and programmes.en_ZA
dc.identifier.apacitationSmith, L. C. (2012). <i>The effect of selected academic development programmes on the academic performance of academic development students at a South African university : an empirical study</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/11803en_ZA
dc.identifier.chicagocitationSmith, Leonard Cowper. <i>"The effect of selected academic development programmes on the academic performance of academic development students at a South African university : an empirical study."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2012. http://hdl.handle.net/11427/11803en_ZA
dc.identifier.citationSmith, L. 2012. The effect of selected academic development programmes on the academic performance of academic development students at a South African university : an empirical study. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Smith, Leonard Cowper AB - The case studies that make up this thesis cover the three largest academic development programmes at the University of Cape Town. A variety of statistical methods are used to estimate the effect of educational interventions in selected first- and second-year academic development courses on the academic performance of academic development students in these courses and through to graduation, relative to mainstream students. In general, research in this area in South Africa and internationally has been characterised by small sample sizes and a lack of statistical rigour. Few studies control for the range of independent variables that can affect students’ academic performance, in addition to the academic development programme or course, and the great majority ignore the sampleselection problem that arises in the selection of students for academic development and mainstream programmes. The theoretical rationale underpinning this thesis is informed by the postpositivist and evidence-based approaches to empirical investigation. Demographic, academic and other data for some 9000 students for the years 1999?2005 was obtained from the university’s data base and academic departments. Statistical techniques including multivariate analysis and propensity score matching are used in an attempt to finesse the problems associated with the use of non-experimental data as students are selected into different courses and programmes. DA - 2012 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 T1 - The effect of selected academic development programmes on the academic performance of academic development students at a South African university : an empirical study TI - The effect of selected academic development programmes on the academic performance of academic development students at a South African university : an empirical study UR - http://hdl.handle.net/11427/11803 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/11803
dc.identifier.vancouvercitationSmith LC. The effect of selected academic development programmes on the academic performance of academic development students at a South African university : an empirical study. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2012 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/11803en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEngineering and the Built Environmenten_ZA
dc.titleThe effect of selected academic development programmes on the academic performance of academic development students at a South African university : an empirical study.en_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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