How Does the Grade Obtained at School for English and Mathematics Affect the Probability of Graduation at a University?

Autor/in	Murray, Michael
Titel	How Does the Grade Obtained at School for English and Mathematics Affect the Probability of Graduation at a University?
Quelle	In: Pythagoras, 38 (2017) 1, Artikel 335 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Murray, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1012-2346
Schlagwörter	Grades (Scholastic); Gender Differences; Mathematics Achievement; English (Second Language); Second Language Learning; Graduation; Correlation; Language Skills; Race; Institutional Characteristics; Dropouts; Blacks; Structural Equation Models; Literacy; Language Proficiency; Undergraduate Students; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Notenspiegel; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Abschluss; Graduierung; Korrelation; Language skill; Sprachkompetenz; Rasse; Abstammung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Black person; Schwarzer; Alphabetisierung; Schreib- und Lesefähigkeit; Language skills; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Over half of all students enrolling at a particular university in KwaZulu-Natal fail to complete a degree. This article aims to determine to what extent the marks they obtain for English and Mathematics at school impact on their probability of graduation at this university. In addressing this problem, other student specific factors associated with their gender, race and the type of school they attended need also to be properly accounted for. To provide answers for this study, the performance of 24 392 students enrolling at the university over the period 2004 to 2012 was followed until they graduated or dropped out from their studies. A structural equation model was fitted because it allows one to separate a direct effect from that of an indirect effect. Gender, race and school background were found to be very significant with men, Black Africans and students coming from a less privileged school background having a smaller probability associated with eventually graduating from this university. Men tend to perform better than women in Mathematics, with women performing better men in English. More importantly, however, a single percentage point increase in one's mark for English increases the probability associated with graduating from this university far more than would be the case if their Mathematics mark were to increase by a single percentage point. In light of these mediated results, perhaps this university should be directing their efforts more towards improving the English (rather than mathematical) literacy of students entering the university. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01