Quantitative literacy of school leavers aspiring to higher education in South Africa

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dc.contributor.authorPrince, Robert
dc.contributor.authorFrith, Vera
dc.date.accessioned2017-09-11T07:23:32Z
dc.date.available2017-09-11T07:23:32Z
dc.date.issued2016
dc.description.abstractIt is important for higher education educators to understand the quantitative literacy (QL) competencies of incoming students, in order to make appropriate assumptions about prior knowledge and to design suitable curricula. In this article we analyse the results of a National Benchmark Tests project’s (NBTP) QL test written by a large cohort of prospective applicants to higher education, in order to contribute to this understanding. A large proportion of these candidates were unable to cope with quantitative literacy demands of the kinds commonly encountered in higher education. More than half of candidates need some kind of supplementary QL support and at least 30 per cent require extensive support. Candidates’ performance on subgroups of the QL test items and on individual items provides further insights into particular strengths and weaknesses. The results highlight that opportunities for the development of QL competencies should be found and these should be integrated into disciplinary teaching.en_ZA
dc.identifier.apacitationPrince, R., & Frith, V. (2016). Quantitative literacy of school leavers aspiring to higher education in South Africa. <i>South African Journal of Higher Education</i>, http://hdl.handle.net/11427/25139en_ZA
dc.identifier.chicagocitationPrince, Robert, and Vera Frith "Quantitative literacy of school leavers aspiring to higher education in South Africa." <i>South African Journal of Higher Education</i> (2016) http://hdl.handle.net/11427/25139en_ZA
dc.identifier.citationFrith, V. and Prince, R. (2016) Quantitative literacy of school leavers aspiring to higher education in South Africa: lessons from the South African National Benchmark quantitative literacy test. South African Journal of Higher Education . Vol 30(1) pp. 138-161.en_ZA
dc.identifier.ris TY - Journal Article AU - Prince, Robert AU - Frith, Vera AB - It is important for higher education educators to understand the quantitative literacy (QL) competencies of incoming students, in order to make appropriate assumptions about prior knowledge and to design suitable curricula. In this article we analyse the results of a National Benchmark Tests project’s (NBTP) QL test written by a large cohort of prospective applicants to higher education, in order to contribute to this understanding. A large proportion of these candidates were unable to cope with quantitative literacy demands of the kinds commonly encountered in higher education. More than half of candidates need some kind of supplementary QL support and at least 30 per cent require extensive support. Candidates’ performance on subgroups of the QL test items and on individual items provides further insights into particular strengths and weaknesses. The results highlight that opportunities for the development of QL competencies should be found and these should be integrated into disciplinary teaching. DA - 2016 DB - OpenUCT DP - University of Cape Town J1 - South African Journal of Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - Quantitative literacy of school leavers aspiring to higher education in South Africa TI - Quantitative literacy of school leavers aspiring to higher education in South Africa UR - http://hdl.handle.net/11427/25139 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/25139
dc.identifier.vancouvercitationPrince R, Frith V. Quantitative literacy of school leavers aspiring to higher education in South Africa. South African Journal of Higher Education. 2016; http://hdl.handle.net/11427/25139.en_ZA
dc.languageengen_ZA
dc.publisherSouth African Journal of Higher Educationen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceSouth African Journal of Higher Educationen_ZA
dc.source.urihttp://www.journals.ac.za/index.php/sajhe/index
dc.subject.otherquantitative literacy
dc.subject.otherNational Benchmarks Tests
dc.subject.otheruniversity applicants
dc.subject.otherdiagnostic assessment
dc.subject.othercurriculum
dc.subject.otherquantitative literacy proficiency
dc.titleQuantitative literacy of school leavers aspiring to higher education in South Africaen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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