English language proficiency as an indicator of academic performance at a tertiary institution.
- Authors: Stephen, D.C. , Welman, J.C. , Jordaan, W.J.
- Date: 2004
- Subjects: English language proficiency , Academic success
- Type: Article
- Identifier: uj:5682 , http://hdl.handle.net/10210/2927
- Description: The aim of this investigation was to ascertain the impact of English language proficiency on academic success of first-year black and Indian students in human resources management at a tertiary institution. Students enrolled for the period between 1996 and 2002 were included in the study. Statistical tests of differences between means were conducted. Significantly, the Indian group exhibited superior English language proficiency levels, compared to their black counterparts. The hypothesis that English language proficiency is associated with academic success appears to be substantially correct.
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Work status as a predictor of academic performance in the field of distance higher education.
- Authors: Welman, J.C.
- Date: 2003
- Subjects: Academic success , Work status , CHAID analysis
- Type: Article
- Identifier: uj:6525 , http://hdl.handle.net/10210/2724
- Description: This article reports on the academic success of 13 590 Technikon SA students and the importance of their "work status" (employed/unemployed) in light of the co-operative education philosophy of technikons. The data was collected by means of the students’ registration records, and analysed using a CHAID-analysis. The results indicated that the variable "work status" features second last on the list of nine successful variables for predicting academic performance. Generally, it would appear that the employment practice for technikon students is not as important a requirement for academic success as the co-operative education philosophy would like it to be.
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The interrelationship between the work experience of distance education students, job satisfaction, and academic achievement.
- Authors: Welman, J.C. , Basson, P.A.
- Date: 1995
- Subjects: Practical experience , Organizational behaviour , Distance education students , Work experience , Job satisfaction , Academic achievement
- Type: Article
- Identifier: uj:6526 , http://hdl.handle.net/10210/2725
- Description: In terms of the cooperative education strategy of technikons, students are expected to do subject-relevant work in the industry/commerce to gain practical experience. The degree of subject-relevant work performed by 166 distance education students, and how this is related to their academic performance, was investigated. It was found that in contrast to older Afrikaans- and English-speaking male students, it was mainly students who speak a black language who do not gain subject-relevant work experience, have minimal job satisfaction and do not earn high marks in the third-year subject (Organizational Behaviour). It is suggested that the State integrate the issues of work provision, education and training for the success of cooperative education in South Africa.
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