The early identification of academic support needs of first year university engineering drawing students in a multicultural society

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dc.contributor.advisorRochford, Kevinen_ZA
dc.contributor.authorMillroy, Wendyen_ZA
dc.date.accessioned2016-03-09T09:01:41Z
dc.date.available2016-03-09T09:01:41Z
dc.date.issued1985en_ZA
dc.descriptionBibliography: pages 125-132.en_ZA
dc.description.abstractBatteries of exercises requiring visualization in three dimensions were administered to more than 900 freshmen engineering students at the University of Cape Town in 1983, 1984 and 1985, and at the Cape Technikon in 1985. They were found to be consistently powerful predictors of performance in the midyear and final first year engineering drawing examinations. The cultural populations under consideration consisted of students classified by statute as "Black", "White" and "Coloured". By law most pupils in each ethnic group are educated within separate education systems in South Africa. Cultural differences existing between ethnic groups tend to be reinforced by these three different education systems and by socio-economic classes which tend to be distributed along racial lines. Although individual students with gross spatial disabilities were identified in all three ethnic groups, the cross-cultural study carried out in this investigation illustrates the significant differences in the mean performances of students emerging from the three different education systems both in the spatial batteries and in the first year engineering drawing course at UCT. These differences are discussed in terms of language problems, educationally disadvantaged backgrounds and cultural differences. The spatial batteries were found to be the best predictors of engineering drawing examination results at tertiary level irrespective of cultural group, and are proving to be particularly useful for identifying students urgently in need of special academic support in engineering drawing right from the commencement of their course.en_ZA
dc.identifier.apacitationMillroy, W. (1985). <i>The early identification of academic support needs of first year university engineering drawing students in a multicultural society</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Centre for Educational Research. Retrieved from http://hdl.handle.net/11427/17590en_ZA
dc.identifier.chicagocitationMillroy, Wendy. <i>"The early identification of academic support needs of first year university engineering drawing students in a multicultural society."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Centre for Educational Research, 1985. http://hdl.handle.net/11427/17590en_ZA
dc.identifier.citationMillroy, W. 1985. The early identification of academic support needs of first year university engineering drawing students in a multicultural society. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Millroy, Wendy AB - Batteries of exercises requiring visualization in three dimensions were administered to more than 900 freshmen engineering students at the University of Cape Town in 1983, 1984 and 1985, and at the Cape Technikon in 1985. They were found to be consistently powerful predictors of performance in the midyear and final first year engineering drawing examinations. The cultural populations under consideration consisted of students classified by statute as "Black", "White" and "Coloured". By law most pupils in each ethnic group are educated within separate education systems in South Africa. Cultural differences existing between ethnic groups tend to be reinforced by these three different education systems and by socio-economic classes which tend to be distributed along racial lines. Although individual students with gross spatial disabilities were identified in all three ethnic groups, the cross-cultural study carried out in this investigation illustrates the significant differences in the mean performances of students emerging from the three different education systems both in the spatial batteries and in the first year engineering drawing course at UCT. These differences are discussed in terms of language problems, educationally disadvantaged backgrounds and cultural differences. The spatial batteries were found to be the best predictors of engineering drawing examination results at tertiary level irrespective of cultural group, and are proving to be particularly useful for identifying students urgently in need of special academic support in engineering drawing right from the commencement of their course. DA - 1985 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1985 T1 - The early identification of academic support needs of first year university engineering drawing students in a multicultural society TI - The early identification of academic support needs of first year university engineering drawing students in a multicultural society UR - http://hdl.handle.net/11427/17590 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17590
dc.identifier.vancouvercitationMillroy W. The early identification of academic support needs of first year university engineering drawing students in a multicultural society. [Thesis]. University of Cape Town ,Faculty of Humanities ,Centre for Educational Research, 1985 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17590en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentCentre for Educational Researchen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducation, Higher - South Africaen_ZA
dc.subject.otherEngineering students - South Africaen_ZA
dc.titleThe early identification of academic support needs of first year university engineering drawing students in a multicultural societyen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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