Measuring the success of an academic development programme: a statistical analysis

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dc.contributor.authorSmith, Leonard Cen_ZA
dc.date.accessioned2014-11-29T17:33:26Z
dc.date.available2014-11-29T17:33:26Z
dc.date.issued2009en_ZA
dc.description.abstractThis article uses statistical analysis to estimate the impact of first-year academic development courses in microeconomics, statistics, accountancy, and information systems, offered by the University of Cape Town's Commerce Academic Development Programme, on students' graduation performance relative to that achieved by mainstream students. The data for four cohorts, covering the years 1999–2002 is pooled. The results suggest that membership of the academic development programme enables students to out-perform their peers on the mainstream controlling for a number of independent variables, and that the positive effect of the first-year courses on graduation performance is particularly pronounced for African students. The implications of these findings for higher education in South Africa are considered.en_ZA
dc.identifier.apacitationSmith, L. C. (2009). Measuring the success of an academic development programme: a statistical analysis. <i>South African Journal of Higher Education</i>, http://hdl.handle.net/11427/9833en_ZA
dc.identifier.chicagocitationSmith, Leonard C "Measuring the success of an academic development programme: a statistical analysis." <i>South African Journal of Higher Education</i> (2009) http://hdl.handle.net/11427/9833en_ZA
dc.identifier.citationSmith, L. 2009. Measuring the success of an academic development programme: a statistical analysis. South African Journal of Higher Education.en_ZA
dc.identifier.issn1011-3487en_ZA
dc.identifier.ris TY - Journal Article AU - Smith, Leonard C AB - This article uses statistical analysis to estimate the impact of first-year academic development courses in microeconomics, statistics, accountancy, and information systems, offered by the University of Cape Town's Commerce Academic Development Programme, on students' graduation performance relative to that achieved by mainstream students. The data for four cohorts, covering the years 1999–2002 is pooled. The results suggest that membership of the academic development programme enables students to out-perform their peers on the mainstream controlling for a number of independent variables, and that the positive effect of the first-year courses on graduation performance is particularly pronounced for African students. The implications of these findings for higher education in South Africa are considered. DA - 2009 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 - 2009 SM - 1011-3487 T1 - Measuring the success of an academic development programme: a statistical analysis TI - Measuring the success of an academic development programme: a statistical analysis UR - http://hdl.handle.net/11427/9833 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9833
dc.identifier.vancouvercitationSmith LC. Measuring the success of an academic development programme: a statistical analysis. South African Journal of Higher Education. 2009; http://hdl.handle.net/11427/9833.en_ZA
dc.language.isoengen_ZA
dc.publisherUnisa Pressen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceSouth African Journal of Higher Educationen_ZA
dc.source.urihttp://dx.doi.org/10.4314/sajhe.v23i5.48813 en_ZA
dc.titleMeasuring the success of an academic development programme: a statistical analysisen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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