Abstract
In view of the National Plan for Higher Education (Department of Education,
2001) that calls for an increased throughput of students at higher education
institutions within South Africa, a quantitative study was undertaken at a
particular higher education institution during 2005 to identify factors associated
with achievement in mathematics at entry level to tertiary studies. Factors
considered in this study pertained specifically to those that may facilitate the
introduction of intervention aimed at assisting students enrolled for mathematics
at tertiary level and who are at risk of failing.
Students admitted to either a degree or extended degree programme in science,
engineering and technology (SET) in 2005 at the higher education institution
constituted the target population. A survey was conducted at the onset of the
academic year among students in the target population providing written consent
to participate in the study. Three pen-and-paper questionnaires were
administered, i.e. a background questionnaire, a newly developed cognitive
instrument for the measurement of basic mathematical skills, including
mathematics language proficiency, and an adapted instrument, based on an
existing standardised instrument, the Study Orientation in Mathematics (SOM)
instrument (Maree, Prinsloo & Claassen, 1997), for the measurement of the
affective and behavioural domains related to the studying of mathematics.
Information regarding student achievement at the end of their first semester of
study was obtained from student academic records.
Background variables, in particular being an English second language (ESL)
student and having received home language tuition at school were shown to be
associated with the initial preparedness of students, i.e. their Grade 12
achievement. These variables did not, however, directly contribute towards the
prediction of achievement at entry level to the institution. The extent to which students have acquired basic mathematical skills, particularly mathematical
language proficiency (not necessarily reflected in their Grade 12 results) was
shown to contribute significantly towards the prediction of achievement in
mathematics at entry level. In addition, anxiety and attitude towards mathematics
and the utilisation of effective study behaviour were also shown to be associated
with achievement; the latter contributing significantly towards the prediction of
achievement at entry level for both degree and extended degree programme
students.
The findings culminated in recommendations for tertiary institutions, educators
and those embarking on future research relating to the theme in question. The
issue of measuring basic mathematical skills, including mathematical language
proficiency and study strategies of students studying towards careers in SET at
the onset of their studies and providing support to improve these, is emphasised.
Prof. J. Strauss