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ALTERNATIVE SELECTION MEASURES FO~
UNIVERSITY UNDERGRADUATE ADMISSIONS
STEFANO A ZOLEZZI
RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION,
tlNlVERSIT'l OF THE WI'lWATERSRAND I
IN PART FULFILLMENT OF THE
nEQUlREMENTS Ft.:)R THE DEGREE OF
MAST.ER OF EDUCATION
(EDUCATION.1\L PSYCHOLOGY'J
Deg:r.ee awaxded with disrtiinot.iol'l. J.O Decembor 1992
JOHANNESBURG 1992
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DECLAF<.A'l'ION
! hereby declare that this disHOI'tatbn is my own worKQIt is being submitted for the degree Master of Educatiorl(Edncational psychology) in the Univer.sity of theWitwatersr.;md, Johannesburg. It has not been submittedbefore fot· any degree or examination in any other. univ(~rsity~
STEFANO A ZOLEZZI
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ACKNOWLEDGEMENTS
I would like to express my sincere gratitude to :
Ny supervisor, r.1andiaMentJ.sI for her interest I encouragement andguidance throughout the preparation of this dissertation.
Professor Mervyn Skuy, Head of ':~b.eDivision of Specialised Education,and Director of the Cognitive Research Programne, University ofthe Witwatersrand, for his valuable knowledge shared during theresearch, and for enabling me to conduct this research within theCognitive Research Programme.
Mr David curtis, Director of Commerce Academic Support whose co-operation made this study possible.
Zubair Moomal for his help in the processing and analysis of thedata.
stan Frielick of Academic ~;,~aff Development Centre for his helpin the processing of the Lassi and Biggs data.
Monique Adams of AnglO-American Testing Division for her help inproviding background to the Interview Questionnaire.
Sheila Meintjios of the Arts Selection Committee for her help inproviding ba~kground to the Biographical Questionnaire.
The financial assistance of the Centre for Science Developmenttowards this research is hereby acknowledgeel. Opinions expressedin this publication, or conclusions arrived at, are those of theauthor and are not necessarily to be attributed to the Centre forScience Development.To the Bursaries and Scholat'l:'lhipOffice, University of the Witwaters-rand, for the Senior Bursa~1f.
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ABSTRACT
The pressing nero in South Africa to discern on a fair basi,s themerits of disadvantaged students froi.~deprived educational back-g~ounds has been documented~ uynarnic meas~res of testing whichare designed to assess potential and learning processes ratherthan manifest ability, show much promise in this regard.The ~~esent study proposed that a learning processing paradigmwhich incorporates learning potential would best facilitate theinquiry Into alternati.veselection measures, This dynamic approachto selection accounts for the modifiability of students' cognitiveprocesses and consequent performance. This study aimed to aSsessthe effectiveness of both traditional and learning process selectionmeasures among a grcHp of both advantaged and disadvantaged stud~nts.A sample of advantaged and disadvantaged students in the Facultyof Commerce were assessed near the beginning of the acadsmic year('.'t nine different predictors of academic success. The traditionalpredicturs were school marks, inte11igencel home background, motiva-tion and inductive reasoning. Learning proceSSing measures werestudy processes, learning and study skills, learning processesand learning potential.The findings of the present study clearly demonstrated that thetz.-aditionalmeasures wet'e invalid predictors of future academicsuccess for the disadvantaged students. Matric l:'esultsand thetest of i~tellectual functioning were however found to be signi-ficantly related to academic performance of advantaged st;.udents~The assumption of modifiability of students was supported througha mode.ratoreffect by enhancing predictability of disadvantagedstudents on the basis of the traditional inductive reasoning test.The single best predictor of academic success for the group ofstudents as a wh~\e was the learning procnss n~asure.The results suggest that it is wrong to admit disadvantaged $tudentsto the university on the basis of manifest functioning. Thefindings p~ovide support for extending the learning potentialand learning processing paradigm into academic pr.ediction andto move more firmly into the educational-modifiable approach.
Table of Contents
Table of Tables
Table of Figures
List of Appendices
List of Common Abbreviations
Clarificati(.~r Terms
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CONTENTS
Page
v
vii
viii
ix
x
xii
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TABLE OF CONTENTS
1.Page12
.'3
INTRODUCTION1.1 Sociopolitical context of the present study1.2 rssues in the selection of disadvantaged students
for lmiversity educatdon
1.3 Current approaches to predktion of universityacademi.c succ::essin South Africa
1.4 Feuerstein's Structural Cognitive Modifiability - 6Theory and Research
4
1.5 Abilities found to be relavant to SUCC€Ss in commercial 7subjects
1.6 Towards an infoJ:lt1Ction-pt'ocessingparadigm 9
2. 12THE STUDY.'
201 Rationale and Aims 122.2 Hypotheses 132.3 Methodology 13
2.3.1 Sample 132.3.2 Instruments 15
2.3*2.1 The Selection Test Battery: Static 16Instruments
2.3.2.2 The Selection Test Batte~i : Dynamic 19Instruments
2.3.3 Procedu~e 232.3.4 Experimental Design and Statistical Analyses 27
Performed
3. RESULTS
3.1 ~lalysis of the results for the whole group3131
3.2 Analysis of the results for the advantaged stud~nts 353.3 Analysis of the results for the disadvantaged students 393.4 Analysis of the r.esults for the low modifiable students 433.5 Analysis of the results for the high modifiable students 473.6 Summary 51
4. 555557
DISCUSSION4.1 Interpretation of findings4.2 Implications for Traditional static Testing and
Academic Prediction
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4.3 Impljcations for Process Testing ana AcademkPrediction
4 ..4 Implications for d:r.sadvantaged stuc3~nts4.5 Limitations of the pr.esent study
58
60
61
5. CONCLUSIONS AND PROPOSALS FOR FUTURE RESEARCH 64
REFERENCES 68
TABLE 1
TABLE 2TABLE 3TABLE 4
TABLE 5TABLE 6TABl:.E 7T.M3L~~8
TABLE 9
TABLE 10TABLE 11
TABLE 12TABLE 13
TABLE 14TABLE 15
TABLE. 16
TABLE 17
TABLE 18
TABLE IS
TABLE 20
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TABLE OF 'fABLES
Distribution of semple by se~Distribution of sample by ageuistributior of sample by Matriculation AuthorityPoints for calculating admission eatingsSPQ Approaches to learningLA...~51subscales
Inter-rater reliability of the Biographical QuestionnaireInter-rater reliabili~y of the Lea~ing Process Measuresummaty of the subj;actI predictor and cd terion variablesSimple statistics for the full group of studentsCorrelation analysis of.predictor variables with criterionvariable€ for the full groupSimple statistics for the advantag~~ studentsCorr'elation analysis of predictor ~Tariables withcriterion variables for the advantaged studentsSimple statistics for the disadvantaged student.;5Correlation analysis of predictor. variables with criterionvariables for the disadvantaged stud~ntsSimple statistics for the low modifiable studentsCorrelation analysis of predictor variables withcriterion variables for the low modifiable studentsSimple statistics for the high modifiable studeni;aCorrelation analysis of predictor variables withcriterion variables for the high modifiable studentsSummary of predictor and criterion variables corre-lations
",,(.
Ii
PaCt")
1411
15192223
2425
29
3233
36 Ii37
!
4041
44
45
48
49
51
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TABLS Of FIGu~ES
P'lge
FIGURE 1 General cognitive Processes 8
FIGURE 2 General model of student learning 10
FIGURE 3 S1?QScale and sutscale compositi.on 21
FIGURE 4 ~ieanIT'.a~ks of all ::ritedon variables foreach group
53
. \~ ... ~
l1..PPENDIX 1
APPENDIX 2
APl?~-O!X 3
APPENDIX 4APPENDIX 5
APPENDIX 6APPENDIX 7
APPENDIX 8
J~PPENDIX 9
APPENDIX 10APP1!l~DIX 11
APPENDrX J.2
~.PPENDIX 13APPENDIX 14APPENDIX 15APPENDIX 16APPENDIX 17
APPENDIX 18A??PE'.NDIX19APPENDIX 20
APPEND1X 21
APPENDIX 22
APPENDIX 23
APPENDIX 24
APPENDIX 25
APPENDIX 26
APPENDIX 27
APPENDIX 28
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LIST OF A~PENDICES
FF>l.lerstein's Cogni.t.iveMapThe Biographical QuestionnaireInterpretation of the Biographical QaestionnaireCriteria for rating background informationSample of itezruSin the Mental Al~rtness TestCognitive processes used for Pattern Relations TestInstructions for the Traditional Pattern Relations TestSample of items in the Pattern Relati0Qs Test
Page79
819092
95
97
99
101Answer sheet for the Traditional Patt~. B~lations Test 103The Interview Melsurc 105Answer sh~t for the Pattern Relations Enriched TestThe Learning Process Measure Reading TestInstructions for the r.earni.ngProcess MeasureQuestions for the Learning Process MeasureSample of items in the Study Process QuastionnaireLASSI Sample 1terns fo": each subscaleRating Form for Interview Measure and BiographicalQuest;ionnairaJ?ee-Jbackon La~si and Bi~'gs .InventoriesSumntary of attribui':esfor the Learning PL'ocess MeasuraOperationalisation of the Learning Process MeasureIntroductory Patter for the Enriched pattern RelationsTestMediation for enriched condition of the PatternRelations TestQuestion~ to aid faculties to examine selectionproceduresIntercorrelations of predictor. va~iables for thewhole groupIntercorrelations of predictor variables for theadvantaged studentsIntercorrel.ations of predictor variables f.orthedisadvantaged studentsIntercorrelations of predictor variabl~s for thelow modifiable studentsIntercorrelations of predictor variables for thehigh modifiable students
111116
121123125127
129
135138140143
146
165
168
177
186
195
204
LIST OF COM!'<10N~BBREVIATICNS
Matriculation Allthorities
DET
BRSeJ['18
TED
universities
MU
UCTWits
Institutions
AATD
HSReNIPR
DeFartment of Education and TrainingHOllseof Representatives (Coloured Education) senior CertificateJoint Matriculation BoardTr~,svaal Education Department
Rand Afrikaans UniversityUniversity "''''if Cape ToWI'lUnivers3.ty of the Witwatersrand
o
Anglo-American Testing DivisionHuman Sdences Research CouncilNational Institute for Personnel Research
Selection Measures
BQ
IMLASS!LP
LSPMATMATRICPRT/TPRT/E
SPQ
Biographical QuestionnaireInterview MeasureLearning and study Strategies InventoryLearning PotentialLearning Process MeasureMental Alertness Intelligence T~st~latriculation ResultsPattern Relations Test TraditionalPattern Relations Test EnrichedStudy Process Questionnaire of Biggs
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Criterion variables
ACCBS
STAT
Students
ADVDISAD
Degrees
BABCo'liBSe
Accounting Results of JuneBUf.dnes StudiGS Results of June~1;.ithemati~,·':!sultsaf .JuneStatistics Results of June
Advantaged stud~r~sDisadvantageil students
Bachelor of ArtsBachelor of CommerceBachelor of Science
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CLARIFICArION OF TERMS
~TAGED STUDENT - A student who has matriculated under any other educationalauchority other than the DET.
DISADVANTAGED STUDENT - A student who has matriculated under the DET.
~'U ..JING ~.9..~ - A typical way of learning ever time characterised bya combination of motive ana strategy.
~~~ING MOT~~ - The enduring set of int~rests f.orlearningn
r,fARNING ?OT~ - The amount by which a student Is performance improvesas a result of Ins~L~o~ton. It is the difference between the t~aditionalstatic test score and th~ enriched &core using mediated learning.
LEARNING PROCESS ~ wnat a student does in order t~ learn. It is investigatedthrough a stl ~ent.'sreport of what he is doing, related to the outcome, whichis exhibited by his performance in a task.
LEARNING STRATEGY - The learning procedure that a student employs when he/sheworks through a specific well-defined and structured learning material.
LEA~~ING STYLE - Refers to the more general procedures that a student adoptswhen studying.
METACOGNITION - one's knowledge concerning one's own cognitive proce.asesand the active monitoring and regulation of those processes in relation tothe learning matarial ..
METALEARNING - ~le application of metacognition to the area of student learning.It refers to students' awareness of their motives in performing a lear.1ingtask and their consequent selection of strategies to go about achieving theirparticular goal.
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CHAPTER 1
INTRODUCTION
The unive.:sity is seen as the key avenue to certain inf1.;:'~ntial and prestigiouscereecs , In a hetieroqenecus society such as South Atl:J.(';i;;p :1ere is a needfor university admission cd teria to disc"':-;'lon a f&!ll: basis the merits 'Jf
students whohave ~triculated from disadvantaged communities~ Even afteratacutory racism is removed, the prevailing selecticn procedures may stilldiscriminate against those students whoarrive at univer$ity with an inferiorbackground.
A potentially viable approach to the select:1.on of sociopolitice.l1y Dind educe-tionally disadvantaged students in SOuthAfrica is a Multiple Method Sele~tionProcedure which 1s non-discriminatory and looy~ at manifest performance aswell as potential for performance~ Traditional attempts at predicting univer-sity success from aptitude and intelligenC'G tasts have met wi.th limited success(Hartman & Bell, 1978: Slack.x Por.te}':"I 1980). In South Afrf.ca school resul tshave found not to be pr~ictol's of uni.'lTersity success for dis;;.dvantaged students(Shochet I 1968). An al i:erm:~tive model Li ~equired to enhance the l~eliabili tyof selection procedures.
The aim of this study is to pz..)pose a newapproach to selection which takescognisance of products of knOW! edge as well as processes invoJ.ved in acquiringknowledge. Selection is placed wit.'1in a broac "People-in-Systero.<J" frameworkas well as in a "learner-in-process-of-le; ,,,ing" paradigm. Attention isgi ven to the indhridual' s life setting and .. .:iopsychological charsctedstics,which are deterlnining factors in infl uencing the process of interactionsbetweeu the indiv~tdual end the academic and social systems of the uni.versity.
The rational,", underlying the p:!:'esentstudy is that a Multiple Method SelectionProcedure leads to an understanding of the constituents underlying academicsuccess as well as establishing predictive validity. The contaxtual determina-tion of approaches to learning: past, present and future, are placed withina broad socia-political paradigm which allt';)ws selection, remediation andteaching to be on a continuum. Prediction is both quantitative and qualitativeincluding both i,?Otential for learning and knowledge of processes underlyingS',uccessful l~arning. The examination of both potential and processes would
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enhance identification of strengths and \vE'aknesses and point to subsequentintervention through academic support programmes.
II! r//
1.1 ~iopolitical Context of the Present ,~
The system of formal education in South Africa is concomitant withcolonialism and its segregated nature has followed a structural-historicalprocess. Education became fragmented along racial lines into four school-ing systems for whites, indians, coloureds and blacks respectively.The funding and control of schooUng \olCl.S also rescructured accordingto racial, economic and social diff!arences (Cross, 1986).
The racial structure of SOuth l\fric!ansociety is indistinguishable fromits class structure, with whites occupying the middle class structureand blacks the working class. The pattern of racial and class developmentwas consolidated in the mid-twentieth century through a process in whichwhite achool.s were developed a'1j black schools neglected. To quoteAlexander (1986) :
"between 1890 and 198.2(no South African governmentever questioned the fWldamental purpose of educationin :::outhAfr.ica which 'ilTasto prop up and perpetuatethe system of white supremacy".
Runnin9 parallel to the c1evelopments in school education have been impor-tant dElvelopnwmts in tertiary education. In IP.gislation enacted in1959 the govel:nment imposed apartheid on what were then known as the'open' univer,::dties(Wits and UCT), which had hitherto been .c:t:eotoadmit black students. Und~r ~his legislation, no blacks could be admitted,except wi'ch tho \!trittenpermi.<.3Sionof the government (The star, 1988)..As a result the n~~r of black stuoents at those universities declined.Wits, for ~l:ample, had 74 black students in 1959 which by 1969 had decreasedto 5. Five St3parate "ethnfc" university colleges ~:erecreated and achievedfull university status in 1969 (Horrel, 1971)5
The •open , universities continually opposed this infringement on ac~demicfreedom and in particular the way the govs1.-nment used its discretionby the issuing of permits in admitting black students to white univer.sities.By the end of the 1970's, however, given the country's need fv!..trainedblack manpower, the number of black students at white universities beganto increase clgain. Not onl.y were more permits granted, but the government
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turned a blind eye to the fact that black students were sometimes beingadmitted without p91.-missicm(rCane-B€lrmom,1990).
During this period there was a very sharp Increaee in the nnmoer ofblack scholars matriculating. A la.rge number of these matriculantsItlerefrom urban schools and it became clear that the rural 'ethnic'universities cOtllnnot accommodate all of these sc!101atJ. The governmentreacted by pushing through legislation in 1981 to create a ITlulti-campusblack university to SQrv~ higher education in black urban areas. Theseblack universities known as "Vista" proliferated rhroughout the com i~'Y.
In addition, in 1933, the government introduced legislation to replacepermits with q~ota$, but this was widely condemned and never put intopractice. The non-implementation of this legislation ga\re the 'open'universities free reign to admit:studentse l\l the same t:ime, however,the government 'tntroduceda sub,slidyformula that would make ithe universi-ti.esmore selective in admitting students~ In terms of ~he subsidy,half would be given when e: ~~nt!\lregister and tha other half only whenthose enrolled had passed indiv•.clual ccuesea,
The issue of selection for un:.,vt~rsitiet';has become very relevant inthat the most able of matriculantslof aJL,ethnic group:sneed to be id~~nti~fied. The response of the 'open' uni\lersities was to increase matricula-tion r~quirements for admissions. However, very few black matriculantsreceive the necessary matriculatior.1exem.ptioneach year (988% in 1983"
compared to 46.6% of white IIlrJ.tri.culants).In 1983 the Senate of ~Jitspassed a motion giving the Deans of Faculties the discretion to admitstudents below the automatic admissions level. There is thus an urgenf::yto find selection criteria to aid the university in exercis~ng its discre-tion so C,S to not disadvantage black students.
1.2 Issues in the Selection of Disadvantagee Students for university Education,
The legacy of South Africa's education system is a three percent rateof university entry for white students as c?mpared with a 0,3 percentrate of entry for blacks. Thousands of advantaged students achievea C-aggregate in matricq whereas at the end of 1990, of 230 000 studentspassing through DET schools, fe~~r than 1 000 achieved a C-aggregatelfet-Jerthan 100 a B and fewer than 10 an A.. 'l'hosewith a C-aggregateare in the top 0,5 percentile. In modern western educational settings,
-4-past academic r;>el~formanceis a. goOdpredictor of future academic perfor-mance. ~his is because within these homogeneoussettings, most candidatesh~ve been exposed to more or less comparable opportunities (Taylor,1987) • ~~hisdoes not however apply to all groups in South Africa wherelarge di.screpencfee in the quality of education are found (Hartshorne J
1983: Molteno, 1984). The per capi te amount spent on black chi:~renis significantly lower than that spe.Jt (In white educcltion. Evidenceof the im!?Overishnll~ntof black educat i.on is demonstrated in the largeproportion of un.qu~\lified teacheJ:s, untaneb.le pupil-tea.char ratios andauthoritarian teaching stylesL The grtiatest disadw!nt:ag(~laced by childrencoming out of the black education system is not lack of knowledge asmuchas prolongeCl f~JCpOSlJF.e to inappropriate styles of learning which.rely on parrot-fashion swotting am opposed to understan(Ung. Anotherproblem students car.t'y through from the black education system i8 theethos prevalent in black schools of having a low level of expectationwhich leads to an attitude of despondency and defeat. Given the vastdisparity between white and black education in South Africa seriousdoubt can be placed on the use of school results for admissions to univer-sity (Schochet, 1986).
Research has in fact f(imndcurrent academic achievement in black schoolsto be a poor predictc1r of post-school academic per:formance (Visser I
1978: Hall, 1979) e School performance prediction studi~s have beencriticised for focusing on the end product of learning to thf7. exclusionof assesainq learning pl~ocesses involved in academic success. The lack0.1: predictive validity clf black school resultsr instead of providingthe impetus for the development of dynamic and r,>rOCEJSSmodels of intellec·-tual functioning, has led researcher~ to the use of stanoar.d tests ofability and aptitude to predict academic performance. It appeaes t~atachievement and aptitude testing (high school grades and psychometrictests) form the main backbone of selectS.on r.esearch (Rutherford andWatson, 1991).
1.3 Current Approaches to Pr.~iction of univers!~x.. AC~··I1!'icSuccess in SouthAfrica
Selection is a concomitant of the total educational process employingmethods towards social and educational goals. Recent changes in themethods of university admi.ssion are associated with the acceptance of
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public education as a political l1eceseity, and tc;) some ~~xtent with thedependence today of universities on finance by gl:wel:'nment~s.
In the main, there ~'ire five methods of selection 1:or;entry to unlvereitiEi!l3.Most universities have a ::lingll~admittnnce crit:'er:ion usually ,?urportingto determine in some sense apti tude for acadami.c study u The methodsinclude (1) examinations 0.£ the 8ritish type '",here the cd.teriml :Ls
the school examinatacn r~lsul t. in a restricted range of subjects: (2)school grade averages: comcdnedwith standardisleO, aptitude tests a:s inthe USA; (:3) psychofoqi.cal, teste of ability and pex:son~lity: (4) personal.interviews by boards of cldrnission or by tutor:s oj: coUeges, includingstandardised intervie\lls and:' (5) accrediting <lIS employed in New Zea\1andand else\Olher(~where he9.dma,sters of schools make a pt'of(~ssiona1 judgementLn granting l.:Inivarsity ennrance to suitable can<.lidat(~s. In South Afldc(~il: is generally accepted t.r.lat: the matriculaticln exam results are the!best readily available predictor of success at \miversity, and the matriccertificat~~ ifl generally Ut3l~ as the single ,!ritel::-ion for admisEIi.on.A lIlajor prcblem facing selE.\ct.~)rsof university stud~mt'.s in Sout.h Afd.cais that of the differing matriculat._.on bodies wh,ere research has shewnthat DETt'e~mlt:'3are unrelil9.bl,e as predictors (Pot:te:t:'imd Jamotte, 1985) •AlsI';)I DETstudents in the 1C)\l191:' brackets of matde ,:\chiElveltlent perfOl:1nbetter at university than TEO:situdents with similar l!(slt.ric results (Classlenand Orkin, 1983).
A number of Illtudies have attemp\t.ed to explain more of tho variclnce inacademic prediction by supplementing school results with aptitude teslts"The results confirm that such tests do not signlficslfltly add to thE~variance explained by school results (Houston, 1983; Slack s Porter,1980). In South Africa, the validity and uaefulneas of conventic:mal.tests for l~:lt'l;tentmi:lers of the stUdent population is pa.tticulady queat:ion-able (Skuy iii ,shmukler, 1987)0 Educational institutions are increasinglybecoming aWi:lrlf!of the need to provide additional, el'.t'ichil'~g instruction
f:or disadvantagled stuCients$ Enrichment has takElJuthe form of "CramColll:!gesll,academic su~'rt programmes and bridging courses.programmes is still based primarily on pupils'at their segrE~ated schools and on traditional
selection for .suchacademic performancesintelligence measures.
There is a. need to develop appro(:)r.iate selection prccedures for disadivan~taged students in order to assess\ those who are most li.kely to benefit
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from enriched instruction. selection criteria require a rethink ofsome of l::hefundamental assumptions underlying the concepts of ability I
mental d~veloproentand potential.
1.4 Feuerste!nis Structural Cognitive Modifiab~lity - Theory al~~~rc~
Traditional prediction studies in higher education fail to address theconcept of learning 1.<1i thin the context of the learner Is cul,t~ul~albackgroundand experience. A promising approach which represents a fund~nentalchange in paradigm is Feuerstein's Theory of Cognitive Modifiability.He provides a framework that accounts for deficient cognitive functioningwithin population groups often defined as disadvantaged. This approachto testing and prediction places emphasis on potential rather than manifestperformance (Bro\om, 1979: Murray, 1989: V~7gotskYI 1962). Such anapproach posits that low socio-economic individuals have not had theappropriate experiences to allow them to compete on an equal l.evel wit',others in society.
According to Feuerstein (1979) a lea~~ing potential paradigm ~rnphasizesthe modifiability of performance and stresses the notion of eaucabilityrather than a static notion of functioning. He argues that cognitiveability is to a large extent determined by the social experiences ofthe individual (Feuerstein 6( Hoffman! 19:92). Two types of 1eal."ningare identifiEKi thF.!first is learning through dit'ect exposure to the.environment. The second is learning that is facilitated and directeOiby a mediator who interprets the environment for the learner.. Suchmediated lel!lrningexperiences can impt'ove the cognitive abilities ofa learner during any stage of development. Emphasis is placed on theprecesses involved in the acquisition of cC19nitive skills rather thanfixed conceptions of ability. Current levels of functioning are ratherconceptual.Iaed as mgre indicators of the extent to which a learner raceivedappropriate mediated learning experiences.
A few studies in South Africa have attempted to adapt Feuerstein's approachto cognitive modifiability in terms of academic prediction and selection(Murray, 1988; Schochet, 1986). Svch studies do reveal that it ispossible to oper~tionalise Feuerstein!s lea~ning potential theory foradmissions purposes. However this ;'l-?roachhas not significantly enhancedacademic prediction in that it is difficult to establish that the cognitive
-7- 1
skills advanced by Feuerstein are in any way related to the processesof acquisition, integrati.on and application of knowledge within theacademic context (CuIverwell, 1989). Furt.hermoreI Feuerstein is basi''1on an educational-modifiable ~~pproachwhich specifically rejects predic-tive approaches in that they :lmplyan immutable concept of intelligence.It is necesaary to extend thi:!3link between modifiability and the predic-tive validit:y of intelligence measures to incorporate the context withinwhich th~ students work. This calls for an understanding of the learner'sperspective and requires an awareness of the content of academic learning"\s well as focussing on how the learner approaches such nlaterial tobe learnt"
1. 5 A91d;~s Found to be Relevant to Success in COlTlrtercial~~jec!:!
. ;~t)t01,( cognitive abilities are required for achievement in;;\J. ,;I\lbjects. Commercial subjects range from social science•SC'l~ . ---:has ecot'OOlicsto pure science disciplines such as mathe-
m..tic~, ..,t.~I_ :'t:i ...{cs and accounting.. COIl1llE!rcialstudy involves mentalprocesses th~t intersect ware than one academic discipline. Accordingto Marzanoan,:).Costa (19H8) information is shared in two [)rimary forms:(1) factual or: declarative knowledgeI and (2) as process or proceduralknowledge~ Declarntive knowledge is knowledge of facts and is essentialin learning such subject,s as cOllltlercial law and business economics.Procedural knowledge is knowledge of howto perform the process of learning.Such process skills are specific and are rElquired for learning subjectssuch as statistics and accounting. A numberof thinking skills theoristshave identified and described cognit;;i;\1eprocesses required for academicperformance (Costa, 1985; Ennis, 1985). Figure 1 contains a briefdescription of 22 such cognitive processes (Marzano and Costa, 1988).
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FIGURE 1GENERAL COG~TTIVE PROCESSES
An analysis of Figure 1 reveals the similarity bet~ween the general cogni-tive abilities and the cognitive functions posit~3 by Feuerstein (1979)necessary for sound thinking. He isolates a numb~r of cognitive functionswhich could be deficient at three different sta!;Jesof problem-solving:
1. Input phase. This includes all impairments concerned with quantityand quality of data gathering (e.g. impulsiv1t:y).
2. Elaborational phase. This includes factors that impede the learner'suse of data available (e.g. lack of strategies for hypothesis testing).
3. The output phase. This includes those impairments that result in
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inadequate communication of final solutions (e.g. blocking).
For a full list of ~hese cognitbe functions see Appendix 1..
C0!!anercialsubjects thus require information to be stored in both thedecl~rativn and procedura.l modes which includes '.:ognitivefunctionsat any of the phases described according to Feuersttilin. The cognitivefunctions are in service to the basic cognitive operations, and if thefunctions are deficient they can cause a breakdown in one or more ofthese operations. such an operation is a strategy or set of rules interms of which information i~ organised, transformed and manipulated(Feuerstein, 1979). operations such as categorising, comparing, extra-polating and inferring (cognitive processes 1, 2, 8 and 11 in Figure1) form part of the prerequisite cognitive structures necessary forsuccessful performance in commer.cialsubjects. Feuerstein also recognisedthat problem-solving tasks are presented in a variety of modes, suchas verbal, numerical and figural, or a combination of modalities. Commer-cial subjects are presented in all these modalities and it appears thatidentification of cognitive processes in different modalities couldaid understanding of successful learning. Such an understanding couldalso be used to assess those cognitive processes that are potentiallyamenable to change. The implicatiun is that methods and approachesused by students can be changed by intervention strategies. This necessi-tates a change in methodological procedures used in selection --and leadsto a psr:adigmbased on information-processing.
1.6 '1':; ~-Jardsan Information-Processing ParadiglJ!.
Traditional selection measures are end-product orirentated where theemphasis is on the c'l!scriptionof Clifferent aspects of reality. Withregard to research into human learning a new appr.c2ch has devG10pedwhich is not directed so much to end-product or reality as it is, butmore so to how people view the learning process (Marton & S~ljol 1976).Learning is seen as a decision~ing process in which the student chooseshis own method of learning. According to Marton s Svensson (1979) learningconsists of three major dimensions:
i) it always occurs in a context which has specific demand characteris-
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tics;i1) it involves the learner's own awarOi,s(?;C'
andiii) it concerns itself w\th a specific content or subject mattet.
of the act of learning;
Effective learning at university therefore requires, first that studentsare aware of task demands and of their intentions of how, or even whether,to meet those demands, and second, that they exert control over theirown cc.gnit;iveresources.
Biggs (1978) describes a three-stage model of student learning the esser.-tials of which are outlined in Figure 2.
FIGURE 2G~~L MODEL OF STUDENT LEARNING
PRESAGE PROCESS PRODUCTPERSONAL
~)r------,
~ L~RNING PIOCESSCOMPLEX
Prior KnovledgeAbilitiu
Personality
lIome 8ackground PEIU'OIIMANC~
OUTCOME
SITUATIONAL
Exallinatlor."Structural
Co.plexltyFactual a.callSatiafltctlon
Subjllct AreaTeachina MethodTiM on Ta.1tT••k De_nd.
The dynamic link between personal, situational, procesa, and outcomevariables involves a metacognitive process whereby the learner needsto be aware of his own cognitive processes and prod~~ts. Effectivelearners are able to organise new knowledge into effective metacognitive
-11-
structures, enabling them to elnploythese adequately in solving a varietyof problems.
The information-processing paradigm insists therefore on taking cognisanceof unobservable data such as students' beliefs and perceptions. Itconcentrates on the personal i~dependence of the learner and her abilityto become aware of why she is using a particular study technique. Suchan approach examines the underlying processes intrinsic to the acquisitionof knowledge.
Selection using this approach looks at individual diff0rence in information-processing and helps to identify vulnerability in student approacheoto learning. Such an approach facilitates the measurement of learningpotential and the modifiability of students. The concept of modifiabilityhas important implications in the South African context where traditionalpredictors of academic success have demonstrated little or no relationshipto tertiary academic success. An education-modifiable approach to selec-tion also points to the manner in which the univex,'sitycan best fac1litatesuccess by adapting teaching strategies and courSE:demands. The presentstudy is an attempt to use an information-processing paradigm to identifythose students who have the resources as well as the potential to su~ceedat university.
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CHAPTER 2
THE STUDY
2.1 Rationale and Aims
The need to develop fair and appropriate methods of selecting disadvantagedstudents has been documented. A promising approach which reflects anemphasis on potential rather than present functioning, is Feuerstein'sconcept of learning potential. Learning potential needs to be takeninto consideration to predict which students will in future benefitmost from an enriched educational environment such as the university.There is a large body of research on the relation between learning poten-tial and academic performance (Brown & Campione, 1985~ Campione, Brown& Ferrara, 1982). The only studies to have investigated leatning potentialat a tertiary educational level are Shochet (1986) and Boeyens (1989).
Neither of these studies has investfgated learning pote~tial withina broader assessraent framework which incorporates information abouta studen~'s metacognitive skills as well as knowledge about their owncognition (Flavell, 1985).
It would appear that a confluence of Feuerstein's tenets and recentdevelopments in learning strategies and metacognition would enhanceprediction of successful university students. An assessment of a student'sawareness into their own thinking is also seen as a useful adjunct toselection in that selection, remediation and teaching are thereby placedon a continuum, rather than three discrete exercises as is the currentsituation.
The limitations of the present use of traditional criteria for selectionof disadvantaged students in South Africa I was discussed. The needto explore alternative criteria together Witll the promising findingsof learning potential and metacognitiv~ variables, are factors whichprompted the present study. In addition, there is a need to introducea standardised dynamic assessment instrument with domain-specific skillsappropriate to selection of commerce students in pa~ticular.
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The pr~sent study is therefore a move away from the exclusive relianceon a single, static criterion for selection to multiple methods of identi-fication. The accuracy ot prediction of academic performance will beenhanced through incorporating learning potential and learning strategiesinto the selection procedure.
2.2 Hypotheses
The following hypotheses were tested :
F~l learning potential is a better predictor of academic competencefor the disadvantaged students than a traditional measure ofge~Qral intelligence.
HA2 learning potential is a better predictor of academic competencefor the disadvantaged students than school marks.
HA3 learning potential together with the learning process measuresis a better predfctor of academic compett ,....~ for both advantagedand disadvantaged students than only leat::ningpotential or staticmeasures used alonee
2.3.1 Sample
The subjects are all 26 students enrolled in the Pre-universityBursary l::)cherne(PBS) in 1991. The PBS within the Corl1erce Facultyis a bridging year which facilitates the matching of : mst,iculantsin need of academic support, bursary donors and employers whowish to develop the human potential of future managers. Thesestudents have been selected primarily by sponsors on the basisof previous school marks and traditional intelligence measures.
Table 1 shows the sex distribution for the samples Table 2 showsthe age distribution of the sample. As neitnor age or sex istaken into account in selection decisions at Wits Universityneither of these variables are include~ as predictor variables
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in the present study.
Table 1 :
DISTRIBUTION OF SA.."1PLEBY SEX
MALE [ FEMALE
~ N_~__1_4_=__5~ ~I N_=__1_2_=__4_6_%__ ~
Table 1 indicates that there are move males than females in thesample. This is in keeping with the general sex distributionin t:heoverall B Com 1 population.
Table 2 :
DISTRIBUTION OF SAMPLE BY AGE
r -AGE N= %
17 4 1518 10 38
19 6 2320 3 1221 1 4
22 1 4
25 1 4
I
TMs distribution shows that most atudencs in the sample fallin the 18 years age range. The mean age of the sample is 21,9years old. Again this approximates the overall B Com 1 distribution.For economic reasons corporate sponsors tend to select the leastdisadvantaged matriculants from the black school system. With
cegard to school results the mean matric rating is 22,87 JOintswith a range of 16 - 29 hoints, and a standard deviation of 2,89.
The present study hinges around a major subject va~iable whichcan be termed level of disadvantagE: namely advantaged studentsversus disadvantaged students. All students who received theirsecond~ry school education under the Department of Educationand Training were termed disadvantaged. These students receivedan inferior school education when compared to students SI..,001edunder the other educational authorities or those that receivedprivate schooling.
Table 3 shows the distribution of the sample by matriculati0nauthority.
'rable3 :
DISTRIBUTION OF SAMPLE BY MATRICULATION AUTHORITY
Matric Authority N= %
HSt{C 4 15JMB 1 4
NSC 3 12DET 18 69
IThe table indicates that there are more DET students (N = 18)than students matriculating from other. authoritiea 'oN = 8l.A primary research question of the present study is whether thecategorisation of disadvanti",:,:dand advantaged meaningf1llly dis-tinguishes between the two categories in relation to academicprediction.
2.3w2 Instruments
Two different batteries of instr'.mJentswere USe<l in an attempt
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to cover those factors out.lined in 'liggs model (FigurE} i,) linkedto academic pet fvx:mcU'lce~ namely: (1) a selection h:lttery of
static tests which woul.d assess those personological factorscomprising E!nduring personal characteristics such as intelligence,homebackqround, cognitive styles, and previous experience.Such tests are termed static in nature in that they assess curr.entlevels of functioning without providing evidence regarcing theprocesses that may have operated or failed to bring about improvedperformance or functioning: (2) a selection battery at dynamictests which assess both situational as well as learning precessfactors (see Figure 1). Such irl,struments make use of. a 1earning-oriented approach to testing (Resnick, 1979) and assess the cogni-tive processes involved in various task performance~
The interest here is not so much in evaluating an individual'scurrent sc.cir..e of knowledge or skill as in estimating her readinessfor change. The contrast between the two batteries is betweenproduct and process-based assessments of individual differences.In dynamic testiug the emphasis is on cognitive prcceasea engagedin by students during problem-solving and studying and en thedetermination of the specific thinking strategies used in masteringcogni ti ve t~sks.
2,3.2.1 The Selection Test BaG'\~u'£l.: static Instruments
Five instruments were used in static testing: (l) aBiographical Questionnaire CBQ), (2) an IntelligenceTest (MAT), (3) an inductive reasoning test (l?RT/T),(4) an intervj,ew measut.:, (1M), and (5) the MatriculationMarks (MATRIe).
The Biographi(zal Questionnaire !Appendix 2~ was adaptedfrorn the Arts Fac:ulty Questionnaire and has two broadscales measur:lng both presence of disadvantage and quali-ties of the applicant.. Fredence of Disadvantage isQvaluat,ed furth~er through sub-scales ·of language andeducatj,cnal disadvantage. The qualities of the applicantare eVclluate6l through the sub,9calas of motivation and
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career suitability. There are three lllainassessmentareas which co~respond to the crite~ia evaluated duringthe interviewing process (IM), viz., langu~y and educa-tional disadvantage, motivation and career suitability(Append:ix 3). The BQ laid the foundation for backgroundinformation pertaining to the interviewing which tookplace at a later date. For an outline of the ratingform used for both the SQand 11\1see Appendix 4. The
actual questionnaire itself comprise$ 45 questions andrequires approximsit&ly45 minutes -;,:0 complete. Appendix3 delineate,swhich questions corzespond to the variousscales and sub-scales.
The Mental Alertness ~est (l\tAT)of the NIPR is a grouptest of general intelligence. It is designed for indivi-duals with an education of at least matriculation (seeAppendix 5 for a sample of some of the test items).Although the test's menual,does not cite any validationstudies on black samples, it is used extensively forselecting black candidates for educational opportunities.It is regarded as a measure of general reasoning ability(Wilcocks, 2973)G It is a group test con~isting of30 varied items, each with 5 alternativE:s and includesverbal analogies, nun~rical and letter series, etc.The time limit of the advanced version is 35 minutes.
The Pattern Relations Test (PRT/T) is a test of inductivereasoning and reasoning by analogy. These are abilitiespreviously identified as having possible relevancl:.tothe prediction of success in quantitati~re subjects suchas accounting, mathematics and statistics at universit~r.It is similar in scructure to the advanced form of theRaven's Progressive Matrices but is more complex. Theformer test was favoured in that L i.;eviouastudies usingthe Raven's MatricQs encountered a ceiling effect attertiary level (Shochet, 1986)A Feuerstein has continuous-ly regarded the cogniti~o skills t~asured by such testsas both impcrtant and modifiable. This made the test
-18-
useful for the purpose of dynamic t98ting in that ananalysis of the cest in terms of Feuerstein's cognitivemap (Appendix 1) indicated that it w~s primarily internallyconsistent. The modality remain, f.igural throughoutthe test and the principles learned in earlier itemson the enriched condition (PRT/E) could be transferredand applied suosequent.ly, The test appeared at an appro-priatE! letlel of com!,,\l,Gxit~fand had been nczmed on fil.~styear \ooJ'i1ite[1tEi;uuA\.:S. Appendix 6 outlines the cognitiveprecesses necessary ;01:' solving the test and which guidedthe process of medi ~ion.
The PRT/T consists of 30 items containing a 3 x 3 fig~~almatrix governed by a set of rules. The student is requiredto select from six alternatives what appropriate figureshould fix the last figur.ein the matrix which is alwaysleft blank. See Appendices 1, 8 and 9 for the instructionsof the PRT/T, for samples of the items and for the arlswersheet handed out to the students.
The Interview Measure (1M) was an adapted form of thatused by the Anglo-Amed.can Testing Division {MID). TheAATD presently use such a format (Appendix 10) in selectingPBS students. The 1M was carried out on a one-to-onebasis by a trained interviewer who was an ex-PBS studentherself. The intervilewerused the BQ to gather backgroundinformation a~ld carried out the interviewing at theresidences where each PBS student had booked an appropriatet:ime. The 1M 1,ookedat the same three measures as t,heSO and followed a semi-stzuctured format. Each studentwas allowed a time of 25 minutes to respol~ in the inter-view situation to the 16 questions. The interviewerthen rated the student and made relevant comments tothe degree of suitability.
The selection c~'.:;~~edonin the Faculty of COI'IIiiet'ceisthat of school results. A rating of 23 ~'ints is requiredfor automatic admission to the first year of the B Com
-19-
(General) degree and a rating o. 24 points &'oquir.edfor the B Com (Accounting) degree. Students, if deemedto have academic potential, could be admitted with lessthan 23 points at the discretion of the Dean of th~Faculty. This cOuld involve interviews or the writingof additional tests.
The admission rating ~or comnerce is calc !lated on sixmatriculation subjects. It wasthis variable in the present studyfor school academic achievement.
important to(MA~:UC) to
includeaccount:
The points awardedat Wits University are shown in Table 4.
Table 4POINTS FOR CALCULATING ADMISSION RATINGS
;S
A a 4
B 5 3
C 4 2
D 3 1
E 2 0
F 1 0
2.3..2.2 !he select~ Test Bat~erl : DynamiS_Inst~~nts
Four instruments weJ:~eused in dynamic testing
,"I
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(lj The Pattern Relations Enriched Condition (PRT/E),to determine learning potential; (2) The LearningProcess Measure (LSP), to determine processes of learning:(3) The study Process Questionnaire of Biggs (3)~ toestablish learning strategy and I ( 4) The Learning andStudy Strategies Inventory (LASSI) to determine studyprocesses.
The Pattern Relations Test was used twice in accordancewith the Feuerstein principle of first assessing theindividual's manifest level of flli~ctioning. Thus thescore on the PRT/T served as a ba::relinefrom which learningpotential ann the modifiability of the indivicual canbe assessed. The PRT/E was used on the second attempt(following directly after compledon of the PRT/T).This time the students were provided with mediationduring the testing in order to assesS thP.ir potentialintellectual functioning (LP). In the PRT/E the studentsdid not do the items in the same order as in the PRT/T.In order to facilitate the transfer of learning theitems were clustered according to solutions requiringsimilar.cognitive operations. The same format as thatused by Shochet (1986) was incorporated with modificationsto the mediation process.
The Learning Process Measure (LSP) was based on thephenomenological approach of getting students to summarisecontent-specific learning materi~l and then making aqUalitative analysiS of the answers given. Cloete (1984)argues that this is a useful approach to determine whetherstudents attempt to transfon~ the material, or whetherthey merely reproduce the mate~ial in a sequential repro-ductive manner. In accordance with the literature (Cloete,1984. Marton s svenaaon, 1979), students were givenan ~rticle to read that approximatEd real learning condi-tions as closely as possible. The text chosen was froman introductory economics text : An Introduction toPositive Economics by Lipsey (1974).
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The text had to subscribe to ce~tain ~~inciples(1) it should be of interest to most students who took
commercial subjects;{2} it should not make use of extensive technical ja~gcl.'l
or 'Americanismsi;(3) it should contain a combination of general theorIes
as well as detailed information presented in bothliteral and graphical form.
The article involved a case study of the applicationof supply and demand theory (see Appendix 12).. Stud:;mts
w~re asked to read and summarise the article. Appendix13 outlines the instructions for the LSP. In addition,two questions relating to the main ideas and authors'conclusions were Included to facilitate evaluation ofthe learning pror.ess (Appendix 14 details the actualquestions given to the students after they had studiedthe text).
The Study Process Questionnaire of Biggs (1987) is a42 item self-report questionnaire which yields scoreson three basic motives of learning and their three asso-ciated learning strategies (see Appendb 15 for a sattlpleof SPQ items). Each corresponding rrJCltiveand strategyyields a particular approach (Figure 3).
SPQ SCALE AND SUBSCALE COMPOSITION
Level Surface lJi:ep Adticvil1l
Subscale I MotFlI Stra~~ [M~live I {Stratqyl IMotive I (Stratel!!
Scale ~~ach ==J L Approach I I= APPro~Q:
Composite l_ Deell:Achievinl Approach ]
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A student has a preferred learning approach which could becategorised at a surface, deep or achieving level (seeTable 5).
Table 5SPQ APPROACHES TO LEARNING
Approach IMotive IStr:ltegySurine: (SA) ISurface rnouve (SM) is to meet
Irequirements minimally; a baian.Cing :letbetween fOliiing and working more than isnecessary.
Surface Strlllegy (5S) is to limit targcr tobare essenuais and reproduce tllemwaugh role !e:1mUlg.
Decp Approacn tDA) IDeep motive tOM). is Intrinsic interest in IDeep Stnlteg)' (OS) is to discovet meamng,what is bemg le::l.rned: to dcc/elop by rending widely. mtcl"-relaung with
Ico~pl!tence in p:uucular academle previous relevant Knowiedge. etc,suojects,AchieVing motive (M1) is to enhance ego:utd setf·estcem waugh cornpenuon: !Oobtain lite highest marks. whether or not
Achievtng strategy (AS) is to organizeone's Lime and working space: to followup aUsuggested rC!ldings. schecute tune.behave :2S .,model student'.
The SPQ is easy to aaminister and requires about 20minutes to complete.
The Learning and Study Strategies Inventory (LASSI)was developed as part of the Cognitive Learning StrategiesProject at the University of Texas (Weinstein, 1983).It is a diagnostic instrument which identifies the strengthsand weaknesses of individual students in ten areas wnicheducational research has shown to be important for successat university (Table 6 gives a brief del:lcription ofthe subscales)c
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Table 6LASSI SU8SCALES
'f'he.-c are 10 scales 00 !he LASS}: Altitude.Motivation, Tunc M:Ir..agcmcr.!, Anxiety, C~nccn-tration, Information Plil\:cuing, Selecting MainIdeas, Study Aids. Self Testing, and TcstSIta!eBies.
AUitude, lhe flni scale, tonrains items lIddrcssingIIIltltude IIIId intcn::st jn collct:c.
How clear I.I't\ sludents about their owneducational goals?
Is school !Wly impott:m! or wonhwhilc 10them?
MOllvalion, Ihc next seale, addI'Css= stUdents'diligence. self-discipline, and willingness tu workfwd. .
00 they SillY II!)-Iood:ilc in class assignments?Do stude'lts cui!~ lose interest in their c:l:wes7
Time l\fanagemmt eX.\1mines SIOOCP.ts'usc oftime lnaR3&CmcIU principles r«ac:Idcmic: las4
Are they we!l organized?Do they anlicipal~ scheduling problems?
Anxiety items :address Ihe dcgtCC to which stll-dents won)' about schoollnd their pcrfoml:lJ\CC.
00 sllidcnts WOrT)' so much IbM it is hard fotthem to cooc:cnlr.ltc7
Are iOOy easUy discouraged about gmdes?
Con~;;i.lt""lion kems (QCIIS ()II 5!lJIknls' ability 10pay close ti£tention (0 lIC61demic tasks.
Arc Ihcy easily dislr.lC:~'lCan thcy di.n:ct Ihdr ;\IICl1IiOIlIO seiloollllSks?
The LASS! ccmprises 77 multiplefocus on either covert or overt
The Inrortn:ltiun Processing se:Uc con!llinsItems adtlressing several sub-mas. These includethe usc or itna&inal and verbal elaboration. c;om-~ monilOrin" and reu:minc.~ CM they imagine mz!ogies Chat ald their
memory?Can dt¢yreason from hypoth=s to formconclusions?
SelecUn: Main Ideas items address students'ability to pick out ilTlp(Mtarlt infomJOllion fCA' fwtbQ'sludy.
Can they focus cn Ibe key points in • lecture?Can they decide what 10 ulldcdinc in alClI.tbook7 _
1110 Saudy Aids ale exsrnines the degree towhich students use support tc:c:bniqucs or materialsto help themlcun and remember nCw information.
Do they pedorm proc!kc exen:iscs?Do they c:r=tc: 01:UIC «Ianizationi1 aids?
Self TesUnC CMCennlCS OIl rev.icwin, and pre-paring (ot c:Iasscs and tests. Most of Ihc heml dealwith some aspect of comprehension monilorinc.
Do the ~tudentsreview before 1I1CSI?Do they stop pcriodically while I'C3dinC10review the c:onlcsn'l
The last $CIle, Test Stl'lllet:ics. focuses on slu-dents' appro:x:h to prcp:uin& for and lakin&: cx~aminadons.
00 dtcy prepare lIppropria!cly7Do tltey try to inlegr.Uc malCrial flom diffc:sc:;tSOLU'CC$7
choice que$tions whichthoughts and behaviours
which can be altered through educational interventions.(Appendix 16 outlines sample items for each subscale).The LASS! is also easy to administer, requiring about25 minutes to complete.
2.3.3 Procedure
All the students, both advantaged and disadvantaged, were exposedto the same testing procedure in the same sequence of testing.The instruments of the study wer.e administered to the subjectson two full days of testing. For purposes of the study thefirst session was used for static testing and the second sessionfor dynamic testin9~ The Director of Commerce Support Serviceshad worked the days of testing into the PBS programme, thereby
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ensuring full attendance of all PBS students at both sessions.The testing sequence, which took pla~e at the end of the firstsemester, was as follows:
Session 1 (a)(b)
(c)(d)
Session 2 (a)(b)
Biographical Questionnaire (SQ) - 45 minutesMental Alertness Test (MAT) - 35 minutes15 minute breakLassi - 25 minutesBiggs (SPO) - 25 minutesLearning Process Test (LSP) - 40 minutesPattern Relations Traditional (PRT/T) - 50 minutes15 minute break
(c) PattE~rnRelations Enriched (PRT/R) - 80 minutes
, ('
All the above tests were group administrations. The writerwas assisted by two psychology students during both sessions.In addition, during the second semester each student was inter-viewed on a one-to-one basis using the 1M. The scoring of boththe BQ and 1M followed the same format (see Appendices 3, 4and 17). The IM was evaluated by a trained rater who also evalua-ted the BQ. The writer then evaluated the BQ after which inter-rater reliabilities were computed on the basis of ag~eementbetween both evaluations (Table 7).
Table 7 :INTER-RATER RELIABILITY OF THE BIOGRAPHICAL Q{;rESTI~'NAlRE
CORRELATION ANALYSISaarson Correlation Coefficients! Prob > 1Rl under Hc= Rho=O /
x
x1..(1)(101)
O.(l0.565850.0032
o , 5658~3(1"0032
1.00000<),n
The scoring of matric rating has already been discussed in aprevious section. The scoring of both the Lassi and Biggs instru-ments was done by the Academic Staff Development Centre. Theresults of both these instruments we~e used to give feedbac}~
-25-
to individual students as well as to the teaching staff of thePBS programme. Furthermore/ the results were explained to thesubjects as a whole at a post-test session and compared to theresults obtained by a group of B Com (Accounting) students inB Com 1. Each PBS student received a profile of both the Lassiand Biggs score as well as suggestions for improving learningand studying procesaea (Appendix 18). The instructions andquestions for the Learning Process Measure (LPM) have been di5-cussed elsewhere. The sumnaries made by students in the Lsr-lwere evaluated by a post-graduate student in economics. A secondrater then evaluated the same scripts. Seth raters read eachsummary several times and indicated the ext~nt to wnich charac-teristic attributes satisfied the critq,~ia of strategy useGTable 8 indicates the inter-rater reliabilities of the LSP.Both raters were trained to score the LSP using the attributesoutlined in Appendix 19 as an aid to evaluating each script.Each attribute was operationalised and a score allocated todegree of use of each attribute (Appendix 20) • High scores(holist strategists) were characterised by good abstractionand transformation of the material. Low scores (atomists) werecharacterised by a reproo'lcingsequence and no attempt at trans-forming the matcerial.
Tabl~ 8 :INTER-RATER RELIABITY OF THE LE.a.RNING PROCESS MEASORE
Pearson Correlation Coefficl'=nt-s I F'r'ob>= . IRI under Ho: Rho=O I N - 26v yr.
X 1• 1)(iI)(H) 0.874510.0 0.0001
y 0.87451 1.00000o .O(H) 1 0.0
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The Pattern Relations Traditional Test scoring did not presentany methodological difficulties as the test administrator's~~ual provides a list of correct solutions. The raw scoreswere used in both the traditional and enriched farms. The rawscore on the PRT/T was considered a measure of inductive reasoningand used to establish the baseline manifest intellectual function-ing. The student's raw score on the PRT/E was considered alneasureof potential intellectual functioning (LP). Learningpotential was thus operationally defined as the difference betweenthe enriched score and the traditional score. The enrichedtesting condition followed directly after the PRT/T and comprisedfour stages :
(1) Introductory patter (Appendix 21) to familiarise studentswith the procedures and set the tone for mediation
(2) intensive mediation(3) minimal mediation and(4) no mediation
In the P'RTlE the order of iternswas changed in order to arrangeitems ac:cordingto similarity of rules. This was in accordancewith the Feuersteinian principle of using early items for intensivemediation and tholiAassessing the transfer of learning to subsequentitems. In later phases, minimal mediation was provided anda brief non-rnediationphase concluded the last eight items ofthe PRT/Es
The criteria for mediation followed Feuerstein's (1979) principlesof providing a mediated learning experiencea) there must be an intention to mediateb) mediation must transcend the here and now of the task and
facilitate broader learningc) there must be a mediation of the meaning in the task prel'3entedd) the mediator should attempt to regulate the behaviour of
students by restraining impulsivitye) the mediator should present a climate of challenge to the
studentsf) the mediator should transmit a sense of competence to the
students.
-27-
The PRT/e condition was therefore a lear~ing experience whereinthe relationship between th::mediator and students was one oftrainer/trainee"
In accordance with mfJ!diatingthe learning of skiUs requirecfor success in inductive reasoning (see Appendix 6) the followingtraining principles ~Jereadhered to :
(1) Modelling the components of cognitive operat...ons throtl.ghthe use of graphics and thereafter providing students withrepeated experience of the appropri~te co~nitive processes.
(2) Inhibiting impulsivity by mediation of anticipation ofpo~sible difficulties.
(3) Modelling appropriate problem-solving behaviour.(4) Inducing greater need for precisiotl.(5) Inducing a need for logical evidence by asking inferential
queatdona,(6) Inducing spontaneous comparative behaviour by focusing
attention on relevant details&
:tnorder to ensure stQndardisation in. the. administration ofthe PR'r/Ea verbatim t;.ranscriptof the entire mediation procedurewas written (Appendix 22). The answer sheet on tJi1ich stlldentscOlll11ittedtheir responses can be found in Appendh 23. Duringthe PRT/E one invigilator was designated to every ~ight studentsso as to ensure that students hau cAnmitted themselves to answerin pen before the next mediation procedure.
2.3.4 EXperimental Desi2n and statistical !~alxses Performed
The p~csent study is a predictive analysis which proposes togo beyond purely quanti.tati'..'eanalyeis and attempts to predictuniversity success from student learning strategies as wellas accounting for learning potsntial. The design thus consistsof subject variables, predictor variables and criterion variables.
The design involved categorising tha subjects into advantagedand disadvantaged. The rationale for the catego~isation was
"
-28-
discussed in section 2.3el. The full group of 26 PBS studentsregistered for the PBS progratrtffiewithin the Faculty of COITh1lercE"at the University of the Witlliatersrandin 1991, were put throuf1:;a battery of t~sting near the beginning of the academic year.The t~sting consisted of two distinct and separate forms ottesting. The stUdents received static testing in Session 1and dlma~ic testing in Session 2.
A number of predictor vadi':\bleswere generated from both testingsessions. The predictor variables together with the students'echoot matric rating and subsequent; interview measure becamethe predictor variables of the present study. The capacityof these variables to predict academic success was assessed.The crite~ion measures of success (university results) wereobtained after the July examinations. These university resL::ltswere the student,!jofficial .facultyresults in the three examinedPBS subjects of Accounting, Mathematics and Statistics. Inaddition, the average mark obtained by the students over allthree courses was also computed. It was felt that an additiQnalcriterion measure should be used which does not require reproduc-tive learning as is in the case of the aforementioned threesubjects. For this reason the July results for Business Studieswas also included as a preaictor variable. Business Studiesis not examined as an official faculty subject but is a PBScourse requiring more than ~ust reproductive learning.
variations in the university results are expected to be a functionof variations in the leanling styles and learning potentialbetween and within subjects. For the pu~ses of clarity, atabulated summary of the variables used in the present stuoYIas well as their hierarchy of i~rtance in terms of the aimsof th~ study, is pr~sented in Table 9"
f
I'
Table 9
-29-
SUMMARYOF SUBJECT I PREDIClOR A..i'iDCRITERIOL'~ VARIABLES
SUBJECT
VARIABLES
1. Advantaged students (ADV)2. Disadvantaged Students
(DlSAn)
PREDICTOR
VARIABLESCRITERIONVARIABLES
1. Learning Potential (LP)(FRT!E-PRT/T=LP.)
2. Pattern Relations Enriched(PRT/E)
3. Learning ProceSf Measure {LSP)4. B~~iness Studies (BS5v Average Result (AV)
4~ Bigg's Study Process Questionnaire (SPQ)4.1 Surface motive (Bl)
1. Accouucing (A)2. Mathematics (Vi)
3. Statistics (5)
4.2 Deep motiv'e (B2)
4.3 Achieving motive (B3)4.4 Surface strategy (B4)4.5 Deep scrategy (B5)4.6 Achiaving strategy (B6)4.7 Surface approach (B7)4m8 Deep approach (B8)4.9 Achieving appro&ch (B9)5. Learning and Study Skills tnventory (LASSI)5.1 Attitude and interest:.(LI)5.2 Motivation (L2)5.3 Time management (L3)5.4 Anxiety (L4)5.5 Conc~ntration (L5)5.6 Information processing (L6)5.7 Selecting main ideas (L7)5.8 Support techniques (L8}5.9 Self-testing (L9)5.10 Test strategies (tIO)6. Pattern Relations Traditional Test (PR~/T)7. Inte~view measure (IM}8..Biographica] Questionnaire (OO)9. Mental Alertnes~ ~~st (MAT)10. Matric Rating (MATRIC)
I.L:i~
...30-
Ir. (;]ccordance wit!:'. the stated aims and hypotheses of this stuay
the statistics of choice was that of correlational analyses.The Statistical Analyses System (SAS) under 1i<..:ence of the Universityof the Witwatetsra:1d waa used to corrE:.late all 27 predictor:variables vlith performance in all 5 of the criterion variables.In addition; interccrrelations betYieen all measures was alsoobtained using the Peat'son Product Moment Corg'Glation Coefficient.Results were computed sepi;u;ate:ly for the whole group U\DV&l orSAD) f
advantaged stuaent~l (ADV),disadvantaged students (DISAD)I students
with high learning potential and also for students with low learningpotential. The latter two computations were considered essentialto accounting for ~~1Jalitativedifferences between subjects.
Significance level~s throughout the present study were set at0,05 and were based on two-tailed assumptions.
-31-
CHAPTER 3
R.8SP'",TS
In keeping vI; ':hthe rationale of the present.study of. distinguishing betHeenselection criteria and thei~ application to advantaged, disadvantaged aswell as full group Jf students, it was necesaaey to present the resultssepal:;ate1y in five sections. Furthermore, it was an aim of the study todemons~cate that students are modifiable at all stages of cognitive develop·r!lent. In terms of predicting for academic success using a proceas-oefentedapproach, there t!lasa consequent need to distinguish betH:,Qi1manifest andpotential performance by analysiIfl9the results for the group on the basisof high or low modifiability. The ~~atistical procedure employed fl,r eachcomparison was a simple predictive one for each of the following
a
(1) analysis of the results for the full PBS group (both ADV and DISAD)where N ::.;26.
(2) analysis of the results for the advantaged students (N = 8).
(3) analysis of the results for the disadvantaged students (N -- 18) •
(4) al"ulysis of the results f~)r the high modifiable students (N = 9) •
(5) analysis of the results ff')rthe low modifiable students (N ::: 17) •
The results for each group are presented firstly, in terms of simple statisticsgiving the mean, standard deviation, and sums for all th~ variables. Secondly,the correlational analysis of all prE~ictor variables with criterion variablesis shown. Thirdly, the intercorrelations of al.l pr.edictor variables isalso given"
3..1 ~!l~is of the Results for the .Whole Grotl?
Table 10 indicates the simple st~tistics for the whole group (>f PBSstudents.
-32-
'r2ble 10 :
SIr.1PLE CTl'.TISTICS FOR THE FULL GROUP OF STUDENTS
t./ .:·~ll'··:~ r~,b 1 ~:.~ I\! ~~j1i~.~f'1 Gte! D:::;;\/ ~3Ltir:
['10 ....,t.. 1140 11. 5:.3(":; 811 4\?15::( ~2l",:')!:;{:1.~.,..!I'; ;yrr:.: T C 2t-J :?1·115:;Y:3 .~) 'J f;()"?1':3i) ~:.; .'~. (":;. II c~)oo~~)lei 26 ~~6• 7'6154· " :~5'2E~::~ ,('()t (~(~(:;)(,C'j J1 ..[,,:';.:"\1' ;"'\ l c:' 88462 .." -? A1·:5 t ~:; J-j-:/ -I" CiOO{)~).t::.C) CJ u ..,1'1 -I::.. •. ~\ ,:, "r.::'RTE: 26 :lJ~..1. 15:;~8 L!. 'I (3:1. C)~3~~:; 4:: 9 "
(::(:o:)(iO
L.P 2,':' 8u 07L192 '':r" ·tJ·»r l,':) ~21()~(~~)(;(;i)''',''''
B I OGr;:~':'l[~'H ,.." e·..., 15:::;85 6 ..r.:':' " I'':'fl .. of :t4260.1:':'(..-:,) .......! • \w~f ..j ..1; ...... 1 J .
I NTV I :::~I.'J 26 4·8)12t'J92::~ 'J, 1.,~::(122t..') 125~;LSP 26 ..~9.57(:;92 1i " 4·3389 1~~>.J-iL-1 2\.; 32. 07692 6. :;m,('(l :I. 834" ooocoL__2 26 30. 0:;;,846 5.2U3B '('81 • (l(lOOC)L_3 26 25..57692 L['IJ 64(146 665. 00000L_.4 26 ....-- 531346 r::' 9t~:1.LJ·1 61.2•(l(l(l(l(lL...~II' ...!.
1-._5. 26 28. 807'69 :5. 5137(~ 749. 00000L._6 26 27D26923 6.741l-2::::< "1"09.00000L_7 26 :I.7. 4·2308 ... (:')1301 4·53.000(1)•.) LJ
L_8 26 ...~~ 923C>8 '1· b 1.6579 674. (lO(H)O04\0\:1 r
L_9 26 26.61538 5" c)7152 692. 00000L-1.0 26 2'rN 65385 5. 153:1.9 719. (lOO(l()
B-1 26 26. 11538 :3ff 99326 679. 00000B_2 26 21 ·61538 L1. .- 68254· 562" O(lOO!)B_3 26 23.61538 4.80897 6:1.4. 00000B_.4 26 23. 538t!·6 5.471.61 612. 0(1000B_5 26 26. 42308 4.65767 687. o0(1(H)B_6 26 25. 15385 5n 55476 654. (IocooEJ 7 2{".) 47. 73077 711 ::-~2971 12Ll·1-B_8 26 4'":1 3.!:5:385 8. 7:1. 180 j,226r •
B 9 26 51 .57692 7 p 935l.,1 t ~~/.!.:1.,JUNE_f.1 26 41 ·5(1)01) 1''1. 25;~ 67 1079,:rUNE c' 26 4C!" 19231 1~:i" 725j.9 1175-.~,) w.."1Ut\IE _1'1 26 5:?n 15385 j,::< • 6049ti 1356JUf\lE_i~VE 263 4[:,. 1)7682 12. :::m::U,l 11.98JUI\IE _BS 25 64.60000 14. 256::i8 :l.6j,5
Table 11 indicates the correlations of all the predictor variables w{ththe'five criterion variables of academfc success.
Table 11 :CORRELATION ANALYSIS OF PREDICTOR VARIABLES WITH CRITERION
VARIABLES FOR THE FULL GROUPJUNE_S
0.02349 -O.035~8 -0.11915 -0.33784
2/..1o e ~:~LI·:.2 c) h 9(~'-;\3
25
rtj r:~or ;~~I;: 0..:2(;~)"?:'2 .....o :1 ('i1·C~2() ._.() u 1 "(''<;0:':;8 o , [)3927 (, 2~;3J.~;.' n
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IG ''''f) 11 (.,l'? ': (~8 t),. 29::317 o, 2c!'~)3~3 c. :~ :!. '~~It :~ 0.:33:3:7::2.', '7:1..0.·7(in :!. L]·~;2 o, :t Eaj J. (, O. 2089 o. c)r't82'..' "
:;::~t"') 2,'::' 2i~) 2'~"'1 ~2:5
F'RT 0..37'920 o. 19260 0.28926 O. 3bLli6 -0.0:)2260., 0561 On 34·59 0.1518 o.0674 0" 991·1·
26 26 26 26 25
F-'rrTE 0. 19557 0.331)10 ") u 16382 o.2961)9 -:0. 0271l1·O. 3383 o.1)996 0..4239 0.1419 o.8975
2\~J 26 26 ~\S 25
LF' "-0, ·~':'75-:t0 o. (1I)i 17 -~O n 02800 -0. 13cl82 -0. 21,092o , :'.'i'3El 0. 9955 0.8920 o.~'5()51 0.31.15
"..., .' 26 2f.J 26 25~t:J
B I OC1i~~AF'H o.3(1475 (L~17467 O. 18953 0.28t:f38 O. 29.t.196() .. 1301 o. 39::J4 o.3538 O. 1531 o. 1494
2/:'.) 26 26 26 25
:r"ITVIEl~ o. 19278 --0. 16064 (I" 133L]·1 ().0680(1 -On 08160r" 3"~r5~; 0.(·33:1. o.515r-J I)" 7414· O. 6982_J.
2(S 26 26 2(S 25
LSF' 0.244136 ()t) 20::359 0 .•55483 o.40393 (I 1'1·:307,,' u
0.~~28() o.~.3:l37 0, ()()3.:5 t)" o-ror O. 495126 26 2(.) ""j ~ 25....::.(~.J
L 1 o 04864 (I. /.!·5lf)8 0.09929 O. 24·621 ()'I j 3591't<, .... .. " U
0.8134- On 0207 o. C,29 l!. o "22~53 0.5171-26 2<S 26 26 25
L ...., ....0, 01802 On 19466 .,... () n ()3845 o, (591).5 -(I" 04370..-:~:.O.9304 o.3406 On 8521. O.77~Kl O. 8357
2~) 2t.) 2\~) 2/J 25
L.__4
'-001 02223 -0. (H)3r'7 -('11 040:t 1. -t) II t)2~377 -0.090:1.80" f.,141 0.985'1· o, 84·58 0.9082 o , 6f18 1
26 .." . 26 26 25..:~(::,
On :I. 6(l~,':.!·<1· On09:l02 -'0.1)7455 o.08990 o. 123t::0.4342 (I" <~1584 0.71.74 0.6623 (l,,557?
2t) ~~6 26 211 .25
o , 04j.·~2 C)" 24218 o, 1)153 ~ 0..t2032 o , 0857'6(l,,8408 0.:2333 o.940, (I,. ~58~~ (I" 6831::
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-35-
An analysis of Table 11 reveals that ~one of the traditional measures(Matric or IQ) predict for success for both advantaged and disadvantagedstudents in the samt:! group. The most significant predictor of academicsuccess was the learning process measure which showed correlations of0,56 at the Oi003 level and 0,40 at the 0,04 level with Mathematicsand the June average respactively~ A significant relationship is alsofound between positive attitude toward university (LI) and Statisticsmarks (0,45 at the 0,02 level). There is a significant relationshipbetween deep strategy (B4) and Business Studies CBS) az well as betweendeep approach (B8) and BS. The results aze 0,42 at the 0,03 level and0,43 at 0,03 r.espectively. It is interesting to note that the PatternRelation traditional score (PRT) correlates at 0,38 at the 0,05 levelwith Acccunt.mq c
The intercorrelations of all predictor variables are shown in Appendix24. Significant relationships exist between PRT and the Biography (0,40at 0,03); the learning process measure (LSP) and Biography (0,44 at0,02): achieving strategy (B6j and time management (L3) which is 0,61at 0,001; the achieving approach (B9) correlates with both time management(L3) and motivation (~2) which is 0,49 at 0,01 and 0,40 at 0,04 respective-ly. A deep strategy (B4) correlates highly (0,66 at 0,0002) with informa-tion processing (L6) and self-testing which is L6 (0,52 at 0,006).An achieving strategy (}36) also correlates with L6 (0,42 at 0,03).The deep approach (sa) has a significant relationship w'ith L6 and L9(0,48 at 0,01 and 0,51 at 0,007 respectively). An achieving approach(B9) correlates with use of support techniques (L8) at 0,44 at the u,Ollevel.
3..2 Analysis of the Results for the Advanta,[edStudents
Table 12 outlines the simple statistics pertaining to the advantagedstudents (N = a) within the PBS group.
-36-
Table 12SIMPLE STATISTICS FOR THE ADVANTAGED STUDENTS
!\1
6:;. ::;::7500:l 1. ~.SIS ~5(){)~)Cl
:1.805(H)4·8t~.. 501~55
8
2~?t$ 28571 J.7E18
30. ;::'(lO(h~;
t:~ II ~3.tsoo18 co 3'?5CH){::,..~·~5CC((;
(::,2 ~~5()(~\)
52 n oooooL!~9,.~~()()()(i3Lt.1250030.6250025.0000021. $i 125(H)2t)n2500025.125(1018.0000024.3750026. O(l(l(ll)28.250002'7.5000023.7500023.6250022.3750025.6250023. 7~'5(lOO51.•2500(146.0000049.37500,t.~2"875(H)4el.5000055 u 2~3()i)048. ooooo
." ~fl.~ IT~":",',,,/.::·., ......8 ::~ lS tr? .:t){~
2M f315:~~?! r.:' f.j
878
E{J. [:GG:Plr:'t~·~I 1\;'-;-\/ I E~iJ 6.08276L..f.3;:7r
'"'_:1.L_£L_3L._4L_5I ,;--(.~
8 if",51782l!·.47014·L'~n 59814-6.490385.3'71798.854·983.54562iJ·u 103'57
888f3o,~
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8888888
6.088632.~726t3.494893.335425 ..'?()557l~.955j,63.!575713.57571(;.0<'].7436.47936
1.9. <)1.;·459
7.15142
8888888888
15,58:1.5;31.6.86077
SUiT!
5~~:\"~)(1()()(J9~2...=1. u oo o()(~
'0':.00000
3(~~'T~ooooo396.00000273. (H)(l(H)
245. ooooo2(1).0(10<)0169. (l(H)(H)
210.00000201 "O(l()(lO1.44·.ooooo:1. 9';3.00000208.00000226. coooo221).000(10190.00000189. ooooo179.000!)1)205.00(l(lO190 • (lO()()(l410.000(1)368.00000395.0000034·3. 00000:;~i'2u (l(J(~()().l!·.t.:·2"O(l(lOO~38tj ..()()()()('t
Table 13 indicates the c.::orrelationsof all the predictor variables withthe criterion variables. Thecorrelations for Business Studies are ehown
1:1 Appendices24 to 28~
Table 13
:w
LP
I ':',....._.:.. ..
-37-
CORRELATION OF PREDICTOR VARIABLES WITH CRITERIONVARIABLES FOR THE ADVANTAGED STUDENTS
,JUi\lF,_A
,....(J _'t o i 2(J~:' 0"" '"":I It -:"jl""\'-'_t..~" t .....'.:, .c; "'::.
0.9i748 8
0.09489 -0.54817 -0.43199 -0.80830 -0.63279
8 8
.•. ,,,:? ...., (.) ,-: ...,0" ~'5;),-~1·2 9 ()II 338tf;1 (1" 2t)'7(l!:1 to, ~'7M."-}~"""\-:t
'....' ._ . .' .~,.'',._: ,'~- , •• ,' 11 .... ~~:) .,::,":.;.. j'
()I~38\"13 () u ~:·~·f:l5 o ;.~<5f3i 0.(;15::~r~1 0. ::'..\974" n
-t i' i;f -,., 7
o , C)6:1.2(~ O. 56522 O. 8j.319 On 6(1495 0..753()6C) " 88~'55 o. :1.<'1-43 0.0141 o.0557 (' 0310" .
f.3 8 8 8 8
--(I. 64057 ,', 4·1322 0" 16404 0.4l~,2()2 o, 35774·•...'lI
0.0870 o, :3089 ('.6979 0.2491 (1.38438 8 8 8 ~3
'-0. 3()t)()O O. /.l·6534 O. 1067'7 o.39937 t)n33297o, 470:3 0.2453 (1.8013 On 327() 0..i.!·2i)3
8 8 8 8 8
0.64403 --0.5851.1·1 -(I. 27571 -"0" 55 j. 90 -0.502510..084[:3 o. i2i"4 0.5096 (1" t561 0.2044·
8 8 8 8 8
(i ~)(>0981. O. 41.205 0.·r5l!·60 o.65707 O.65535() ~9816 0.3104· 0.03<)5 o.0767 0..0777
8 8 8 8 8
--0" 59\"!l2~~.. (I" 6403{;-; O. 3573.t.~ 0..22C;.t'?9 !)Ij 43(?EI2o, 1.5 so 0. t2~.3 O. 43:l3 o, ,,~27lJ On323.(1
7 7 '-" 7
-C}n 27:1,''('"";' 0.48907 o.64·1. i"O 0.Gf1393 o. -"'1 f"') t ,.....( J. C:' ~.i:,:~:
0. 515(l o.2187 0. o86::-!. 0, ()()2f3 O.C)44b8 8 8 8 8
" :t~:)t1-82 0.75733 0 ..76:.5l:l 0.6549(3 0.79330'..;':1
0.7503 c 0295 o.028:1. !).(l779 () ~0188.'.8 B 8 8 8
(~tI~J5c)81. o. :::'iO:I.42 0. 55[.;):!.2 () (1 'i<1.5f34 0..4~73f:35o , 394~2 I)" i~68j, (l. 1::;05 (L. :3t)55 ();I ~235t)
8 8 8 8 I:.:!'•...1
0.1"6720 0..009'('9 0.28089 O. 2i!')519 0.206380.0263 0..981!!l 0.5004 o; 5256 0 ..6239
8 8 8 8 .;;:)'."
~) tt 49809 0. 22783 0.3920:1. (I. 10842 0" 28/~·58o.209l c:~11 5G74 0.3368 0.7983 (In 4945
-38-
1..,_7
L._n
L q..
c. 1~·7t.\·7.S(I II ~2.:.~·:1·:5
o. t 7' j. 22o ~l~,85~2
() {I lj{"j/j.l!·:~o~r:)'(:~i
o , 41. ():t 5
8
0.24048 -O.0094~() 01 ::),.·:;j'.~:J2 () rt 9823
L_1.00,,5914
-..0 h 037 .~2
1),,004730.991j
8
-0 ..30190(I" lI67'·Q·
() II 4·i'ri'S2() u ~?(.:J62
8
0.529060" :!. 77~.)
8
0.43302o, 2839
8
--0" 057070.8932
8
"T! fl\"-" c"\~.' \...... ~I..,,_ .....J
8
o .,(~1.7' -!. '1·o. 9(;:.·7'9
~\ ....
8
8
0.0671:1.o , 87.l1·5
8
''''..~5·~·(~17i). 1670
8
8
0.433080.28:::.\8
8
8
0.35284 0.51700
8
8
O.1!;;.i128o , 72()(:)
8
8
o. :3·~·558O. Lj I):!. 8
}]
o , 1 :397::)c. "?At:L 5
8 8
8
Or 50008o , 2()t!:jr::y
8
8
0.64·4200.0847
8
0.59690o. 1.182
0.64738
0.27969O.502~5
1:1
\)~t 9l!·fJlt·
8
() II 58::··:~·ljc)u 127:3
8 8
O.23El05'0,5'('02
8
o. 311·32{)0.4052
0.2806o,.~ ':1'.,
0"081.75O.Bt;·7,.q_
8, 8
o, ,q·9957o ..2()75
8
0.551620.1564
8 8
On 487:41.:1-0.2260
8
0.1.6004!).7050
8
i3
(),3f)204,(1,,3368
8
B_5 0.83706 -0.59701 -0.39097 -0.33906 -0,,483900.0095 0.1181 0.3382 0.4113 0.2244
88888~..~ f!i52('~j ;) u 1. 1.27'6 0.:37i397 0.32(148 0. 30330-.,e e
C) .. t)7~17 (I" 7904 0..35~A5 c)" ·11·~255 0..46528 8 8 0 8'.J
'·0, ()~:?::!,1. ~~ o.8:!.8t)(' 0.9$3::{4 O.63460 n,.88383() n 9567 0" 0130 o: ()()(\2 O. 091.0 (I" 0036
8 8 8 8 8
0. 12031 (I 44034 o. '!·55.t5 0" 33:308 0.'1·58'14.•. "C)" 7'766 0 ..274·9 1).25;'1 o.4 :l2-'" 0. 2536
8 t1 8 8 1-'I :::~
1 (lOCOO _')" 391l·31.l· '-0. 08986 -·OR 07747 "·0.2(1269u
(l" (I o.33:::$7 o.8324 0.g553 o.63020 8 8 8 8I.J
B_8
-39-
An analysis of Table 13 shows a very significant relationship betweenthe June Business StucUes marks (BS) and IQ (0,92 at OtOOl) $ BS alsocorrelates highly with Ll (0,81 at 0,01). A surface motive (81) andsurface approach (B7) corr.elate with as (0,86 at 0,005 and 0/76 at 0/02
respectively). IQ also correlates with June Average (0,75 at 0,03).There are two very high correlations of Learning Process (LSP) withboth June Maths and Average marks (0,9 at 0/002 and 0/72 at 0,04 respec-·tively). Attitude and interest (wI) also has significant relationshipswith June Accounts, Stats and Average (Ot76 at Of 02: 0,76 at 0,02:and 0,80 at 0,01 respectively). A surface approach correlates highlywith June Accounts, stats and Average (0,82 at 0,01; 0,95 at 0,0002;and 0,88 at 0,003 respectively).
The intercorrelations of all predictor variabl~s for this group areindicated in Appendix 25.
For this qroup the Matric rating correlates with the interview measure(0,83 at 0,03). The surface approach correlates with 1Q (0/72 at 0,04).A Deep Motive correlates with Time Management (L3; 0,76 at 0,02).The surface approach (B7) also correlates with the Biography (0,71 at0,04) and attitude (O,78 at 0(02). The deep approach correl~tes withattitude (0,73 at 0,03) and anxiety (O,74 at 0,03). An achieving approachcorrelates 0,77 at 0,02 with time management. A deep strategy correlateswith information processing (0,81 at 0,01) and test strategies (LIO;0,77 at 0,02). The surface approach correlates with selecting mainideas (L7; 0;72 at 0,04). The deep approach correlates with concentration,self-testing ana test strategies (O,76 at 0,03; 0,76 at 0,02; and0,88 at 0,003 respectively)~
3.3 ~~alysis of Results for the Disadvantaged Students
The simple statistics for the disadvantaged students is shown in Table14.
Table 14
-40-
SIMPLE STATISTICS FOR THE DISADVANTAGED STUDENTS
:L ('
i7I9. 1 '::l
,•• ••.. 1
18.~ '-:.iJ,.i ... :
L.P ist8J. E~18
INTVIEVlLSF'
18L_2L_.3L_/l'-_5t__ ~~f
L_7L_8L_9L__1. 0B_1B_2B_.3B_~·B_5B_L.B_7B._8B_9,jUt\IE_{~JUhlE_.SJl.J~\jc:_r-1JUNE_P!'v':;::
181.81818181818:1.818i.81818181818181818:1.8181818
Sec; [hi"/
t:14i'll 2~:;;52C?t ~.::::.:SC,C'(1{)23(\ of i.7'e.j~J 2n571.<)5
!3l!. t," c)()()(){)
98C:: u (Jc)t)~)t)
1391.00(;00893 ..000(:0561 •OO()()(l536; ooooo465 u (H)(H)O
443. (lOO(H)539 • (H)O()()508.00000309 ..1)0000479.<)0000484 ..0000(1493.0000045<"-)"00000372.00000I.Ir25. (lO()()('I
433. (l0(l00482.00000Ll·6l1·..000008::::;:!." 00000858 ..<)00009,1-6n ()()O(:!)i7'3l'J u oooooBf);:)• 0000091 LIe u 0000081LJ.OOO(lc)
Table 15 shows the correlations of all the predictor variables withthe criterion variables.
'··:"..·!'t·"'~n:.> t I ~ i -;::'1 2 Q 5~..::;34,q.
:3 u 8:::()57'~3u 7S'1:!. S::~3~,. 4·..~,371
t /0:; ,I 33~3:3::~
.:'J9.. S0COO,11~9.,b1.11131.1666729. '/777825.8333324.6111129.94444
r,b.,391 &.::<11.257:1.06.981075:a e! 1 C) It· 5.!l·.768155.563955.3:!.89:l5.610<':53.71404lJ·.117''155.09774-i.!." 852ft·c)4.382J.!,54.910975.42L!,7T5.450014.6216:::'~6.226668.082309 ft 7"i'l7'9:~8. 486B2
28~2222217. 166cI726.6111126. 8888?27.3888925.5000020.661.::6723.6:1.1t 12·1· 11 (Je-i55626. 7t777~j25n "(777846.1.666747 ..6666752n555564·(l!1 88889 1..!:1 u (7.!~·2j~·2
1311 92C>5312.87'29310.29309
"r4• 6 :!. 1.:I. :l5()~77778
Table J.5
-41-
CORRELATION ANALYSIS OF PREDICTOR V~RIABLES WITHCRITERION VARIABLES FOR THE DISADVANTAGED STUDENTS
,~. 0.05547 -0.34974 -O.304~0 -0.26033
17 .1 -,:
~ I17
0,21801 -O.0264e
!,8
;.~,I'\, ~p~, -r ,-':•. ~. f l -.. ,. '...J -','" Of3:53:.)
o 91.7(l
o, ()7'89!.7
0C'J. I;:'
-0.49112 -0.30251
18
0.9161
0 ..063700.8017
18
(~~()r~3()I:t'i!~"'''''
:18
0. -4·13270. 08E~'
18
0.09859 -0.10884
o , (:2'T'7 :to, 9:;.25
18
0 ..21924O.382'J.
1.8
() u :L745~)0 ..4G8'!·
1£.1
0.03219(l.8991
18
; .~~.I i.7
0.91.970.02561 -0.13862
10. ....,o , 5833
c~It 358L!·2o , :t LJ.i.ll
18
I). ::.'0863(1,4061
:1.8
-c Ij :)2!:,960.9186
B I (JGt~f4F'!'1 -,J. 1.0:304 0.2/..,773 -I), 30024- -(1 ..221. 14· "'''(;w 06882o.6768 o , 2828 0.2261 o.3'i"79 0" 78(Sl18 1.8 :1.8 1.8 '1O
.1.\..,,'
I »rrv I Ev.J (\ .. '7.'f ~ 14>'1 o. 1.2331. -0.~~5~)73 0. ()4~1!·3.:) -"c)·t ()S()li·7..I~. '"
Or ~9rN:l () " 6259 ()~.1.53{j 0. 8CJ j. .t1· (iu 7'509tS 18 18 1.8 18
L_~1Ft -0. 055£i-8 o, " :1.91.2 _·t)" t'18323 0..:::r?7'{19 0.1f:}~355•1-o.8269 I) ..6378 (, .7t:~~7 I», ,.' n j.223 (~ ,I .l.!·t~t1()18 ., '"' 18 1.8 .,....
.1.0 .l (;;
! 1- -(},' 0:351;,1 -0. 17{J39 ~) II 3"('1.7(':) ..···C> II 1180·!j. On 01501to ....
I) ..(1891 o. 48~38 O. :l.2f:l7 On 64·09 On 952918 1.8 Hi 18 18
:_ ...., o , ·q·.I.!·:.31 -r)u 14:1.99 0.02745 "'-(L, 2377/~ -o, 17()22-....::,c) .. ():.s68 I)" 5~~J1.:t t) u 9:L39 0.3'l,21. o.4995
18 in 18 J8 :L8
L ..." 0.4'()799 ···0"03010 -t)Q 160;:;5 -t)u t6835 ......o , 1S9C3:i.-''',"1
(l..0928 0.9056 o , 524·5 o , e,i043 O. 526518 10 t F.l H3 18
1).056070.8251
18
-0.21.8730.38:32
:1.8
0.8250
1) .. 208820. '1·057
:!.B
()u 17l:i2:L(1" 48,~·3
18
. _4 -0.54701- c) • 1,580:!. -(lut)8409 -0. :l1626 0.001(.")0!...
0~1)1.88 0.5312 0.74·01 o, l:)l~(.'j() 0.995018 1.8 1£.1 18 if:)
L..._5
1 8
:... '~}
, _1:)
',,:,, .,....._.,.
Bq<_!.J_·
'8_9
-42-F·':·.:·<··;·~j-··;;;C}rf C(jl···ir·::?1.~?':.~.:;.~.ji·! C:fJ<:;?!"F·r.it:.:i~-?n-~:·~;, / r:';-"c,i::, ':: !r:;~; tJf"'!di~,~(' r~lcJ.~ «:··~~..);;~c)I NumbsT of C~seryatiQns
0.31999 -0.13193 0.10015 -O.07~93 -0.07175(),.7'?72
18 :t8
0.40494 -0.15072 -cr.28579() ..55():.5 (i II l)~st) t
J.81'..,I... '
0.14805 -0.11374 O.045~~ -O.3~614 -0.19337i) ..,85'r J.
:1.8 l8 H3 ~.:::-.. ' '_.'
0.54684 -0.00317 -0.22239 -0.336850.9900 o. :::75:;'
18
0.56713 -0.04510 -0.12333 -0.40225 -0.26:83O.Ol~l 0.8590 0.6259 0.0926 0.2939
18 :l8 18 1.818
0.04765 -u 27069 -0.077210.8511 0.2773 0.7607
18 18 1818
o, 031'760.8817
18
o.58993 -0. ::,961.2 -0. 126(-30 0.03232 -()u 2(~472o.0100 O. 1(;37 O. 6161 (;'1 :3987 0.2884
18 18 1.8 18 1.3
() II 53820 -0. 19136 -(l. 131<)8 -0. 1()82;5 -0" 204 ..4·20.0212 O. 4469 0.604·2 () 5( 6690 0.41.58
18 18 18 18 18
(i. 50582 -I). 29290 -0. 10416 _ .. () l. 223l:l9 '-0. 3038''''(Ie 0322 0, 23l'30 o.6808 ().3722 C' " 22t)2
18 1.8 :1.8 Hi 18
C)!I 35030 ··-0. 02987 -()n 11-618;' -0,,36202 -0.37(;.680. 1541 I)" 9063 O. !)537 o. 1399 o. :1.234
18 :1.8 olO 18 18:...... ,1
0 ..6962(1 -On 138~5t} . o.00498 -Q ..1037:!. -0..:1.. 1.885o.0013 0" 5835 o . 98;:,4 (~) u 6822 o, {:)38618 18 18 1.8 1.8
(I" fJI.I··!:t21.l· ....(,.31.529 -1-' 28676 -0. 13275 -(i u 3;.:)9(;6-' u
0" OOOl On 2025 0" 2·1186 0" 59~;'}5 On 1 -::r'! c:'.......... to l...~
18 18 18 if.] 1.8
o , (;:;4690 -0" 3::<106 -I). 1·Q,340 -0. ()·~·82:;; -()~ 2t:i7i~~:;c) If 0037 ()" 1796 0.5568 ~).•8tl92 o , 2827'
is 18 18 1 ~, .! P..... (:1 .1. ,_J
() '1 47578 -0. 171;116 "'·0. :::H513 -0.32582 -c)" 3784::t{) u ()4·(~') O. L!7c)9 0.2028 o , 1870 o. 121.5
18 18 "'1 lP :l.8
:I. '0 OO(lOO _.() n :;W678 -,0. 207t.d -0 ..15387 -(),. ~33!.I·9'o.o O.2156 0,,4083 o, 54"~1 O. :1.735.L8 18 18 ~.8 18
-43-
F6r this group there are no predictors of academic success for the Julymar.ks in accounts, .aaths , statistics or July Average. There is a relation-ship of 0,47 at the 0,05 level ~ietween a deep strategy (B4) and BusinessStudies.
The intercorrelations of all predictor variables are shown in AppendiJ~26. Thf:}reis a correlation between selecting main ideas (L7) and f<1atric
(0,49 at 0,04). The interview correlates with the LSP (0,52 at 0(02),as well as with time management (L3; 0,57 at 0,01). An achievii strateg}correlates with time management (0/60 at 0,009). A surface strategycorrelates ~?ith information p; ocessing (L6 ~ 0,57 at 0/01). An achievingstrat£"9Y correlates toJ'ithboth support tecbniques (L8) and self-testing(L9; 0,48 at 0,04 for both variables). An achieving apprvach (B9)correlates with support techniques (0,55 at 0,01) anJ self-testing (0,57at 0;01).
3.4 Analysis of the Results for the LO\>l f10clifiableStudents "
Th~ nurober of low modifiable (LM) atudencs are these students (LIS = 17)
who scored below the mean when calculatint;Jthe Learning Potential (LP).These students made little improvement in the enriched condition ofthe PRT/E test. 2he number of disadvant.aged students in the LM groupis 11.
Table 16 indicates t,he simple statistics for this group of low modifiablestudents.
Table 16
-44-
SIMPLE STATISTICS l~OR THE LOW MODIFIABLE STUDl~NTS
,",,'
1·;"',1',' ..;
'1 --::1.; I
t7'0' ''''':'.:,1
L, 1 ..-:'.' !...,J.. {
:t .?of • ..,J, t
i "P':1. '?1. ",.,.
L_SL_.~)L_7L_8I (::ll_.~ ...... It'
L __10Ei_:tB_2D,._3E: ,.n.B_5E~_{-:.,
B_713__8B_9.JUN'-';_f.':,s tJi'.lf::_E:;
:1...... t1.7.17171717
:l.i':t71.7:L71"1
:l :!. j ,~;J. '''7' ,) ':,:
t t)() u ~)C()(}C=(;,./~~:;I ~):) l)()~~:
86'7 Il (,(:r{)C)(if3.~:}::.: :1 () (:iC~:,)c)~:.~L·~.:j:\()(j\)()(~;51'(,,, OO(iO\)·117 ..000003f3::: u ()<)(~(}~)
ij,89 " (H)(lOC481. u 0(10(1029'1. (:.1)1)00435. ooooo45~i" (H)OC)()48:3., (1)0004::33. (1(,'')003'£10 ..ooooo::'J90. (lO(J(H)
393.00000441nOC(l(l(l'{·09 .. O(!(:OO813 ..()(H)OO783. !)(lOOO8S;:) 0 0000071 ~~.. (lO(J(lO7:::~8II ~)()()()r.)88:t ..(lOOn!) D
7'?(~u (l(:f(:;t)(s
)
()
01 ~ ,'''i 1'''-/1-:::0 'oo:r:, .. } .. ,_;;:,.,.:.<::" ...l ...•'"
30 , '!.1. :L?,S:·:4·11 5294·122" 'l·705';>
·4 u f~J::'lt35r1c.)tt 52()~335 II 6,q.(:::38tl t~ "? t.1.3t t..y~j.44i'08'1. tl ::28755"8151~::'5l13t)3274·. 107023. ?4~55\,,)4.84085
The correlat.ions of all the prooictor variables with t. ie fi'iTO criterionvariables is shown in Tablcl 17.
2811 '(-'cJ47':t28" 294·:J.~Zj_ ·1.5882425u 5882'1·2b. 7{~47j,28.5294126" (b4j'l)l,21. l'?6lf.722.9411823.s 117~~525.941j,824.,)58824·'( ~ 8"23~-5:')4C-:l.0588250. (lOI)Oc)IH.941.1t::l4·~~u 82:5535l tl 823~5::145.294j.2
5 ..7758'1·3ae 9917~25.297()66. 3956\~€o1.66;365'7' • 8(l=:~24
16.80949j_ 7 u 52,;!3915 ..28167'13.9766:1.
Table 17 ~CORRELA'.rION ANALYSIS OF PREDICTOR VARIABLES WITH CRITERION
VARIABLES FOR THE LOW MODIFIABLE STUDENTS
""/ r ,'. , ......',f
)-'.: :~"
i....F'
L.SF-'
1... .... ".
I ..,! ",- ...,,~',
,"'",I. I
o. 1()7'·~~·17' 1. i'
0"1608
'-0.23774<) ..3582"
17'
0"23604o , 361.7
17
.-,
.1. ,.
(~ .f ~2f:~::5t 7:c)u ~2'?()7
o .1 (~(~il·f3:t0., nOLl·13
of .. .,.1. I
...·r~It 29<)5(3Cl » ~:~~)7C,'
(j "' :::.~\~;):?~3L!(l"l):t!3'1"
17'
-,0.28011
17
(, ,I 7:]8~3~~:o u t)(,. :~.7
(J u 1 ·i-rfJf32o. 4923
17
1'I'
c , :-:.i.t·5180.1748
17
1),,16428
(l n 001.4·
c) II 3(:)·~~l·r8(: ,j 15t)t)
1••,~ I
() " l~·~7:::3:37'() ~ :1. :L ~.:.;(~
:! :;
1_'I'
(1 II ~~. S}9 (;~.c:;C~11 ()'~·1i)
17
o. 28l:i8~)0,,2644
0.1.612,!j.o , ~;36L!.
:1.7
17
-I) a 431l·}3 io , 08 j. 1
17
0.1.6246():t ~j3~)3.
1'i'
(\,,:]038'1
0 ..01;,0of ... .,.
.:. r
o. :t 7f.::(~:L'I"
() II ~:?:J. (l'1. 25o , 4·1.75
" .."J, r
() "~,:;7~.5t33(j } 15{;:.,....,
.t, r
(J n 4 ·'tl!·6i'c, ():5.l!·:~
17
0, • ./!,7h4{;;)o , ()532
j,7
o , :::r.6(~:~(~0 u lA59
+O Ii /.!. 7~:'3:JCl0.0521
17
(1 " :,3(-34 ~.0(In :i.280
j7
(iii :t3()':'5
(i H :) 1.1;'7$
l) d (} t2··Q·
., t::'",:,\ ..)
o. ~f{~:t37t)u i),~':J23
:t7 17
1''::',
o , "r3011·1j.O.084b
1'?'
o ~2<::)7~3:~\o, 29r~{!)
:t7 1'"•. r
-(~ u t.t.._,~~3i..?9,~JI)" 1)1)5'1'
:1.7
0" 35f:nEJc. 157'r~
.r ..~,J. r
>1 .. ..,.\. (
.j -;1
.1, I
o II :1, :1. /! ••":'~]f)!. /';/:,1 :i,
.\7 '1"'"".', f
007662
0.31)021O. 2·Q·1. 7
171
·t ',""J.I
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•• t
An analysis of Table 17 shows that for this group of students thereis a correlation of 0,46 at 0,04 between a deep approach and BusinessStudies. There is a significant correlation between the M'ltric marksand both June accounts and average (0,74 at 0,001 and 0,52 at 0/04 respec-tively). IQ also correlates with both June statistics and maths (0,50at 0,04 and 0,48 at 0,05 respectively). The traditional ?RT, anotherstatic me~~ure, correlates 0,48 at 0,05 with mathematics.Process Measure (L3M) has a significant relationship
The Learning(0660 at 0,01)
with Mathematics. The attitude measure (I,l) correlates 0,60 at 0[01,0,58 at 0,01 and 0,52 at 0,03 with ac~ounts, statistics and June averagerespectively. Selecting main ideas (r.7) correlates with accounting(0,56 at 0,02). The intercorrelations of the predictor variables forthe low modifiable group are shown in Appendix 27. For this group,there is a strong correlation between the PRT/T and the Biography (0,72at 0,001). Matric correlates 0,77 at 0,0007 with attitude (L1) as wellas 0,55 at 0,03 with motivation (L2). There is also a correlation of0,66 at 0,007 between Matric and selecting main ideas (L7).
A surface strategy correlates with the interview (0,71 at OfOOl) aswell as the LSP (0/54 at 0,02). A deep strategy correlates with anxiety(L4: 0,61 at 0/009). An achieving strategy correlates 0,66 at 0,004with time management (L3). The surface approach has a relationshipwith both the interview (0,69 at 0,002) and LSP (0,53 at 0,02). Anachievi.nq approach correlates with time management (0,56 at 0,01).A deep strategy correlates with information processing (0,76 at 0(0004),selecting main ideas (0,49 at 0,04). A deep approach correlates 0,60at 0,01 with information-processing and 0,54 at 0,02 with self-testing.
3.5 Analysis 0<: the Results for the High Modifiable Students
The high modifiable (EM) students were those who scored above the meanfor the calculation of learning P.Otential. These students demonstratedafter a short period of mediation that they a~e in fact able to imp~ovein the range of sJdlls being aseeeeed, Of the 9 HM students, 7 weredisadvantaged, demonstrating that this latter group benefitted the mostfrom the period of assisted in~truction.
-48-
Table 18 shows the simple statistics for the high modifiable students.
Table 18 :SIMPLE STATISTICS FOR THE HIGH MODIFIABLE STUDENTS
I r::1
r -t1_._...1.~ "'7';;.-_.-1.._3L._3L.. :51.._6'-_I'L_i3L._9'-_toB_~.B._28._33_4El__5B (.:)'£1_7
B 9J L.'1\i ~~::_.A~fUNE_G~1!J~\1C.._lvlJUNE_AVE
9,-.1
9
8999999999999rot999999999
1. /1· I) ~:j~~~:';;l)(~"f3:1 ,1 r:: 1. (:;J 1,:::0
269 ..(lOOt)!)
248.000(10230. (HXH)!)260. ooooo228 I) C~t)CJ()f)
154 ..000002:J~~~" ()C~()()()
237.000002::;,(Ir ~ooooo226. t)OOOO2(12..(l0(l00224.000002:1.9.000<)02L!·6" (lOCO!)245 u 000(10iJ·28. 00000~·Ll·3.ooooo491. u 00000.:~(S,S (I c) () oo o1.l.i.;' 7 .. (H)(lC)i).I].73. (H)OOO4·28" (lOCO!)
The correlations of th~ predictor variables with the criterion variablesis shown in Table 19.
:t 1 u ~:;~:~.:;~'5(1~.37Q ·?7"r·?~148. Z::i'!)OO1j.'7. 1U. 1129.8888929 33333
5 u 8'7'''?9,l;'10.:517JO8.880386.46l4:23. t!·3:1.88t!... 3(::/2085.60010(~;)"68951!-Lj•• 1.01..:>73.-!I. '. 21 (S3'(5u 7~~~7{~/.~'11 55~223. "('8961-(j~12/;)72Cl4v 755:.15.074455.873675 ..739739.275:t28. (127177t1731&)119" ~)7223j_ 1" t24~:.tO1.c. ~32~tj. 49 tI ~~()(t4·f3
27. 5555cJ25 !I 5~3!55l128.8888925"333331.7.1111.126. 5555t\26t13333326.0(lO(lO25.11.1 U22" !.j.Ij.L!-iJ..ll.24.8888924.33'33327.33::::,3327~2222249..2222254·. 5555f..1ilO.66b67Llc9 ..t'~.(::l(, Cl 71::"--'\ """"'-;t-,,,,,",..'"'~" ( i l' ( '-,,~
4-7 u !:~5~35{:i
~-49-
Table 19 :CORRELATION ANALYSIS OF PREDICl'OR VARIABLES WITH
CRITZRION VARIABLES FOR THE HIGH !V10DIFIABLE STUDENTS
--0.05357 -0.22776
9 9
() b :2~32~f :ro 11 ~.~ it·7"7
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0.23805 -0.42268 -0.28168 -0"35927 -0.55571,..\ r:::--:r-:Ili•.•• n ",.",.,') .... 0.25'('0
90 ..4f.128
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0 ..8613 0. 1851 0,/.:.527 O. 4333 o , .l)·25<)t;i 9 9 Sf 9
_ ..,') " .l.2~84 !)I! 281 t:~8 -0. 23801- o, 07367 O. :1.421)8~) 11 77";29 0. 4/;,<21), c I( S:J7·"~· 0.8G()6 715,t~r
c;> 9 9 9 9
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9 9 r'i 9 9
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9 9 9 9 9
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, _..2 o.48'1.25 -0. 1!848!3 0..crJ.29S2J (l" J.81 .(~~ '--0. r) ::.•~)j, j.l ....
(1 .J ~)l.".'~ l) " HT39 0..C~l)t70 0..i::J4t)~. o, 9672. .:,1,.,'. I
s> 9 9 9 r:}
! '''!I' t) 11 12t:r,,~4 ,.."c)" ~239:36 o.~mj (79 0. j,9771. 0.0523:)h,.. ."....•...\
On 71·l!·~2~5 0.5351 I) ..31. (l~3 0..610:1. (l. f:1C;:',3?19 9 9
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-50-
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9
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0.01178 -0.66296 -0.38826
9
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0.17593 -0.00537 -0.22410
I). gem69
0.02032 -O.3~092 -0.403390 ..28'1.7'
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0.25252 -O.lS6~2 -O.204~~
0.65599 -0.63640 -0.40590 -0.40893 -0.78316
(;'1 (j733O.6~2b7 -0.45954 0.C8~61 -0.23939 -0.36413
0.720S? -0.48847 -0.43593 -0.77131 -O.81~~1
9t)u :~82:1.
90.01.49 o. ()()72
1.00000 -0.75982 -0.10949 -0.42241 ~0.73709
S'o , (.I 1 7::.,;
'"i S'
-51-
An anal.ysfs of Table 19 shows that the
is uhat between attitude and statisticsonly significant(0,69 at 0604).
relationship
of the traditional predictor measures such as matric ana IQ sha:,!." ;;}
negative relationship with all criterion variables" An additional Ul:.!~::er~
vation is that for the Hr.1students the PR'I traditionf.ll meaaure demonstratesno rel~\tionsh:i.p with any crit0rion variable. In facti the PRT/T alsoshows a 1.egative relationship Hith beth math~\matics and buai.ness oconomi.ce,It appea.,:,othat the more modifiable sb. ,ents do not prC:Lict on ti1etrmanifest level of. functioning. The intercorelations of all the preaicto.c'variables for the high moClifiable group is shown in Appendix 23$
There is a c~')rrelation of 0,70 at. 0,03 batt-leen suppot"t te(;hniques (La)
and PR'l'/T. The Learning Process Measure has significant correlationswith both L3 and L4 (time-management and anxiety respectively). The
correlations ar6 0,79 at O~Oland Of78 at OlOI respgctively. Test strate-gies (LI0) correl'ltes 0,75 Cit 0,01 . '~t Biogi:aphy.
3.6 Surnm~~ Results
Table 20 is a summaryof a.ll the correlations of predictor variableswith criterion variable~ for each se~l~ategroup.
Table 20
SUMMARY OF PREDICTOR VARIABLES t'UTH CRITERION
V.ZffiIABI,ESFOR EP.CH GROUP-------\ .~ ===--==--~-~,'
Predictor variable Criterion V<?'\l~iab].eCm:::'G- 8igni= :lation f~~4
I-----------------------------------------·=~~~,----------~0,003WHOLE GROUP Learning Process (LSM)Learning Pt'r.:..::eS$
Attitude (L)Deep strategy (B4)
~lathemat:;cs
r Group
Business StudiGS
08450,420,430,38
0,02O~C30,030,05
June AverageStatisticsBusiness Stuaies
Pattern Relations (PRT!T) Accounting-- -- ------,
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It is interesting to note that if one looks across all the groups thenthe predictor variable which correlates the most times with a c1:iterionvariable is the aubscafe of attitude on the Lassi. There aro 9 suchsignificant correlations. Learning precess and a surface appt'Q£lch corre-late 5 times each ~ IQ 4 times; PRT/T, Matric, deep approach cmd deep
-53-
strategy twice, and one correlation for each of biography, and selectingmain ideas.
It is also informative to show the mean of all the June criterion variables.for each group to give an indication 9f how each group performed inthe area of academic success. Figure 4 gives an outline of these results.
Figure 4MEAN MARKS OF ALL CRITERION VARIABLES FOR EACH GROUP
Mean mark100~------------------------------------------------------'90 _ Whole Group
_ Low mocHfy .~ Advantaged
:::::: High modify·
1:::::2:] Disadvantaged
80~"''''':==================''·=·······=''''-=······=· =================== ....··..···1
7060~ ..··..··_····..· · ······..·-..····..·..·..·_ ··..···· - __ _.._-._._..__.··__·..·····..·..·..··..···..··__..·..· ····..··.._ ·I
40
30
20Accuuntlng June AverageBusiness Sll\dlesStatlstlc8 Mathematics
Criterion variable
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An analysis of Figure 4 reveals that the advantaged group ~~formedbetter across all the measures than the oisadvantaged group. However,within the latter group, the high modifiable students performed consi-derably better than the low modifiable group, and even attained a highermean than the advantaged group for the statistics results.
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CHAPTER 4
DISCUSSION
A restatement of the hypotheses will be gitTen and the results pertaining_0 them examined regarding the mid-year resultf'..
The hypotheses of the study were as follows
HI. Learning potential is a \.)etter predictor of t ':':ademiccompetence forthe disadvantaged students than a tradition~l measure of gener.al intelli-gence.
H2. Learr.ing potential is a better predictor of academic competence forthe disadvantaged students than ~chool marks.
FI3. Learning potential together w.,h the learning precess meaSllre"l isa bettor predictor of academic competence fat' both advantaged andd:Lsadvantaged students than only learning potential or static meaE""resuaed alone.
4.1 ~:nter.pretationof Findings
All three hY1?Otheses have been supported by the results of the study.However, the first two of the proposed hypotheses were not supportiedthrough a main effect. Instead, the way in which the enriched conditionof the traditional PRT enhanced prediction was through the moderatoreffect of the degree of student modifiability. The more modifiablethe disadvantaged students were, th~ less predictable they became ontheir manifest level of intellectual functioning (PRT/T) • Conv~\rsely,the less modifiable the intellE ·tual functioning of the disadvantagedstudents, the more predictable they became on their manifest level ofintellectual functioning (PRT/T and Mental Alertness Test} as well asmanifest academic functioning (Matric). The present study was ableto enhance prediction for academic succesa by supporting Hl and H2 througha moderator effect. A role was found for Feuerstein's construct ofmodifiability in tertiary academic prediction. The major finding ofthe study is that advantaged and disadvantaged students predict entirely
-56-
differently. The study provided no valid predictors for disadvantagedstudents. A consistent finding was that the advantaged students aswell as the low modifiable students predict across many more measuresthan the disadvantaged and high modifiable studp.nts. The results clearlydemonstrate th~t for the advantaged and LM students the manifest levelof intellectual functioning as well as manifest level of academic func-tioning do ?redict with university success. The results have showna group of students t<:J:Je hig(111" modifiable and that for this groupof students their manifest functioning does not predict with futur~success. The findings reinforce the need to find alternative admissionscriteria. The e'lidence of the present study rajects the t.raditionalmeasures based on static assumptions of intelligence. For the disadvan-taged students the only predictor of success was a learning strategymeasure.. This finding further Si.lggeststhat the processes of thinkingare essential in being Incorporate 1 ';} a selection procedure; The singlobest predi.ctor of university succeas for the whole group was in factthe learning process measure. For hoth advantaged and disadvantageostudents, it appears that a holist learning strategy (high LSP) corLelateswith ac:.,-~.=micauccasa , The ability to identify main arguments withsupporting evidence and transform information account for a maj'/r pro""prtion of variance in first.-year university success. A further measurewhich cor.relates with academic succe~s for the full 9r~up, advantaged,LM and HM groups is the attitude subscale of the Lassi test. Studentswho have a p'ositiv~ attitude to university study and are motivated achievebetter marks. This measure also gives an indication of goal-settingand the relevance of present study to future work. The sca)~ theref<:>relooks at the extent to which a student takes responsibility for hero\~ learning. The fact that the attitude subscale correlates wi~h 9"riterion measures acrose all groups suggests that: it is a useful predicto:cof academic success. The Biggs measures were also found to be usefulin predicting for ac~deloic performance acro~s the various subjects withintne first-year B Com curriculum. A deep approach WClS found to be avalid predictor of success in Business Studies, whereas a surface approachcorrelated with accounting and statistics. The learning of the Lattersubjects require more reproduction of objective facts. Business studiesplaces more emphasispzev Lous knowl.edqe ,
surface approach to
on discovering meaning and inter-relating withHowever, the advantaged stuoents seem to use atheir studies (Aurface approach correlates with
~rJ--.r~~l
~57-
BS), suggesting that the? are making use of their previously acquiredschool strategies and still rote-leaLn within chang ins contexts~ Thefact that the PRT/T co..:'.celateswith beth accounting and mathemaci.csfor the wl-Iolegroup and LM students, suggests thaJ:the .:;"":i11,$ of Lnduct Ive
reasoning are necessary :f'Jl:' success in these subjects and give a va.Hnmeasurement of mani fest; inteJ.lectur:llfunctioning. However, for thedisaovantaged and high modifiable groups no metlsure o' .anlfest intellec-tual or academic functioning '<las found. For the He:;ter gr'oups, theresults sl1CJlJestthat a move t",;,arcs mea~< :ing learni~i potential andtowards exa:nining the processes of thinking f<liU ~o a l:mg way to explainingthe variance in first-year academic success. In fact, the results supportH3 in that the learning p!'"ocessmeasure is a better predictol':of academicperformance than the static measuree for all the stut:sm.c. Learningprecess assessment in cor junction ~.yithlearrting potential clearly enhanceprediction for pll categories of st:udent~ ~his new paradigm goes beyondmere prediction and links the way in which students learn (the process)tI¥ithsuccess. It is an educational ...modifiable approach leading to under=standing and remediation. Such an app'roach rejects traditional staticmeasures which mer~ly show relationships between products (Matric orIQ) and success.
4~2 Implications for Traditional static Testing.~nd AcademlC Prediction
The findings of the present stlldy lend added support to Feuerstein'scritique of traditional approaches to intellectual assessment. Thostudy finds no relationship between any of the traoitiondl measuresand tertiary academic success for the di.sadvantaqed students. Whatthe present study did do was to distinguish a subgroup of disadvantagedstudents for whom CIne of the traditional measures of intellectual fllnc-tioning (PRT/T) was a successful predictor. For this )UP of studp.ncswho are not highly modifiable the traditional test predicts well~ Howev~r,there is also a subgroup of students who are highly modifiable and forwhom the traditional measures even have a negative relation to unive:sitysuccess , within the high modifiable group, 78% of the stucients weredisadvantaged, indicating that the manifest 1(,>'I1e1 of academic or intellec-tual functioning does not reflect potential. By introducing the Feuersteinapproach to selection, a subgroup of stuo~nts were isolated who didnot predict on the basis of their manife ~el of functioning.. Thesestudents were e~sily able to improve their scores through mediated learning.
-58~
For such high modifiable students the matri.c, IQ or PRT/T scores donot :v.-elateat all to academic euccoes, Such tests of manHest levelof fu';')cticmingare not meaningful predi.ctozs for students who have beenmediat.ion" '~ydeprived and lacked educational opportninicy. The factthat tra'5iti<..rlal mei1Su.r:~shave consistently been used i.1 academic selectionfor all groupe of students leads to the exclusion of a large group of,students for whom such me,;>suresaze predictively invalid" There isa 1a1::gegt~outJof ttigh modifiable students for whom leat.ting r,>otentialcan b~ used to enhance preoiction of academic performance. The presentstudy has shownthaJ- cognitive structures can be changed and representsa f.undamentalshift ~,l p<1.r.adigmawayfrom stClt1.Cnotions of inteHigenceor: f>Otential. such an approach acknowledges the strengti1s of modifiabledisadva.ntaged F'tudents and suggests areas of e.:lucational interventionto help fulfil aca(~!'!micpotential. The study :f.ucther suggests thatAhenlearning pote,otial scores are supplemented with knowledgeof learnir!gprccesses , 'th6!Oprediction is fl1rth~x enhanced. Information about students I
p~ocesSes of thipking facilitates a~propriate teaching 5trategies~ such anapproach to selection is far mor:e meaningful than' a tracJitional staticapproach which concentz'aties on deficits as a criteria tor exclusion"
The tr~ditional approach to selection views learning as a quantitativelymeasurabkeoutcome. The disappointing results generatred by this ,ttaticapproach provides little insight into the relationships involved inthe lear.ning coneexe, Traditional selection does not take coqni.sanceof the precesses involved in studyirlg and Learndnq, A process testingapproach examines tne processes in 1earning tha.t students engage Inwhen faced with a reaJ.istic learning task in the natural context ofhigher education. Such an approach to selecti(.)n Q,ttempt8 to di..scaznthe qualitatively differ.ent ways in which students eXfferience, inte<:pret,undecscand and concepcualIse the learning context. unlike static I'JelectionIT!( asurea, assessments of learning processes do not reflect a permanentchar~)cteristic way of learning that is display1ac1 o'ITer a t'ange l'Jf tasksana ai tuat i.ons, but is instead a product ('}f the interaction bety;eena studeut' s current motivadon and the teaching context and is mod:'.fiable.wl1ensuch information on learning procesaes if; suppl~mant,:rowith asseasment;of tyJtential intellectm:tl functioning than selection measures can be
-59-
linked to appropriate educational interventions. The university hasa responsibility to facilitate the success of modifiable students andto encourage appropriate approaches to learning within the academi,ccontext. The focus cf attention changes from individual deficits tothe learni~g environment. The traditional measures encour.age passive,reproductive fvt'ITlsof lear.ningand is a consequence of perceiving learningin qUCl.ltti tative terms c 'l'heprocess measures emphasise the student Isawareness of the act of learning and the strategies they employ whenapproaching material to be learnt * Developing an awareness of one'sot-m learning ana thought processes is a prerequisite fot"academic success(Ford, 1981) ~ Feuerstein (1980) argues t.hatthe creation of self awc;;,re-ness into one's own cognition as a most useful componentthe modifiability of the individual. The confluence of
in aete:cminingresearch trends
in process testing reveals that alternative predictors greatly enhanceprediction of academic success. Alternative predictors which incorporateIGarning process and modifiru)ilityprovide direction az to how the edUC3-tional·...modifiable appecach can be used in the service of academic pt"edic-tion. It appears that there .isan emerging consensu.s between a processapproach to learning in ter.tiary:'ducation and the Feuersteinian tenetof modifiability. Of more importance in the South African context,is that without introducing the Feuerstt:?iinianapproach to selection,in which the learning potential of a student is assessed, a subgroupof disadvantaged students woulu not have been able to have been isolated.The present study has shown the extent of ntodifiability determines thelevel of predictability on the basis of traditional measut:es. For 10\"
modifiable students thp. manifest levels of academic and intellectualfunctioning do pcedict with unive::-sitysuccesc, For these studentstheir educacional opportunity enableclthem to a large extent to fulfiltheir academic potential. The findi'1q that traditional measures haveno r.elationshipat 211 with academic success for disadvantaged students,is an indication that t.heirmanifest level of academic functioning doesin no way raflect potential in that StIchstUdents have not had the necessat'yeducational opportunities to fulfil this potential. The learning processparadigm stresses modifiability, context, content and metacognitionfactot'~:involv'eain learning and provides a solution to the selectionof stUdents who have been disadvantaged by their education.
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4.4 Implications for Disadvantaged Students
only about two percent of students educated through the DET educationalsystem pass the matriculation examination, and t:1Qir inferior academicbackground, as evidenced by their manifest academic functioning (Matric),therefore prohibit such students entranca into :he "open II universitieswhich do enrol black students. The present study shows that no validpredictors exist for this group of students, and suggests that an approach~l7hichlooks ai:.learning potential within a cognitive processes paradigmwould enhance prediction for disadvantaged student~. The results demon-stratE: that such an approach is not necessary for the advantnqed studentswho are predictable on the b3sis of their manifest j.ntellect~ualfunctioning(IQ). ~euerstein (1979) argued that manifest level of functioning andmental capacity are two entirely different matters ano there is a conse-·quent need for university admission criteria to redress the advantagewhich a student from an advantaged school has over a student of equ~l,or better abi~ity from one of the more educationally deprived schools.In an ~cademicaily non-homogeneous society such as South Africa vastdisparities exist between schools even within the same educational authorityin the fraction of students who obtain a university entrance sch001-leaving certificate. The present study points to the need for identifyingstudents who have university potential despite the effects of educationaldepri vation. The Feuersteinian approach enhanced prediction for thedisadvantaged students showing that the more modifiable the intellectualfunctioning of disadvantaged students, the less predictable was theiruniversity success on the basis of their manifest level of functioning.This supports the findings of Shochet (1986) who found the srune moderatoreffect in the Faculty of Arts. Both studies provide support for Feuerstein's(1979) critique of traditional approaches to essesenent , Static epproachesshould not be used as a basis for selecting students who have been media-tionally deprived but who have demonstrated their modifiability. Thepresent study also provides support for the change of paradigm movingto the institutional contldxt of learning for disadvantaged studentsas well as the student's insight into their own thinking processes.The ~ingle best indicator of academic success for disadvantaged studentswas a deep learning strategy which implies that students who read widelyand attempt to relate present with pl~evious knowledge will succeed inaustnesa Studies Q HO\OleverI Business Studies is not formally examined
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in the Faculty of Commerce, and the resul te ~:":iq~st that the learningenvironment is important in Lnducmq apj),q]?' . : J learning strategies.Furthermore, those students who demonsnre. t1~'.'sJh modifiability couldbe predicted on the basis of their attitude 1,",2 university. It appearsthat the present approach to selection can succ~ssfully identify a suo-group of students who can benefit from an enriched learning contextand who have a positive attitude to unit7el:.::litylearninge There is alsoa subgroup of disadvantaged studenta who are not modifiable to the sameextent, ana the results suggest that such students would be more atrisk for university admission. The results suggest that a multi-facetedappr.oach to selection enhances prediction in that modifiability, metacogni-tion and learning strategy are linked to appropriate educational interven-tions after selecticll1. It appears that the procedure of selection couldbe greatly enhanced if school marks are supplemented by assessment oflearning potential and learning processes. At present faculties use
point scores based on matric results as the basic method of admission.Some faculties (such as Arts and Science) use selection tests, for studentswhose matric scores are too low to be admitted automati'.:ally. Suchapproaches to selection exclude a rat.ge of highly modifiab1 e studentswho are low in manifest functioning but high in potential. The presentstudy argues that the ability to adapt and learn be seen as integralpart of selection testing, and that a fairer and more accurate assessmentwould incorporate future potential functioning which includes the abilityto adapt to a new learning environment and benefit from instruction.An important guest ion which still remains is that of what needs to bedone in the future to fulfil the student's learning potential?
4.5 Limitations of the Present Stud~
Although the present study demonstrates the need toappropriate educational intervention on the basis of
link selection tolearning potential
and processes of thinking, further information not uncovered by thepresent study is required to fulfil this potential in the academic context.The pre~ent study did not explore the dynamics involved in the mediationalpro~ess itself and account for th~ way in which students responded todifferent aspects of the mediation. Such information wnuld be instruc-tive :i.ninforming how mediation could be adapted to meet the needs ofthe sl;:.ldent.It is not Lnconcedvabl.e that certain students have problems
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in the pictorial modality and did not benefit from the mediation provided.It is also a possibility that the metacognitive functioning of somestudents militated against benefitting from instruction. High functioningand low modifiable students might be overconfident in terms of sel~~perception and therefore be less open to assisted instruction. studentsmay not have responded to the instructions during the dynamic: testingsession in terms of their habitual strategies commonly used when confcontedwith learning material. Quasi-educational information would be necessaryto incorporate meta-academic factors and dea~ with the learning processas experienced by the student. The present study did not assess theperceptions of the learner regarding motivations for attending the PBSprogramme and how it would address their specific needs. The provisionof the appropriate educational cont~xt to fulfil potential depends ona fuller assessment of the mediation process itself as well as lookingat the broader Learudnq context. structured interviews could enhanceselection if students' perceptions are included in the information obtained.A limit:':l'm in the present study is the high degree of skill requiredboth in the mediating process itself and in the classification of thelearning process measure.or~er to make the dynamic
Extensive training would be necessary inassessment a general selection prncedure.
Such training would also involve providing mediators with the necessaryconfidence and skills to establish rapport with the students. It isconceivable that effective training would assist mediators and scorersto understand the phenomenological viewpoints of the students. Thisis particularly apposite in the context of second language mediationand thet'eis a need to consider training of mediators from similar racegroups to the students.
A limitation was found in that the selection procedure took place duringthe second Semester of the university yea~. The students had benefittedfrom enriched instruction during this time while on the PBS p:r:ogramme,and it is likely that there have been changGs in learning processessince the beginning of the year. The select.ion procedure should havebeen implemented before the university year so as to assess the predictorvariables before exposure to the university environment. The studywas of necessity limited to black students in the Faculty of Commerceand there is a need to extend tne selection reseat'ch in other faculties
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and on students of other g~oupings and educational backgrounds.
In addition, a limitation of the present study is that r:lr:>difiabilitywas on',r assessed over one measure and that che mediation ",.s:3 ' .•.mitedto a short; period of time. A comprehensdve assessment; of learnil"!g poten-tial would involve intensive mediation in the areas o[ learning strategiesand metacognitivb skills so as to measure potential for incrnased awarenessinto one's own thinking processes ..
Finally, the statistical technique was limited to a correlational analysisbecause of the small sample size and the large number of predictor~Jadables. Regrp.ssion analysis would be useful in that one could combinepredictor variabl~s to generate predictor scores on the crite~iQn variables.However I the present sample was too small to allow for this type ofanalysis and earlier studies have also found that regt'essi?n equationschange across years when used in selection (Rutherford £ Watson, 1990).The cdtedon vadable3 wet'e also limited to the July examinations,
and it would also have bean useful to extend prediction to longer cezmct'iterion measur.es so as to include Faculty ~esults after each yeat'of study.
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CHAPTER 5
CONCLUSIONS AND PROPOSALS FOR FUTURE RESEARCH
It was an aim of the present study to investigate alternative ae.Lect.Lonmeasures for' university undergraduate ad..:~.ssicns. The impetus for the studywas an urgent need to find alternative predi.ctora for disadvantaged atudente ,The university ot the Witwater.srandis in a position to admit students ofall racesp and needs to find criteria for discerning merit of students comingfromdiffe)rent educational backqrounds; This is a matter of Lncreaainqconcern, since the ratio of applicants to places available for studentsJ.S increasing substantially each year. It was proposed that advantagedand disadvantaged students arc 2redictable through entirely different predic-tors~ The present study suggested that a confluence of Feuerstein's tenetsand learning process measures would enhance prediction for disadvantagedstudents and could be a useful adjunct in predicting for university success.C!"'l!~l'"!tiol1procedures currently used at Wits University are based on school-leaving results only, or on school results combinedwith measures f~om tradi-tional tests. A case was made that neither of these twomethodsof selectionare suitable because of the situation peculiar to South Africa.
The rationale was that traditil',)nal selection measures are only a reflectionof the manifest level of funct:ioninq for disadvantaged stuoents. It wasimportant to distinguish between a student's manifest level I i'l,J reflectedin school marks and intelligem::e tests I and future potential functioningas reflected through dynamicasseasment,
The findings of the present study have shownthat school marks 2nd traditionalintelligence tests are invalid indicators of the disad,\1antaged students'succes.~at university. The study has successfully extended the learningprocessing and modifiability paradigm into tertiary academic selection byestablishing a relationship between learning potential, le~rning strategyand academic iJerformance. The assumpt.Lonof modifiability was supportedin that all students showedImprovement; after mediation on the scores obtainedin the traditional intelligence measure (PRT/T). This t~st was shown tobe a valid indicator of the cognitive skills needed to be successful in
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commercial subjects (Accounting and Mathemi~tics). These findings, the~efore,are in agreement with 8hochet (1986) in that the measure of modifiabilitymoderated the predictabili~y ()f disadvantaged students through the PRT measure.The hi.qher the level of modifiability, the less precUctable were the measuresof school marks and the intelligence tr.!st. Conversely, students who werenot readily modifiable were predictable on these traditional m~asures.The manifest level of intellectual functioning (IQ) does appear tn be avalid predictor of universit't success for both the advantaged studen':s andlow modifiabl~ students. ProT< a pract tcal. perspective, the Matric and IQmeasures can be seen as useful measures in admissions for advantaged students.
The present atudy has also found that the learning process measure {LSi'~)
predicts for the whole groupe It was demonstrated that this measure, whenused with the learning strategy and study process measures (Lassi and Biggs) I
enhances the predictability of all groups of students. It was argued thatthese measures have relevance for selection in higher education becausethey highlight the processes involved in successful university p'erformance.T!lelearning process and learning potential measures not only are validpredictors of academic success, but also facilitate understanding of thesteps needed to be taken in fulfilling this potential. Such an educational-modifiable approach allows selection, remediation ani] teaching to be aspart of the same process.
B'rom an admissions viewpoint I the selection procedure should be differentiatedaccording to educational disadv~ltage. The results indicate that the IQmeasure is the best predictor for advantaged students and in addition, th~learning process measures also predict successfully for this group. ThePRT/'T has been shown to be a valid predictor of university success and shouldtherefore be used for the advantaged stUdent sel~ction. This measure thenalso serves as a baseline measure for the learning potential assessment.The selection procedure for disadvantaged students r~Jires the educational-modifiable measures , The results suggest that a tiule and cost efficientselection procedure with predicti ve vali~' ':yshould take the following format:1) Learning Process Measure (LSM) for all students.2) Pattern Relations Traditional (P.RT/T),for advantaged students.3) Pattern Relations Enriched (PRT/E) for disadvantaged students (high
modifiable scores with high L8M scores enhance predictability).
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4) The Lassi and Biggs measures for all stuaents (the attitude subscaleappears to be a valid predictor).
Amulti-faceted approach to selection enhances prooictability and accouncsfor dl.Sparities in manifest functioning. The above sE'!ection procedureWuuldrequire two and a half hours of group testing. The scoring and e.amini-stration of t.he abovemeasures are not di.-Fficult and the results can beused to ai.d educatLonak suppor.t Quring the academi.cyear. It has bee;"!.suggl;.~s-ted that further steps into the educational-modifiable approach are necessaryto fa.cilitate appropriate educational intervention.
Future research needs to explore the mediational process itself. Informationon 1101J17 each sc.udent responds to medi.at.ion can supplement the measure ofthe enriched score , It might be beneficial to review the student IS problem-solving approach cISset out in the student's rough paper during medi.atii.on ,
An analysis of the thinking processes in terms of Feuerstein's cogrd,tivemapwoul.d be a useful, adjunct to further merge prediction and ec.'t..::ation.Mediators could also be selected from similar race groups to that of theirsubjects. "~esearchalong these lines would lead to adaptable selectionorocedures where teslts and questionnaires are administered to suit. the charac-teristics of the testee.
Future research should focus on extanding the dynamic assessment approachto s:election in cifferent faculties and with other disadvantaged studentsof different age groups.
Modific\bility should be assessed over a number of different measures. Theability to benefit from enriched instruction wouldbe a more valid indicatorfor predicting university success if assessed across various measures.Appropriate measures of the manifest level of functioning should be usedas baseline measures fot" assessing improvementsafter mediation. The LearningProcess Measurehas been fOlll!dto be a valid predictor for all studentsand the present writer is at present conducting research into using thismeasur~for the enriched testing condition.
In addition, future research should assess modifiabili,ty according to skillsnecessary for success on the criteria that are being predicted. It would
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be useful to c~ {ssify subjects in terms of cognitive skills r~quirEYJ inorder to facilitate the selection procedure. Research has shown that commerceand science subjects generally require inductive reasoning, whereas artssubjects involve deductive reasoning (Eoeyens, 1989; Shochet, 1986).
A vital area for future research is to explore the processes of thinkingand identifying ways in which atomist or surface processes could be inducedto be more holistic or deep with regard to learnin_ r~~essing. The indivi-dURl's awar~ness of their own processes of thinking neeas to I~ incorporatedin a comprehensive selection battery. Future research should examine morefully the student's metacognitive capacity during a testing situation.This could be d(..hievedthrough assessing levels of self-doubt Ciuring testingby getting stuCients to indicate item fQr item whether they thought theyhad answered it.ems correctly or not.
Finally, the selection measures should be useO over a longer perioCi of timeso as to .\ncluCieassessment of changes in metacognitive functioning. Thepresent PB~ group should be assessed after each year of stuCiy to se~ ifappropriate eCiucational sup."X,rthas had the desirable effect of Inducfnqmore appropriate learning stt·at~ies.support are part of the same prvces~.need to incorporate leaLning potentialcontext.
Teaching, selection anCi educationFruitft'l eceas of further research
measures and incluCie the rnet~cognitive
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OLIVER, R.A.C., 1962. The Selection of University Students: A ScholasticAptitude Test? Universities Quarterly, 16 (3) ~ 264-273.
PASK, G., 1976a. Styles and strategies of learning. British Journal ofEducational Psychology, 46 : 12-25.
PELLIGRIND, J.W. & VARNHEGAN, C.K., 1987. Intelligence theories and tests.In G. Psacharopoulos (Ed.), Economics of Education. Pergamon Press.
PFEIFER, C.M. & SEDLACER, W.E., 1971. The validity of academic predictorsfor Black and White students at a predominantly White University.Journal of Educational Measuremert, 8 (4) : 2 1=261.
POTTER, C.S., JAMOTTE, A.W. & VAtl DER MERWE, 8., 1983a. Report on Analysis ofResults from Selection for 1981 Cadets : School Perfonnance Variables.Unpublished Manuscript, Cadet Scheme Working Paper, No.8 (2). Johannes-burg : Wits University.
POTTER, CuS. & JAMOQ~E, A.W., 1985. African Matric Results Dubious indica-tors of academic merit. Indicator SA, 3 (1) : 10-13.
RAMSDEN, P., 1979. Student 'Qarning and perceptions of te '1.cademicenvironment.Higher Education, 8 : 411-427.
Rk~DEN, Pe, 1988. Improving teaching and learning in Higher F~ucation :The Case for a relational perspective. Studies in Higher Education,12 : 275-286.
REES, D., 19810 A levels, Age and Degree Performance. Uiqher Education Review,13 (3) : 45-57.
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RESNICK, L., 1979. The futu:e of IQ Testing in Education. Inte~ligence, 3 :244-253.
RamER, tv.D., AMMEN, a.s., SUZUKI, N. s LEVIN, ~I.R., 19710 Populationdifferences in learning proficiency. Journal of Educational Psychology,62 : 1-14.
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SATTLER, J.Ms, 1982. Asse$sment of Children's Intelligence and specialAbilities, 2nd Edition, Boston.
S(!ARR, S. & WEINBERG, R.A., 1976. 1Q Tests performance of Black Childrenadopted by White Families. American Psychologist, 31 : 726-739.
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WEINSTEIN, C.E., ZI~1ERMP~, S.A. & PALMER, D.R./ 1990Q Assessing learningstrategies The aesign and development of the LASSI. In C.E. Weinstein,E.T. Goetz s P.A. Alexander (Eds.). Learning and Study Strategies_: !5suesin assessment, instruction and evaluation. New York : Academic Press.
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WILCOCKS, A., 1973. lntermediat.a Batter~ Test Administratol:"'s Manual.Jl.,j-·esburg: National Institute for Personnel Research.
WILSCA~! J.D., 1971. Predicting levels of first year university performance.British Journal of Educational Psychology, 41 : 163-170.
WONG, B.L., 1986. Metacognition and special education A review of a view.The Journal of Special Education, 20 (1) : 9-29.
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APPENDIX 1
FEUERSTEIN'S COGNITIVE MAP
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There are seven parameters of the cognitive map by which a specific mental act can be analyzed according to Feuerstein(Feuerstein & Hoffman, 1982; Feuerstein, Miller, Rand & Jensen, 1982; Feuerstein, Rand & Hoffman, 1979; Feuerstein, Rand,Hoffman & Miller, 1980). They are:
ContentModalityOperationPhaseLevel of AbstractionLevel of Complexity[.evel of Efficiency
- the subject matter upon which a mental operation (. -::!::l with.- the language upon which the content and mental act "3rates within.- set of sequential, organized, internalized mental acnon. requlred by a task.- a loosely defined locanon within which various cognitive functions can be grouped.- distance between the object or event and the mental act itself.- refers both to the quality and quantity of units of information dealt with in the mentai act.- consists of both temporal and affective elements in combination with all the .'~ther parameters.
The following concepts are found under the three phases of cognition:(definitions of these terms have been shortened and explained in less technical language than is used in feuerstein's IEteacher's manuals)
InputCP5SLSOTOC
= clear perception _. listening, seeing, smelling, tasting, tOllching. feeling - 10 gather clear and complete information.= systematic search - using a plan so that nothing is skipoed, looking in a systematic way, either in time or space.= labelling - giving the thing we become aware of with our senses a name.= spatial orientation - being aware of where something is, describing where it is located.= temporal orientation - describing events in terms of when they occur.= conservation - deciding on the charactenstlcs of a thing or event that are always the same even when changes take
place.= precision and accuracy - paying attention to details when it matters.= using two or more sources of information at one time.
PA2S
ElaborationOP = defining the problem.RC = relevant cues - using only that part of the information that applies to the problem and ignoring the rest.C = comparing - determining what is the same and different between two objects or experiences.R = remembering - keeping in mind various bits of information and determining information that must be retrieved.S8 = summetive behavior - making a general rule or observation or counting objects to know the composition of the group.SR = seeing relationships - comparing objects or events on a number of different parameters, their likenesses, similarities.LE = logical evidence - using logic to prove or disprove an opinion. deductive and inductive reasoning.I = imetionzeuon - having a good mental picture of what one is to do.HT = hypothetical t,iinking - thinking about different alternatives and their consequences, if...then ...thinking.iT <= inferential thinking - assuming a part from looking at the whole or knowing the pattern.SP = systematic planning - making a plan that will include all the necessary steps for reaching a goal.Cat = categorization - classifying information, finding a commonalty that describes a set or group, and differelices as
subsets.F = flexibility - being ready to change your view point, take another course of action.R = reversibility - reversing an operation, doing the opposite when required.
OutputOEC = overcoming egocentric communication/behavior - being aware of what you are doing or saying and how this affects
others, being ahle to put yourself in another's position.08 = overcoming blccking - being aware of unhelpful feelingslthoughts which could stop or affect how well you work.OTE = overcommg trial and error - not guessing, thinking things through before answering.PA = precision and accuracy - using exact words or actions and using them to communicate appropriately, enlarging
conceptual tools for language.VT = visual transport - carrying an exact picture of an object, words or action in your mind's eye to another place without
lOSing details.RI == restraming impulsive behavior - stopping unnecessary or unplanned movements.M = motivation - dealing with boredom, tryJl1g to create ~II interest for yourself to help you work on something you don't
want to do.
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APPENDIX 2
TI:..";; BIOGRAPHICAL QUESTIONNAIRE
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BIOGRAPHICAL QUESTIONNAIRE FOR COMMERCE STUDENTS
=================~;~==============================================SurnameFirst namesApplication number (e.g.: 90/12345/H):Place and date of birthMarital statusAddress
married/single
Postal code:Country of nationality (e.g. Zimbabwe):==============~==================================================Please complete this questionnaire as fully and as =ccurately aspossible in the time allocated. The information that yau givewill be treated as confidential. You have 30 minutes tocomplet~ the 45 questions.Write clearly preferably using a black or dark blue pen.Delete (i.e.appropriate
cross out), underline ~ tick where
===================================================~=============1. Whir.: matriculation examination did you write (underline if
listldj otherwise provide name)?Transvaal Senior Certific:ate (TED)Natal Senior Certific:ateNational Senior CertifiCateDepartment of Educ:ation and Training Senior Certificate(DET~House of Representatives (Coloured Educ:ation) SeniorCertificateHouse of Delegates (Indian Education) Senior Certific:ateJoint Matric:ulation BoardTranskei Senior Certificateother (please specify):In which yearls did yeu write your matric: exam?Do any of your parents have a university education? Yes/NoIf yes, give details
2. Which degrees at Wits have you applied for? List thesedegrees in order of preference:a) b) c)
Have you been refused for any of these? If so, list whichdegree/s:
3. B.Com students are encourag~d to majorwhich you will study for three successivesubjects would you choose as majors?a) b)
in two subjects,years. Which two
If you are unable to do your two proposed majors, whatalternative majors would you do?c) d)
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What other courses are you proposing to study as part ofyour degree?
4. ~ill in all the schools you have attended. Mark boardingschools with an asterisk (*)
Name of School Its Location Dates Standards 1(town/district) From To
.
I'.--'
5. Were there any times during your s~hool career - other thanthose spent at boarding school - when you lived away fromyour parents? If so, when, for how long and why?
6. Which language/s do you use most often? Please list inorder of usage.a) for speaking:b) for writing :Which language/s do you parents use most often? Please listin order of usage.a) for speaking:b) for writing :
7. Haw old were you when you first went to schorl? yearsand how old were you when you left school? years
Were your general school subjects ever taught in a languageother than English? Yes/NoIf yes, in which language/s?and in which standards or forms?
8. On average, how many pupils were their being ta~ght in your~ matriculation year? ~upils
9. Have you ever repeated a standard or form at school?never/once/twice or moreIf you have repeated a standard or form~ please indicatewhich standard or form, when and why.
10. During yeur school years, were you able to study in a rooma) of your own? Yes/Nob) that was quiet? Yes/Noc) where electric lighting was available? Yes/No
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If the answer is no to any of the above, give details:
11 Do you live with both ~r one or neither of your parents?both/one/neitherIf neither then with whom do you liVe?
12 How many brothers and sisters do you have?br~thers; How old are they?sisters How old are they?
13 If you help to support yQur family financially, brieflydetail what this involves:
14 HaveIf
you applied for a scholarship, bursary or loan?yes, giv~ details:
Yes/No
15 Approximately ho~ man books of any kind are there in yourhome?none/20-100/more than 100
16 To which libraries did you have access as a pupil?school/municipal/other/noneIf available, did you use one or more of these libraries atleast once a day/week/fortnight/manth/quarter/year/never?
17 During your last twoteacher who was natIf yes, give details:
years at school did you ever have aproperly qualified to teach? Yes/No
Subject Form or Months witl10ut a qualified teacherStandard ---
~
-i
18 Was your s-'hool career ever interrupted by boyr:ottsor thl:?closure of the school? Yes/NoIf yes, specify when and for how long? -------------------------What were the reasons for these b~ycotts?
:-8.5-
19 Place a tick in the appropriate column if you experiencedany of the following during your last two years at school:
t· I guite tli~ten ocr.:asionallv never"Educational ou ~ngs, e.g",historical tours, museumltheatre visits --Librarv oroject I,<mrkAudio-visual instruction i(e.g. with films/slides/. ta!2E's/videos) ----Debating activities IDrama activitiesUsing comQuter -----aScience LaboratoryDemonstrationsDirect personal scienceLabor-ator:JCl2articiQation
c
20 In your matric year, how many hours per day did you usuallyspenda) at school attending classes (excluding breaks) hoursb) studying after school howrs hoursc) studying during vacation hours
21 Over the last two years, how many hours per week would youestimate you spent during term time on each of the following(give examples of your involvem~~ts):al sport:
b) hobbies:
c) other interests (e.g. reading, writing):
d) home/family/community responsitlilities:
22 List, in order of t~.iJ:"im!2ortance to you, the major §...t;J1001and ~'!.l!!l!:!!1ityactivities> in which you have participated .;;l.n.dany positions or offices that yau have held. (Give dates)
23 How manymonths?
books do you read on average every thr~ebooks. In what language/s
24 List~ int:"1at havesetworks.a)b)c)d)e)1')
order of greferer.ce, some books and their authors,especf"'lily interested yeu. Do NO, include school
---------, .._----------------------
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Now explainanSI",er toin tI.".'n?!".5ting.
why you found the book and author qiven in youra)- as your fir$t preference especially
25 ~f you have read anything that relates directly to yourr-)l~oposed two rrsjars, please list s<:lmeof these. Say brieflywhy you found them particularly worthwhile.
26 List, in order of ~)ret~.J:..§!1S~,thl~ magazine and newspaperswhich you re~d regularly:Magazines/periodicals:
Newspaper'!::j:
Why do you read these particular publications and what deyou think of them?
------------------ .....------------------ ..-------- l'_,;~\,l;
,~_)s,--27 What three things did you like most ahout scholl ?a)b)c)
28 Whata)0)c)
,-------~---------------three things did you like least about school?
29 What two subjects did you like best at school and why?a)
b)
30 What two subjects did you like least at school and why?u) _
----,_,----------b) ,-------------~~-,-.-----,----_._-----,---
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31 If you could haveyour matriculationYes/No
chosen to study different subjects forexamination, would you have done 507
If yes, statea) those you would have studied:
why would you have chosen these:
Stateb) those you would not have studied:
why would you not have chosen these~
Wh~t ~ if anything - stopped you from makirg the ct ice ofsubjects you wished?
32 What was you~main activity in 19907 (e.g. school~ study atuniversity or elsewhere, full-time or part-time work):
33 HaVE you taken any educational courses since youmatriculated? Give d~tails of the institutions, courSES,dates and results.
34 Write in the space below on these three questions:i) Why do you want come to university?i i) ilJhyhave YOLl chosen to apply for do B Com?iii) W~at do you hope to do after you have qualified at
unj~ersity and how does this relate to your choice ofuniversity course?
--------------"--~~--~----~---------
----.----.-------------------~"~-.------------------------------------------------------------------
----.----------- ..-<~.".--.-----.---
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35 What career de you hope to follow after leaving university?
a) Why do yeu hope to follow this career?
b) How will your proposedexperiences assist youfuture?
university study programme andin your proposed career and
36 Did someone in particular inflUEnce your c oice of proposedstudy/career choice in any way? Yes/NoIf yes, who and how?Were there any specificyour studv/career c~oice?
circumstances that contributed toYes/No
If yes, indicate what these were:
37 H&vs your parents/guardians ever suggested a career theywould like you to follow? Yes/NoIf yes, what?How do you feel about their suggestion?
38 How do you think your parents/guardians feel about yourcareer (:hoice?
39 Within your B Com programme, do you propose e~rolling forone or more courses in AccountincJ? Yes/NoIf yes,a) In what year will you enrol fer such a course (e.g.
1992)?b) How many courses in Accounting do you propose to include
in your B Com curriculum?c) Define "cc.'mmunity service" and discuss how an Accountant
can contrib~te to the community:
d) Give your reasons for wishing to study an Accountingcourse in your undergraduate degree~ _
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40. What made you specifically apply to this university?
41 Have you received any professional vocational guidance?Yes/No
If yes, plaase indicate from whom and the recommendations:
42 Do you have fri~nds/relatives who are studying/working atthis univerSity? Yes/NoOr frierlds/relatives intending to study here this year?Yes/No
43 Are you at~ending, or have you ever attended; the Pre~Universjty School at Wits? Yes/No
If yes, list the courses followed and the year/s in whichthey were taken:
44 If you are not aCcepted by this faculty, what will you do?
45 Add anywill be
otheruseful
information not already given that you thinkto the Admissions Committee in considering
your application:
I declare that the above information is correct and complete.
Signature of applicant: Date:
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APPENDIX 3
INTERPRETATION OF THE BIOGRAPHICAL QUESTIONNAIRE
I
I
BIOGRAPHICAL QUESTIONNAIRE FOR COMMERCE STUDENTS
The aspects requiringexclusively likelyquestions indicated:
consideration are especially - but notto be illuminated in the answers to the
1. PRESENCE O~ DISADVANTAGE (General Impact, Background andActiviti~~Ja) LANGUAGE:b) EDUCATIONAL:
1,4,64-12, 15-19, 45
2. QUALITIES OF APPLICANTa) MOTIVATION: 13, 14, 20, 21, 34, 45 (Personality)b) DIRECTION: 2, 3, 22-44 (Career Suitability)
While careful coding under sub-headings ~n essential, we areprimarily concerned to achieve a properly motivated overallevaluation under each main heading in a way that precludes acrude mechanistic computation. Such computation, in any event,is not appropriate because responses are sometimes incomplete,inadequate, or insufficient in what they reveal; because certainattributes often interrelate; and because not all attributes arenecessarily of equal salience in themselves or in regard to theapplicant's projected programme and objectives.Tre Committee is academically and socially contextualisedfairness for all as prime objectives and therefore must consider"the tirst available spectrum of salient data, while recognisingthe varying standards, consistency and credibility of diversematriCUlation authorities. It should also be noted thatd1sadvantage while generally group-specific is occasionallvperson-spec.fic.The Committee simultaneously carries an academic and moralresponsibi1:ty to ensure that all admitted will, with thefullest possible support inputs available, stand a reasonablechance of success. This means taking cognisance of minimumcurrent academic skills; aptitude; motivation and to theextent possible potential. It also regretfully implieslooking at the financial and circumstantial constraints that, ifvery severe, could deeply prejudice the prospects of even themost socially-worthy applicant unless there are adequatecompensatory personal attributes and supports. Becausesacrifices are incurred by economically disadvantaged applicantsare particularly disproportionate, we bear a painfulresponsibility not to accept those for whom the prognosis isunambiguously very poor. This must not, however, deflect usfrom maximising acceptance of disadvantaged applicants where wehave adequate reason for hope, while maintaining a policy ofuniversal fairness towards all. All evaluations will occur in agroup committee and be subject to moderation to ensureuniformity and fairness. Responses giving rise to difficultyst:ould be discussed within the marking group.
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APPENDIX 4
CRITERIA FOR RATING BACKGROUND INFORMATION
INTERVIEW EVALUATION
INTERVIEW PROFILE OF BRIDGING PROGRAMME CANDIDATE; CRITERIA FORACCEPTINGiREJECTING A CANDIDATE IN THE THREE MAIN ASSESSMENT AREAS
An acceptable bridging programme candidate must show evidence ofthe following:
a) a certain standard of general impact given thE candidate'sbackground and activities (Language and Educational)
b) a career choice which is acceptable to the Scheme and which issui~ed to the candidate 5 overall abilities, personality andinterests (Direction)
c) the specific personality characteristicsCommitment and Challenge (Motivation)
of Control,
The min imum cri terj'~,r;t'fIJI'" acceptC':\f1cein terms of eiJlchof the aboveare as follows. Refer to these when completing the Rating Form.
A. General Impact
The applicant mu~t show evidence of each of the following:
a balance of interests i.e. between "work" and "play"
a reasonable spread of interests
a level of responsibility/conscientiousness/motivation andawareness appropriate to his age
a realistic and positive self-perception
an ability to understand and answer questions in s clearand logical fashion with no excessive indication of stresse.g. incoherence
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an ability to "get an" with, interact aricidentify trlith
others i.e. family, peer group, teachers, community etc.
initiative and flexibility especially in dealing withparticular problems
B. Career Suitabilit~
One of the fallowing career choices;
Commerce (Finance/Pers/Training)
Engineering - Mining, Metallurgy, Chemical (only fortap achievers)Mechanical, Electrical, Geology
A career choice appropriate to his aptitude
A broad understanding of his career/study choice
A sound/appropriate basis for his Career decision i.e.career choice does nat appear to be an arbitrary one I
A real interest in his choice as demonstrated by, forexample, PROTEC membership, applications to relevantUniversities faculties, other bursary applicationsetc.
C. Personality Characteristics and Motivation
The applicant must by means of actual behavioural examplesshow positive evidence of each of the following personalitycharacteristics
CommitmentControlChallenge
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APPENDIX 5
SAMPLE OF ITEMS IN MENTAL ALERTNESS TEST
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EXPLOSION is related to CORROSION as EARTHQUAKE Is related to (7)1. CATACLYSM 2. AVALA' ;HE 3. ERUPTION 4. EROSION 5. TYPHOON............. .: ••••• " 0 ............................................••••••••••••••••• ,1 .
Which two numbers come next in the following series?6 7 5 8 4- 9 - .
against all united men stand upright evil enemyIf one word is omitted from the above, the others can be arranged to form a goodsentence.Print the first letter of the word to be omltted m
PYRAMID Is related to CONE as CUBE is related to (7)1. CIRCLE 2. CYLINDER 3. SPHERE 4. ELLIPSE 5. RECTANGLE................ (
The rate of rejection of a factory is expressed as a percentage of the number ofarticles which is manufactured. A rate of rejection of 12 % therefore means thatout of €ivery 100 articles 12 are unacceptable. What is the rate of rejection of a factorywhere 9 out of every 15 dozen articles are ·rejected? .
How many of the following words can be made of any of the letters in Uie wordFREIGHT, using any letter not more than twice for any word?retire, height, grief, trigger, neither, thrift, relief, elghty............................................. (
must bad a storms brave ship repair seaworthy be toIf one word is omitted from the above, the others can be arranged to form a sentence.Print the last letter of the word to be omitted .
11
Which number is In the space which is in the triangle and In the circle, but not inthe rectangle? ..
Which number Is In the same figure or figures as the number 57............................ (
How many spaces are there which are In any two but onl~' two geometricalflgures7 ,•.,... .. :........................................................................ {
There is no other space like 1, so we call this space unique. Examine spaces 7, 10,2 and 11 and find which of them is r.mique................................................................... (
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APPE~1)IX 6
COGNITIVE PROCESSES REQUIRED FOR THE PA:L"l'ERNRELATICNS TEST
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Cognitive Functions: Jraefollowing functions which are prerequisitesfor solving the test, seem also necessary for university success .
.9.. Input Phase
1) Systematic exploratory behaviour2) Conservation of constancies3) Sound spatial orientation4) Need for precision and accuracy.5) Ability to provide appropriate verbal labels •.)f elements of
the task (i.e. sound receptive verbal tools)
b. Elaborational pha~e
1) Sound definition of the problemZ) Sound ability to separate relevant from irrelevan~ cues3) Need for logical evidence4) Inferential, hypothotical thinking5) Sound s~ontaneou5 comparative behaviour6) Sound internal repr:esenta'tion, i.e. the ability to keep
pictures in one's head and to manipulate these inte=nally
Output Phase
1) Need for precision and accuracy
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APPENDIX 7
INSTRT]CTIONS FOR THE TRADITIONAL PATTERN RELATIONS TEST
1)
-J.vv-Follo V In detail the instructions given below,
Read aloud: "1 am going to hand out the material you will need for the test. Please do notopen the question booklet yet".
Give each subject a question booklet, an NIPR 200 answer sheet, and a HB pencil witheraser.
Read aloud: "Do you all have a question booklet, an answer sheet, and a pencil with arubber?"
Give any subjects who may be lacking any of these items what they need.
Read .ilou-i: "Now complete the biographical details asked for on the answer sheet.Please make quite sure that all the information YOI' give is correct .
Ensure that all subjects have correctly completed the biographical questions,
Read aloud: "Please open your question booklets to the instructions at the beginning".
Look up to see that this has been done.
Read aloud: "Now follow the, Instructions as I read them".
Read aloud: "This is a test of your. ability to think clearly. You will be giver a number ofpatterns each with a part missing. You have to find the missing part.
Look at the page opposite this one headed "Examples". At the top there is apattern with a piece missing. Below there are six pieces labelled A, a, C, D, Eand F that might fit into the piece left out. They are all the right size andshape, but only one has the pattern. Look at A; it bquite the wrong pattern;so are n, C, E and F. D is the right answer, therefore you have to mark Donyour separate answer sheet next to Example 1. Use the pencil you have beengiven tel blacken the space thoroughly between the two dotted lines printedover letter D.Study Example 2".
Wait until all subjects have attempted the example.
Read aloud: "Can you see that C is the correct answer? Now blacken the space betweenthe two dotted lines over C.
Ensure that all subjects have correctly marked the letter C opposite Example 2 of 'heiranswer sheets.If an: subjects doubt that C is the correct answer to the example, use the following line ofexplan.rion;
"Looking at the columns you will notice that the third element is the super-Imposition of the first two. Looking at rows you will find that the firstelement is i} combination of the last two. We will therefore expect the sameprinciples to hold for the missing element".
Read aloud: "Try Example 3 yourself and mark the correct answer as you were shown".
Wait until all subjects have attempted the example. Ensure that all subjects have correctlymarked the letter D opposite Example 3 of their answer sheets. If any subjects doubt that 0 isthe correct answer to the example, lise the following line of explanation:
"Eight circles are given; three blank; three with a cross and only two with ahorizontal line. The n. ~~thone should therefore be a circle with a horizontalline. Also: looking at columns only. one finds a circles of every descriptionin each of the firmt two columns and would therefore expect the sameprinciple in the third -,Jumn. Also: Looking at rows only, one fh Ids that thefirst and last elements nrc identical for the first two rows and would expectthe same principle to hold for lOW three".
Read aloud; "On each page of this test, there is a different pattern with a piece missing, Allyou have to do is to find the piece which will complete the pattern ane' mark itover the corresponding letter next to the right question number.
They are quite easy at first, but become more difficult as you go on. If youunderstand how the first ones should be done, it will help you to cio theothers. Work quickly, but do not worry ifyou don't finish all the questions; itis more important that :".ose you do are correct.
Ifyou want to change the answer, ',.it it out thoroughly before making amark over the correct letter.
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APPENDIX 8
SM1PLE OF ITElvlS iN THE PA'I''TERNRELA'I'IONS 'I'EST
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~= M==== I,_....X m::t::= w It==
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APPEi'IDIX9
ANSWER SHEET FOR THE TRADITIONAL PATTERN RELATIONS TEST
PATTERN RELATIONS
Home language _Huistaal
NltoR 200
IPATROONVERHOUDINCS ITodovs dote - --- -1-- - -I - - --l-----~-----------
Vandag se datumNomeNo.,m
- -~___ S-- - - - - - - - - _ _ » _ - - _ _ _ ... __ I COD! NUMBERurname -- Van Initials - Voorletters Dote of birth -1 1 \ KODENOMMER
Geboor tedorurn t-------------------OccupationBeroep - Age Yecrs .__ Mo_
Ouderdom Jare MoHighest cccdemrcot qualificatIonsHoog'i~e okodemiese kwclifikesies ---------,.""'" Sex _ ~
Geslag-- - -.. _ .._. _._
Tested by _Getoets deur
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APPENDIX 10
THE INTERVIEW MEASURE
. ,
"
-106-
INTERVIEW PROFILE FOR COMMERCE STUDENTS
INTERVIEW QUESTIONNAIRE
SUGGESTED TIME FOR ALL 16 QUESTIONS IS 20 MINUTES
APPLICANT: •••••• III •••• II ••• IJII ••••• U ••••••• U" •• II ••• c.C.c: •• e ••
INTERVIEWER(S): ••••• " •••• 0 •• 1;1 ....
Use this questionnaire to:
1. Help prepare for the interview
2. Ensure that all the required information is obtained
3. Complete the Rating Form.
Once the Rating Form has been completed the Questionnaire shouldbe destroYed.
I. BIOGRAPHICAL QUESTIONNAIRE FOR COMMERCE STUDENTS
Check carefully through the different sections on the form.Read the open responses. Note questions you will ask andinformation you will receive.
AREAS TO PROBE RESPONSES RECEIVEDh GENERAL IMPACT (1, 4-12,
15-19, 45)
1. Kind of schoolattended. Why?
2. Age? Possibl PMcandidate?
3. Activities at schoollin the community?
4. Nature of partici-pation i.e. observer!spectator/participantleader etc?
5. Work experience? Whatwas gained from this?Impressions?
6. Hobbies and etherachievements
7. If matriculated, whathas he/she dvnesince?
8. Personal situation?Type of background?Who supports the app-licant financially?
9. Who helps him/her;is a role m~del/example? Why?
B. CAREER SUITABILITY (2, 3,22-44)
10. Where has the appli-cant applied to forfurther studies/bursaries?
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,-108-
Any alternative plansfor next year?
11. Career choice? Extentof career knowledge?
12. Basis on which careerdecision has beenmade?
13. Has the applicantbeen to a mine or afactory? What werehis impressio;;;?Attitude?
C. PERS(1NALITY21, 34, 45)
CHARACTERISTICS (MOTIVATION) (13, 14, 20,
Examples can be drawn from information already given bythe applicant or from responses to the quefitions listedbelow.
CHARACTERISTICS TO PROBE
14. Control
Positive: Believes that one can control one's future;events result from one's actions. Willing to maintainhigh standards and to work hard to achieve this.Responds well to competition.
Negative: Shows excessive anxiety. Blames othersloutside factors for unhappiness/failures. Believes hecan't help himself.
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POSSIBLE QUESTIONS/BEHAVIOURAL EXAMPLES
Give us an example of something you are doing at themoment which you feel will help you in the future.What is it? How will it help you?
Positive: Involves himself in what he's doing;identifies with it; finds it meaningful. Does notgive upapproach.
quickly or under pressure. Active vs passivePerseveres with a problem/difficulties.
Negative: Unusually apprehensive in new ventures.Generally pessimistic in outlook. Feels isolated;does not take part for fear of failure/rejection.
Tell us about a
achieve somethingWhat was the result?
time when you worked really hard to(not schoolWork). What was it?
16. Cha11engE:t
Positive: Views change positively as ~n opportunityfor growth. Believes it is normal.
Negative: Excessive dislike of ambiguity oruncertaintly. Wants complete/ready answers. Hasdifficulty in dealing with probabilities.
-110-
Tell us about a change in your life. What was it?What difference has it made on you as a person?
III PRESENTATION
Observe the candidate carefully.skills, general appearance andprocesse~.
Note oral communicationbody language, thinking
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APPENDIX 11
ANSWERSHEET FOR THE PATTEFN RELATIONS ENRICHED TES'r'
-112-
:";1' i, ---. I "'1-
11-•• : • ••• O •••• -6 •••• ., ••••• ~ ••• MO ••• tf ... DATE . ') ~"' .~) ~raw a cr~ss c~er the a~swer Qf your c~~ice.b) Sv~ry prG~le~ must be answered.c) All ~nswe~s must be dune in pcn.d) No !"5WerS may be corssed out Dr changed.e) ~o m~~~~will be deducted for wreng answers.f) • yo ..don't know on answer and don't want to ouess, draw a cross ever-
t ne 1Etters N~.
; '. Ar.S'.<la?rthe prcc lems in ~,;or-de- ~:.owr! on these answer shee:s.. I
-------,.... R€S;dO'1Se• \tw
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1?.... o E F NR
-113- -- --No Respo~se !
ItI (!
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8. A B C 0 E F NR
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4. A B C D I:' F NR....
,II
7. A B C D E F ! N?
I I.---13. A 8 C D F
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2. A s c D e... F NR
3. A B c D E F NR
NR23. A B t D E
A B c D E
I
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B C 0 E r NR!5. ft. i
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6. A B C 0 E F NR IIr
_--I.
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-r--------------~---------------------------No Respon~c
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i NRI
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27. A B C D E F NR."
Ii II I
"'r: A s C 0 E F NR 1(. ,) .
III ---r
B C D E F NR21. A I\---=-- -..-..,......_
22. A C 0 E F' NR
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'5. A a r" D t F NR'"
=-
19. A B C D E F NR(~
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24. t1. 8 C D E t:' NR= ~~..... =s:a:za
-115·
.-----~-----.......,.
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----~-- ------_._-----A "\., o E F NR
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30. A B c o E F' NR
o
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APPENDIX 12
THE LEARNING PROCESS MEASURE READING TEXT
-117-
READING EXERCISE LSP MEASURE
1 IMPORTANT CONCEPTS IN ECONOMICS: A STUDY IN APPLICATION OF10 SUPPLY AND DEMAND THEORY
14 Supply elast!city and the adjustment period
20 Supply elasticity, which is a measure of the responsiveness29 of amount$ offered for sale to changes in prices, is
39 analogous to demand elasticity. It is simple, the47 percentage change in quantity offered divided by the55 percentage change in price which induced the change in64 offerings. This elasticity, like demand ela~ticity can71 vary from zero to infinity. Inelastic supply means a supply81 elasticity of less than unity. The amounts that firms offer91 are relatively insensitive to price changes, so percentage99 change~ in quantities offered are less than percentage107 changes in prices. When supely elasticity equals unity,116 offerings and prices change in the same proportions. When125 supply is elastic, the percentage changes in offerings is134 greater than the percentage changs in prices.
141 In general, one exp~cts that the responsiveness of firms to151 price changes will be greater the longer the period in which162 firms have to adjust to price changes. Thersfore, in the172 momentary period, supply is likely to be relativsly180 inelastic. In the short run, it will be somewhat more190 elastic, and in the long run, it will tend to be even more203 elastic still.
205213
215223233241252258266
Th'~ usefulf'ess supply dem\and analysis inandunderstanding markets
Professional economists use the supply and demand conceptsand market ~nalysis to explain the price levels and marketsales in particular markets. But for the nonprofessional,the utility of the concepts and analysis is not in suchparticular applications. The supply-demand analysisprovidesoperating
a general understanding of t,he eCQnomic forcesin markets. This CQn be illustrated by analysing
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286295304313
a mar~et that exists in spite of its illegality: the marketfer dagga. Application of supply and demand concepts tothis market also illustrates the value neutrality of theseanalytical tools. Their use does not imply approval orcondemnation of the market being analysed.
319 There is relatively little precise and detailed knowledge327 about the dagga market because it is illegal. But337 general qualitative information organised in supply and344 demand concepts will permit some insights. First of all,353 the market in urban areas may not be too far from being a366 competitive market. The nature of the product and the375 conditions under which it can be produced and "imported"384 encourage competition among sup~1iers. It is light, takes392 up little volume and can be easily transported. Apparently401 it can be cultivated intensively Or extensively, on large or411 small plots, with little specialised technology. These419 factors contribute to the existence of a number of427 alternative sources of supply.
434 Ttle E!ffer:t c.1f the illegality of the market, however, is to442 increase the costs of the supply. The penalties for451 breaking government laws regarding dagga are heavy in order460 to discourage its production and ~~1~. The returns to469478485
suppliers must, therefore, cover the risksimprisonment. T~e continuation of supplyprofitability of the undertaking.
of fines andsuggests; the
Quantltv
489491495
499
Figure 1.ANALYSIS OF THE EFFECTS
OF DEMAND ANi!)SUPPLYCHANGES ON DAGGCJ PRICES
504513522;131
542551563
585596605
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An appan:mt in demand over time has boenincreaseaccompani~d by an increasefacilitated by easy "entry"has Gccurred in spite of
in supply. This has beeninto the import "bu.siness". Itthe high "costs" of arrest ,and
conviction. This is just another example of a marketworking out as w~ would by now expect it to work, eventhough it it an illegal market. The process is representedin Figure 1. The increase in demand is shown by the shiftfrom D1 to D2 with a consequent i~c:rease in price frompi to p2. When pri~es go up, the profitability
This stimulates an increase in the quantity613 supplied from available sources. In addition, it leads to622 an enlargement of the scale of operations of existing631 "firms" and brings new "firms" into the industry. The640 consequent shift in the supply curve S1 to 52 is shown651 in Figure 1. That in turn leads to a new equilibrium price663 ~t p3. Effective police action against suppliers may671 shift the supply schedule back to 91, with a consequent681 increase in price
684 How would legalisation affect the price and sales 01 dagga?694 Would it lead to increased usage? Legalisat~on would mean a704 substantial shift in the supply schedule, say, tu 93 in714 Figure 1 because the "costs" of the present penalties on724 suppl y would be elimi"ated. If the demand curve for dagga734 showed the co~ventional downward slope, more would be742 purchased at a lower price. Would the total expenditures on752 dagga be greater? That would depend on the elasticity of762 demand. If demand were elastic~ expenditures would769 increase; if inelastic, total expenditures would 1all; and777 if the elasticity of demand were unity, expenditures would786 be constant.
789 Can t.he Law of Supply and Demand be repealed?
798 We are tald in the financial columns that the Law of Supply810820
and Demand cannotexample showed that
be repealed.government
The dagg,,\it cannot
Is it true?regulation, .i.f
828837
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repealtamper
the operation ofwith the system.
supply and demand, can certainlyBut just what is the Law of Supply
849 and Demand anyway?
852
863
872
884894902913
It i5 certainlyConservation anddemand interaction
net a physical law likeEnergy, for the process of
need not take place at all.
the Law ofsupply andIt is not a
moral law either. Itresulting from gupplycompetitive market wasMake Everyone Happy.
wae never claimed that the price~nd de~and interaction in a
Right or Just or eVen that it would
TIMED REACING (3 MINUTES)REACHED LINE NUMBER
INSTRUCTIONS
Now go back and study the article as you would usually prepare fora test or examination. Feel f~ae to underline or make marks enthe article. If you want to make notes or write comments, you cando so on the article or on the separate sheet of flote paper, Youhave 20 miniJtes in which to prepare for questions on t~e tExt.
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tWPENDIX 13
I.'lS'I'RUCTIO'SS FOR THE LEARNING PROCESS l,\lEASURE
-122-
INSTRUCTIONS FOR LEARNING STRATEGIES TEST
First of ~ll I would like to thank you for being here and foragreeing to participate. You are going to take part in anexperiment in learning. The reason for this is that we areinterested in finding out how people learn the context of a textwhich they read. This is how the experiment will be conducted:You will be given a text to read and learn. We want you tostudy the text as you normally study for test material that hasnot bm~n discussed in clas$. This is the article you are goingto read you c~'n use this clean sheet of paper if you want towrite down anything. You are free ~o write of mark anything onthe article. You may read the article more than once if youwant to. You will be given approximately 20 minutes to gothrougii the text. You will be told when your time is up. Ishall then give you some questions on the content of the text,which r expect yau to answer on paper. The text you are aboutto read is taken from an introductory course in economics and Idon't t.dnk you will have any major difficulties with it. Isthere anything you want to ask? In that case you can startreading.
-123-
APP.ENDIY.14
QUESTIONS FOR THE LE~RNING PROCESS MEASURE
-124-
EXERCISE ON ECONOMIC CONCEPTS LSP MEASUR~
Read the instructions b&fore starti~g.
Answer the following TWO questions:
Question One (On a single A4 page)
Summarise the article using your own words a$ far as possible.
The summary should be nq_longer than one page (100 - 150 words)
Question Two (on a separate A4 page)
a) List the main idea~ expressed in the article.
TIME LIMIT 20 minutes
b) What is the author's conclusion
Both questions are of equal value.
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j\!?PENOIX 15
SAMPLE OF ITEMS IN THE STUDY PROCESS QUESTIONNAIRE
--126-
The alphabetical index stands for the following responses:a - this item is always or almost always true of me;b - this item is frequently true of me;c - this item is true of rne about half the time;d - this item is sometimes true of me;e ." this item is never or Oilly rarely- tru:> of me.Do not worry about projectil'g Ii good image. Your answe'r is .cONFIDENTIAL.
When I chose my eourees I was more interested in a future job than in Iheir actual content.I find that studying gives me a feeling of deep personal satisfaction,I want lop marks in my courses so that I can choose from the best positions wh~n I Q:~duate.Reading widely is a waste of time. so I only study the prescribed readings seriously.i often think of real lite situations which are relevant to the material Iam litudying.I summarise suggested readings and include them as part of my notes on a topi(;.I am discouraged by a poor mark in a test and I worrt about how I will do on thc. 1:"~ icm.AS truth is dependent 01) knowledge, I have to continually redefine my Concept of tt·~UII,n.I have a stront1 desire to excel ir: all my si'JdiosI learn some things by rate, gOing over them again aed again until I know them by lieart.When reading new work !am often reminded of known material, and Ithen see th~ latter in a new light.Itry 10 work conslstenlly throughout srrn and reVlil'W regularly when exams are close.Whethei I like it or not, I can s~e Ihar education Is a good way to ensure a secure, well·paid job.I feel that virtually ,lny topic can be high!y interesting 011C6 Iget into it.I would basically see myself as an ambitious person, and wa.1ting to get to the top in whatever I do.r tend 10 choose subject5 with a lot of factual content rather than theoretical kinds of subjects -.Before I am satisfied, I need to do eno:Jgh work on a topic to form my own point of vIe......I try to do all of my as,signments as soon as possible after they are givnn cut,Even when I have worked liard for a test, I arrrwerrled that I may no~:Jo well in It.I find that studying toy academic work can sQmc;i1mesbe as exciting as a goo(l novel or movie.Iwould sacrifice my immediate popularity with feil(lw ~!u;iants and friends for suecees in my academic ca
ml rbi I CO Clb ®(1)1
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ca:> dP (C) ab CD
GO cD) CO ab ceJCD c:ro (C) ab (!)
CD ® (C) ab ce:>Q) c:ro (C) qb (!)
Q) dP Cl.? qb ®ill c:ro (C) -d:l ce:>CD c:ro (C) qb (!")
CD <bJ CC) ab (!)
Q) do a: ab ®ill do OD ab Ce:>CD do ce:> ab (!j Ica:> dP (CJ ab·
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reer. ca:> cb) (CJ ab t:,e)
-127-
A.PPENDIX 16
LA.SSI S~WLE ITEMS FOR EACH SUBSCALE
-128-
I review the notes before tho ne~t cla'.:ls. (5,z._\{· T~" "3)I am unable to summarize what J: have just heard in a lecture or:;.:'ef~nin a textbook. (<, ..I " ~.'\••. ' '~'c'l."\
" ........'(.t.~":;). \ ,,"I,", \ <:.' ~ I (1. \~ork hard ':0 ge'i: a good mark even ~f I Jon't like a ccuz-se 1"'\~\,J«'r'::''')I often f'ilel like; I have 1i ttl\? control over ~/hat happens to meat ua:i.ve::sit:r. {.' ...·"l(..(..'ri)I stop periC'dicall~~ :.-thi1ereading and mentally go over what wa~said. t(", ...t.~"","{<\kO")Even when I amw~ll prepa-::eu for a test, r feel very anxacus , (Te,'; SW'<h:)"i)~!henI am stlJdyiml a topic I try to make eve:r.;thing fit 1;ogetherlogically. (.r,,J~,,,,",h.",, fr"<;"i).",,)I talk myself into believing some excuse ffJl: not doing anassignment. \. T"""""- t'\~"dL~")WhenI study r. have trouble figuring out just what to do ~o learnthe material. t ';)~V\.~::> ~~.;)When:£ beqin an eltamination, I feel pretty c,:,nfi.1en'i::that :t willdo well. lie~\- :,\-r.t'rc.ji<-l)
\'lhen it comes to studying, proorost:tna'cicm io a problem for me. \ ti~ t\"''''\)<!'V.A\t)! checlt to se~ if I understand what the lect.;urer is saying du:cingthe lecture. (S(.\oe.d",,,:) 1"'\..... " \ ~.'\.I')I do not care about !:fE ':ting a genert.l ed~·.cation, I just want togflt a good job. l At t ",q ........},:t,.) •
;. am unable to concentrate well t~ecause of restlessness ormoodiness. l (...."'~-\-(..',,_)I try to find relationships between what 1 am learning and what Ialready know. "- \',f." .........~.......tr"(!"'JI~1'1I set high standa:r.'u" for mYf.elf at unJ,versity. ( 1'\.:. \-;"".. t;.......)
r end up cranmlitlg for alm<"lstev~ry '~est. ~ \t.5lr I~.\o>.~ \ t.$)I find ~t hard t.:> pay attentirJO d'..lring lectures. ((."",~,"r"':"""')I ;01;:1.15 on the first !!md/or 14s'.: sentences of most paragrephswhen reading r.rl text. ( ~\' \ 'i~T"''''' ,".....1: only ~tudy the subjects I like. t'\bh" ..h~")t am distracted t':rom my studies 'Iery easily. (<>"c:._'. .....,............')I try to r-alate what :r. em studying to my own e:(periEmces. (,,,{,o ..............-h ........ ~ ...4)(J~lI''''j)
I mske gooCluse of daytime study hours bfJtwa(!ncla:·,ses. ( : 'moL ~ Ct,""';y. ,_ .....:j-)Whenwork is dJ.fficule I eith~r give IIp or study only the easyparts. ( t\.~\w~\-"",,"
I make dra~lings or sketches to heJp me undElrs'':&''ld'~hatstudying. l $';'''''~'\. ct:\'.)I disliKe .nost of the work in my classes. (" \ ty.; ...... ~ ')
I have trouble understanding just What a test questi.:Jn is asking. (~):.,.. S\i'....\-e.J~j)
I am
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APPE1'IJDIX .J.. 7
RA.TING FORl\l FOR THB INTERVIEW MEASURE
AND BIOGRAPHICAL QUESTIO~TI~AlRE
PROFILE FOR COMMERCE STUDENTS
RATING FORM FOR BIOGRAPHICAL QUESTIONNAlRE AND INTERVIEW
APPLI~: .iJe t! •• !l.III.
INTERV1:EWER(S): ••••• 0 111 ••••••• 13 ., ••
CENTRE: .... QI ••• " •• ,. 0" •• Q " t~ • " IS " C • 0 •
1! cn •• I1 •••••••••••••••• ,.e •••••••••••••••••
Please note any relevant information. This form serves as thebasic record o~ the preliminary interview and will be forwarded tothe final selection panel. Use the following 10 point ratingscale:
RATING SCALE
Poor Weak Average Good Outstanding1
La2
Hi3
La Hi5
La6
Hi7
Lo8
Hi9
Lo10Hi
Applicant Applicant Applicant Applicant Applicantdoes not meets some meets basic meets c:ri- exceedsmeet any criteria criteria ter-ia and all basiccriteria but not only exceeds criteriafor accep- enough for these in for accep-trance acceptance some n~s- tance
pects
INTERVIEW ~ATING
RATE THE APPLICANT IN EACH OF THE f" iJ\. J Y:'IJ.'.! NG ASSESSt'1ENTAREAS.PROV IDE INFORMAT ION TO SUBSTANT J. ATE EACH ,;:.;'':.fi"::;.
A. GENERAL IMPACT, BACKGROUND AND A~I!vrTIES:
1.
2.3.4.5~. _
6.7.
8.9.
/10
B. CAREER SUITABILITY: (DIRECTION)
10.
110
11.
12.13.
c. PERSONALITY CHARACTERISTICS:
Describe how and rate the extent to which the applicant show~evidence of each characteristic.
CONTROL:
COMMITMENT:
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CHALLENGE:
AVERAGE RATING FOR DIMENSIONS 110
FINAL SCORE = 110 (ADD INDIVIDUAL'S SCORES FOR SECTIONS A - CAND DIVIDE BY 3). PLEASE INDICATE WHETHER THE APPLICANT IS:
A ACCEPTABLE - SHOULu PROCEED TO FINAL INTERVIEW
P POSSIBLE BASICALLY ACCEPTABLE BUT HAVE RESERVATIONSMAY PROCEED TO FINAL INTERVIEW
R REJL~r NOT SUITABLE - SHOULD NOT PROCEED TO FINALINTERVIEW
AND GIVE AN OVERALL COMMENT
-133-
BIOGRAPHICAL RATING
1. PRESENCE OF DISADVAN1AGE
__L___._ . _
_ 4...:...,:.... ~ ,~ ... _
5.6.7.B.9.10.11.12.15•.1.6.
17.18.~a _
19 •. . _
45.110
2. QUALITIES OF APPLICANT
2.3.
~1~3~. , __
14.20.21.22.23.24.25.26.27.2B.29.
-134-
30.31.
32.33.34.350 -------- _
36.37.38.
40.41.
/10
42.43.44.
_£5~~. _
FINAL SCORE = /10 (SECTIONS 1 AND 2 DIVIDED BY 2)
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APPENDIX 18
FEEDBACK ON LASSI AND BIGGS INVENTORIES
-136-
PBS 1991
qEPORT BACK ON SELF-RATING QUESTIONNAIRES
NAME
Surface Deep Ach:i.evingMotive & Strat~~y Motive & Strategy Motive & strategy
BIGGS PROFILE'""Approach = Approach = Approa.ch
LASSI STRENG'l'HS
LASS I ~lEAKNESSES
'.
FACTORS WHICH COULD IMPROVE YOUR APPROACH TO LEARNING
FACTORS WHICH COULD IMPROVE YOUR APPROACH TO STlmYING
-137-
-99 39 39 39 39 38 39 25 38 39 39 9995 38 38 33 36 34 36 23 33 33 37 9590 37 37 32 34 32 34 22 31 32 35 9085 36 36 30 33 31 32 21 30 30 34 8580 35 35 29 32 30 31 29 29 33 8005 - = 28 31 29 30 20 ~8 - 75 )
70 34' 34 27 30 29 ~7 28 32 7065 33 26 29 .es 19 :2~ 21 6560 33 '32 25 28 27 ~a 31 6055 24 27 26 27 - 25 26 55
QJ! : -: t
50)32 31 23 26 25 ..J8. 25 3045 30 22 25 24 26 ( _ ...... 24 29 45-40 31 21 24 23 '25 17 23 24 4035 30 29 20 aa 22 24 23 28 3530 29 28 19 2:2 21 23 16 22 22 ?7 3025 27 18 21 20 22 21 21 26 2520 28 26 17 20 19 21 15 20 20 25 2015 27 25 15 19 18 20 14 1£ 19 24 1510 25 23 14 17 16 19 13 18 18 22 1005 23 20 12 15 13 17 11 16 16 19 05\01 19 17 09 12 10 14 08 13 12 14 01
-ATT MOT TMT ANX CON IN? SMI STA SFT TST
Each of the three-letter codes indi.!ate!!!a categtny oflearning and study strategies or methods. The mean-ings oithe codes are:AT!' • attitude and interestMOT • motivation, diligence, se1f·discipline~ and.
willingness to work hardnlT • use of time management principles for
academic tasksANX • amiety and worry about school performanceCON • concentration and attention to acad.:mic tasksINP • information processing, acquiring
knowledge, and reasoning91\11 • selecting main ideas and recognizing
important informationSTA • use of support techniques and materialsSFT • self testing, reviewing; and preparing for
classesTST • test strategies and preparingfo:r tests
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APPENDIX 19
SUMrw.RY OF A~lRIBUTES FOR THE LEARNING PROCES6 r1EASURE
3. OPERATIONALISATION OF STRATEGY MEP~URE
----------------------------------------~-----Attribute Intpnsity
Lo Hi
Holist Strategies1~ Abstract;i,on
2. Transforffiat~on
1 2 3 4 '" 6 7 8 9 10~.weak inte'Jt'ation strong integration
1 -2 3 4 5 6 7 8 9 10weak reI, G:d grouping strong related grouping
5:"Conclusion
1 2 3 4 5 ~ 7 8 9 10n,' argument 1/2 arguments 3+ arguments
1 2 3 4 5 6 7 B 9 10weak support strong support
1 2 3 4 5 6 7 8 9 10no conclusion weak conclusion strong conclusion
Hi Lo
1 2 3 4 ,- 6 7 8 9 10_)
strong sequencing no sequencing
3. Ma~n arqument
4. Support deta.1.1s
Atomist strategies
10. Confused
E. Sequence
~DiQcrete details
1 2 3 4- 5,.._._~-
7 8 9 10't.l
3+ irrelevant 1/2 irrelevant no irrelevant1 2 3 4 5 6 7 8 9 103+ discrete 1/2 discrete no discrete
1 2 3 4 5 6 7 8 9 103+ incorrect 1/2 incorrect no incorrect1 2 3 4 5 6 i-a 9 10strong confusion no confusion1 2 --.:) 4 5 6 7 8 9 10
strong incoherence no incoherence~._.__
7e Irrelevant info
9. Incorrect info
11. Haphazard
APPENDIX 20
OPERATIONALISATION OF THE LEARNING PROCESSME!~BURE
THE L~iING STRATEGIES MEASURE FOR C01MERCE STuDENTS
SCORING THE LEARNING STRATEGY1. SUfU~~Y OF ATTRIBUTES lb~D THEIR OPERATIONALISATION
Attribute Operationalis~
1. Abstraction Identification of an u.'1derlyingstructure/integratinythen~ vr prese~tation o~ the general principle.
2. Transformatioh Restructudn~ of inform2~:;!0informati('<nthat seems to I:':~
i.<a" grouping togetherrelated 0
3. Mair. argument Main points or main parts )f the argument thai: de-termine the structure~
4. Supporting details Information that supports and explains what has baenidentified as the underlying structure of mainarguments,.
5. Conclusion Identification and pr.~3entation of the final remark!solution of the articJ.e. 1'his can be either an ownconclusion or the authorls.
6. Sequence Emphasis on the sequence of the testG Star.ting withthe beginning or ending and attempting to reproducethe same order as in the article.
7. Irrelevant information Introducing new information/interpretations which mc;ybe true but has not been. presented in the text andno j71stification is given as to why i1: is included.
8. Discr~te details Facts that are disjointed without any apparent connec-tionsl sometimes presenting direct info~rnation.
9. Incorrect infoL~ation Text-based information but incorrect.10. Confused MiJdng main arguments and supporting details.11. Haphazard Cor,lplei:elylacking in coherence, no meaningful sequence.
-.J..~~-
2~ PREVIOUS DISTRIBUTXON OF ATTRIBUTES ACCORDING TO STRATEGY ATTRIBUTES (Culverwel1,1989) •
ATTRIBtJTES STR.l\TEGYHOLISTS ATO~lIS'1'~
!,
Hl H2 Al A2GOOD POOR GOOn POOR I
}
% % % 0,'0
l. l'tbstraction 80 53 0 0
2. Transformation 20 47 0 0
3. Main Argument . 0 0 48 12 57.1 - 2 40 38 37 353 + 60 16 51 7 j
4. Supporting Deta,il . none 0 35 0 71.1 - 2 20 52 25 29
3 'l- ao 12 75 0 rI
5. Conclusion 100 52 29 25r Sequence C 0 70 7\J ..
7. Irrelevant I:'1fol-'"!r.dt.ionnone 100 48 87 71
1 - 2 0 43 13 213 + a 9 C 8
8. Discrete Details: none 70 30 13 71 - 2 30 48 50 143 + a 22 37 ·79
9. Incorrect Information . none 90 87 50 14.1 ~ 2 10 13 50 643 + 0 0 0 21
10. Confusing 0 13 12 2111. Baphazard 0 60 0 100
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APPENDIX 21
INTRODUCTORY PATTER FOR THE ENRICHED PATTERN RELATIONS TEST
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A. PRETES~ INSTRUCTIONS (5 STEPS)
1. Now you are going to do the same test again. This time you are going todo the problems in a differ.ent order and I am going to teach you how todo some of the problems. 1 am not going to show you how to do all of themthough, because one of the .:hiogs I am trying to see this time is if youcan remember the methods that I teach you and if you can know when to applythese methods. You may have noticed when you did this test. t.he first timethat you solve the problems by workdnq out the "rules" that apply to eachone. So when I teach you how to do some of them, I will expkai,n how youcan get to the right answer by working out the rules. But, as with mostthings in life, there is not only one correct way to do somatninq, So if
you have worked out different rules to me and arrived at thE! same answer,it doesn It mean that your rules are wrong. As far as possxbl.e though, I
will try to teach you methods of working out particular problems that canbe used again in later problems.
2~ As I said, this time we are go;i.ngto do the problems in a diffE~ret1torder. Thereason for this is that the problems are now going to be gl~ouped in SUC:1
a way that many of them follow logically from one another. You may havenoticed when you did this test the first time that many oj: the problemshave the same sorts ot rules. In this test many of the problems are groupedtogether in that way i so that ones \oliththe same sorts of r.ul':!sfollow eachother in some sort of order. This will make it easier for me to teach youthe different methods of answering these problems e It must; be stressedthough that not all of the problems are going to be grouped in this way.
3. Now we're going to use the same procedure as we did when you WIE!retaught thetest in the previous session. Will you all please look at your: answer sheets.You are not going to do the problems at your 0\Vn pace. We are going todo each problem separately. As we go through the test, I will tell youwhich paqe to turn to and we will do the problem on that page together.After a few minutes I will ta1l you to stop, then you must conmit; yourself
to an answer. Then I will tell you the correct answer to that problem andin some cases I will b~ach you a method of doing' the problem. If this proce-dur:e is going to work pcoperly, there are two rules that you must all pleasefol.l(.)w.
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4. The first rule is: Please always have your question book open on the pagethat I tell you it should be open on, Even if you get the answer quicklyor even if you got the answer last time, please do not t.urn to any otherproblems in the book until you are told to. 'rhis is an extremely importantrule if the test is going to work properly, so the invigilators are goingto have to check that you stick to it.
5. The second rule is: Never: change your anawer once you have written it down(as the previous test). You must mark your answer on your sheet in penand you may not change your answer once you have marked it down. So itis in your interests not to mark an answer until you are quite sure aboutit. But when I ask you to commit yourself to an answerl you must chooseone of the alternatives on your answer sheet.
APPENDIX 22
MEDIATION FOR THE ENRICHED CONDITION OF THE PATTSRN RELATIONS TEST
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MEDIATION FOR ENRICHED CONDITION OE THE PATTERN RELATIONS TEST
INTENSIVE AND MINI~mL MEDIATION (22 STEPS)
1. Please turn to Problem 1 in your question book - not to Example 1, to Question1-
~Oll should all now be on Page 1. (5 seconds)l.ifC, pick up your pen and attempt to do Question 1.
lr time is up. (1 minute).OK. Now commit yours~lf to an answer. (S seconds).NC'wplease put down your pen and listen carefully. (5 seconds).
I will tell you when
E",:-n if you found that problem easy, please listen to what I am going tosay about it. If you listen carefully, you will get some hints on how todo the more difficult problems later on. (Displays appropriate graphicand points while Gxplaining).
Before you try and answer ~ny problems, it is always best to try and organisethe information you are given first. That is, look carefully at what typesof figures are drawn in tlte frame. It is a good idea to give the differenttypes of figures differe!nt names, so that you are clear on what you aredealing with. Then try ana see if you can establish any sort of relationshipbetween these different .figures.
In this problem we have +'s, XIS and TIS. We can immediately see a relation-ship between them, and so we arrive at the "rules" of the problem alongthe horizontal rows we see that the figures repeat themselves in this pattern- first + then X then T. Down the vertical columns we see that the figures
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are grouped together. First all the +'s then all x's then T's.are no prizes fQr seeing that the answer must be a T.
Se there
But that obviously doesn't get you to the exact answer. So in order toget it you must look fot'some other detail. And you will notice that inthis probleml the detail is in the intersecting areas of each figure. Andyou will see that these intersections obey horizontal and vertical rules8.S wel.L, Following the horizontal pattern you t.,rillsee that simple crossedintersections can be found in the top row of ~igures. Blacked in intersectionscan be found in the second horizontal row. And open intersections are foundin the third row. You will also see that these intersections follow a verticalrule: In the first vertical column the pattern is - first, simple crossed/second, blacked-in/ third, open. In the second vertical column the same
ttern appears.
So it should be easy to see why the answer-figure is a T with an open inter-section, bacause this figure follows the rule about the patterns betweenthe figures and it follows the rule about the pattern between the intersectionof the origins. We therefore induce that the answer is A.
The first one is, look for a vertical or a horizontal rule.always be one, but it is a good thing to look out for.
There may not
Although this problem was quite easy, I have been able to teach you twogeneral methods for solving some of these problems.
Secondly, pay attention to detail. Do not answer too quickly I look carefullyif there isn't a small detaH which will provide you with ie',leanswer.
2. OK, new please turn to Page 10 in YOU!;,'question book. (5 seconds},
You should all now be on Page 10. (2 seconds).OK, pick up your pen and attempt to do Question 10.your time is up. (1 minute, 30 seconds).Alright, time's up. Now commit yourself to an answer.Now put down your pen. (5 seconds).
I will tell you when
(5 seconds).
This one vIasa bit harder. than the last one. Now let's look at what "rules"were used here: (Displays appropriate graphic and points while explaining).
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Once again, there is a vertical and ayou had to pay attention to the details.
horizontal rule, And once again,First, let's look at the horizontal
rule. If you look at the first and second horizontal rows, you will seethat you always have a tall figure first, then some sort of a cross, thena flat figure on the right hana side. So we know that the answer must bea flat figure.
Now, let's look at the v~rtical rule. This one isn't so simple. Let'slook at the left hand vertical column first. What is the difference betweenthe top figure and the middle figure in that column? A horizontal linehas been added to the second figure. Ana what's the difference betweenthe middle figure and the bottom figure in that column? The middle figurehas been "flipped over" to form the bottom one. Now let Is look at the middlevertical column: what is the difference between the top figure and themiddle figure in that COlurrL~? A horizontal line has been added to the secondfigure. And what's the difference between the second and third figuresin this column? No difference, right. But the vertical rule that we learnedin the first vertical column is that the middle figure in the column is"flipped over" to form the third one. If you flip the middle figure inthe second vertical column over, does it fit the bottom figure here? Yesit does.
So now we have establish~ a set of rules for this probletnw Now look atthe third vertical column. We take the top figure in that column and weadd a horizontal line to it in order to arrive at the middle figure in thecolumn. Right. NO~lwe have to flip that one over to arrive at the answer.So now it should be clear why B is the answer. The general zul.e that t~'lisprobl.em has taught you is that sometimes you have to shift the positionof some of the figures, or reori~ntate the figures, in order to get theenswer ,
3. Now turn to Page 16 in your question book. (5 seconds).You should all now be on Page 16. (2 seconds).OK! pick up your pen and attempt to do Question 16. (2 nlinutes 30 seconds).Right, now commit yourself to an answer. (5 seconds).Now put down your pen please. (5 seconds).
This is quite a difficult problem. Most people get it wrong. But if youlisten to the logic behind it, you will see that there are only three rules
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that you need to discover, and that it's not all that different to the lasttvlO problems.
You will remember that we told you that it is a good idea to give the diff~renttypes of figvres different names, so that you are clear on what you aredealing with. We said that this makes it easier to see relationships betweenthe figures, and therefore easier to work out the logical rules it uses.
You will also remenroer that we said you must look for a vertical or a horizon-tal rule, but that there may not always be one.
We also told you to watch out for small details as these aetails may holdthe key to the problem.
If you followed that advice, you might have got this problem right. (Displaysappropriate graphic and points while explaining).
so, first of all let's give the different figures in the frame differentnames:There are three main types of figures, and we will call them circles, squareStand diamonds. That's the first detail you had to look out for. Noticethe difference between the squares and the diamondso
Having named them circlest squares and dianlondst you will notice that thereare details within each of these figures. One detail is that the figuresall have pathways cut through them. Another is that these pathways eithercut vertically, diagonally or horizontally through the figures. A furtherdetail is that the pathways have different sorts of entrances. The entrancecan either be open, like they are in the top left hand corner circle, orthe entrance can be partially closed, like it is in the square at the topcentre of the frame, or it can be partially extended like it is in the topri.ght hand circle.
Now that we have gien names to all the elements we can start looking atthe relationships between them and try and work out some rules.
Let's look at the entrances to the pathways fir:lIt, and let's see if thereare any vertical or horizontal rules for them. If you look at the top horizon-tal row you will see that its three figures have (from left to right)
-1.::>.L-
First an open entrance to the pathwaySecond a part-closed entranceThird a part-extended entrance
If you look at the second horizontal row you will see that its three figureshave (from left to right)First a part-extended entranceSecond a part-closed entranceThird an open entrance
So by looking at the bottom horizontal row, we can see that the anRwer figuremust have a part-closed entrance· to its pathway, because that horizontalrow has a figure with a part-extended entrance, a figure with an open entrance,and no figure with a part-closed entrance.
From that observation we can work out the first rule. Each horizontal rowh3S one of each of the different types of entrances. You will also seethat this rule does not apply vertically.
Now we can look for some other rules. The other detail in these figuresthat we named was the pathways. So now we can look if there are any verticalor horizontal rules that apply to the pathways. Looking at the top horizontalrow again, you will see that the top left circle has a horizontal pathway,the centre s~uare has a diagonal pathway, and the right-hand circle hasa vertical pathway. If you look at the second horizontal row you will seethat there is also one of each of the different types of pathway in this~ow. The square has a vertical one, the circl~ a diagonal one and the diamonda horizontal one. So, looking at the bottom horizontal, you now know, accor-ding tCf these rules, that there should be one of each here too. There isa vertical pathway on ~he left, a horizontal pathway next to it and thediagonal pathway is missing. You will also notice that this rule doesn'tapply vertically.
The other names that we gave were to the figures as a whole circles,squares and diamonds. We can quickly see that there is no vertical or hori-zontal pattern between these figures. Remember, we told you that thereisn't always a vertical or horizontal rule. You must, therefore, look foranother kind of pattern between the three types of figures. And if youcan count them, you will find it. (5 seconds). You see, there are three
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circles ana three squares, but only two diamonds. So the third rule thatis established is that there should be three of each type of figure so theanswer shc'ld be a diamoDd. According to the oth~r rules we've established,that diamond should have a diagonal pathway and the entrance to that pathwayshould be partially closed. So the answer is E.
You have now learnt two new general methods for approaching these problems.
Firstly, you sometimes have to look at a number of different things separately,establish a nu~ber of patterns and rules and then apply them together to ~get the answer.
Secondly, you've learnt you sometimes have to count the number of elementsand that this does not necessarily have to follow a horizontal or a verticalpattern.
4. Now turn back to Page 12 in your question book. (5 seconds).You should all be on Page 12. (2 seconds).Please pick up your pen and attempt Question 12. (2 minutes).OK1 now commit yourself to an answer. (5 seconds)oPut your pen down pleasec (5 seconds).
(Displays appropriate graphic and points while explaining).
The horizontal rule here was :-Add the figure on the left to the figure next to it, then flip them over.SO in the top row you add the half-circle to the triangle, then flip themover to get the figure in the top right hand corner of the frame. The samehaa been done to the second horizontal row. To get the answer you mustdo the same to the third row. So the answer is either A or E.
The other rule in this problem had to do with the shading. After .\.. Last;problem I told you that you often have to work out separate rule' and applythem together to get the answer. In this problem, the second rule is avertical one: in Lhe first ver~ical column there is one black figure,one white figure, and one striprA figure. In the second vertical collllrnlthere is also one black, one wnite and one striped figure. In the thirdcolumn you can see two stripe~ figures and two white figures. Therefore,following the pattern established in the first two vertical columns, the
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answer must be two black figures (added together), because there are alwaysan equal number of each type of shaded figure in each vertical column.So the answer is E.
This problem has taught you a new general method for approaching these problems.That is, you sometimes have to join figures to each other in order to getan anawer , This can obviously also work the other way round.have to separate figures from each other to get an answer.
You sometimes
5. Now turn back to Page 11 in your question book. (5 seconds)~You should all be on Page 11, (1 minute, 30 seconds) ,Please pick up your pens and do Question 11. (1 minute, 30 seconds).Alright I now commit yourself to an anSW9r$ (5 seconds).Put your pen down please. (5 secones).
(Displays appropriate graphic and potncs while explaining).
The rule here is a simple horizontal one.of a row to the figure next to it :;0 getr"w. This was tLe only rule you ne.'~·.,.induce the answer to b-=C.
You add the figure on the leftthe figure on the right of the
to apply here. Therefore we can
6. Now turn back to Page 8 in your question book. (5 seconds).You should now be 0n Page 8. (2 seconds).Please pick up your pen and do Question 8. (2 minutes).OK, time's up.Put your pen down please. (5 seconds).(Displays appropriate graphic and points while explaining).
Here there was only one rule, and you could have applied it horizontallyor vertically. It haa to do with counting the trian~le elementsc It goeslike this. In the first horizontal row you have th!:ee black elements, fivewhite elements, one vertically striped element, one horizontally stripedelement, one diagonally striped element, and one dotteJ element. In thesecond horizontal you have the same number of each three black, fivewhite, one vertically striped, one horizontally striped, one diagonallystriped and one dotted element. So to get the answer you add up the elementsin the third horizontal and see how rrany of each type you still n~ toget the same number of each type as you did in the other two horizontals.
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(Five seconds). Doing this; you will see that you still need one diagonallyshaded element and three white elements. So the answer's D.
You could have used this sam~ rule down the vertical columns, and you wouldhave got the same answer.
So you have learned another general rule : sometimes you have to breakthe figuras up into smaller elements in order to get the answer.
Now please turn back to Page 4 in your question book.You should now be on Page 4. (2 seconds).
(5 seconds).
(1 minute, 30 seconds).Please pick up your pen and do Question 4.OK, now commit yourself to an answer.Put your pen down please. (5 seconds).(Displays appropriate graphic and points ¥onUe explaining).
Here there were two rules. The first one was that each row had one large,one medium and one small square figure.horizontally.
This rule Horked vertically and
The second one had to do with the shading. It goe~ like this: Each squarefigure is made up of three concentric squares of different shadinq, Inother vords I the square figures have areas inside of them which are arrangedlik= the inside of an onion, or a target. As you move along the rOWSj theshading within these squares swaps around in a systematic manner. In factthe shaded areas rotate places amongst themselves and the movem..rt; is fromthe outside to the inside. For example, if you look at the top horizontalrow, you will see that the striped area is on the uutside of the left handsquare tigure. It is in the middle of the target of the second square figureand on the inside of the target of the right hand side one. The black areagoes from the middle to the inside to the outside. The white area goesfrom the inside to the outside to the middle. And so on down the rows.
So let's look at the bottom row and apply the rule~ The black area startson the outside, then goes to the middle so it should end up on the inside.The white area starts in the middle and moves to the inside so it shouldend up on the outside. And then the striped area should end up in the middle.
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So the answer square should be black on the inside, striped in the middle,and white on the outside. RernGlTtberingthe first rule, we know that it shouldalso be a middle-sized square figure. So the answer is d.
Nany students usually give anstver E'o You will notice that answer F hasthe right shading but is the wrong size. S~f perhaps the most importantthing you can Inarn from this problem is not to answer too quickly and topay attention to the details.
Once you have chosen an answer, imagine it in the corrsct place in the questionframe and then check if all the rules you have worked out apply to thatanswer.
8. Now we're going on to a slightly different sort of problem. Please turn toPage 7 in your question books. (5 seconds).You should now be on Page 7. (2 seconds).Please pick up your pens and do Question 7. (2 minutes).Right, now commit yourself to an answer. Put your pen down please. (5seconds) •(Displays appropriate graphic and points while explaining).
The best way to explz, .,",;)w this one wOl:'ksis to ask you to imagine thatthe figures in the left h~ld vertical column are made of soft clay. Andimagine that the shapes in the middle vertical column are made of hard plastic.
Now, look at the top horizontal row. If you take the bent plastic shapein the middle of th~t row, and push it against all the sides of the claysquaret the resu1t~lt shape would look like the figure on the top ~Lghthand corner. If you take the flat piece of plastic in the middle of thesecond horizontal r~w and push it against the sides of the :~l~y tciangleon the 1ft hand side, it won't change dhape, so we still have a triangleon the 't'ighthand .!:Iide.By following the same proc .•,j·.•re on thl::.::;ottomhorizon-tal row, you can see why the answer is D. In Answer D aU the sides ofthe rectangle hav@ become curvsd inwards.
So the rukes ti ..it get you to the C.:Xi!werare sometimes quite complicated.And they work in many different ways. By the way; usually less than 3 percent of the students get that problem right.
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9. OK, now turn to Page 13 in your question book.. (5 seconds).You should now be on Page 13. (2 seconds).Plea pick up your pens and do Question 13. (2 minutes).Right, nOftlC' ';,\1ffiityourself to an answer and fill in the other columns.(10 seconds).Put down your.pen pl~ase. (~seconds).(~isplays appropriate graphic and ~ints while explaining).
NOvl vJe Ire going to 9iVEl! you a few seconds to t.hink about why C is the correctanswer to thi8 problem. Remember the explanation we gave you after thelast question. r:;:hisone works in a similar way~ Have a look at it, tryand work out why you got it wrong, if you didn't choose c. (30 seconds).
10. Alright I now turn back to Page 2 in your question booksw (5 seconds).You should be on Page 2. (: seconds).pick up your pen and do Question 2. (2 minutes) ..Now cOlnmit yourself to an answer and fill in the other columns. (10 seconds).Put down your pens pleas~. (5 seconds).(Displays appropriate graphic and points while explaining).
One way of e:tplaining how this problem works goes I like this if you takethe figure on the l,efthand sid~ of each horizontal row and subtract thefigure in the middl.e of that row from it, then you are left \'lith t!1e figureon the right hand side of that row. So on the top horizontal row, for example,you have a diamond 'with a plus inside of it. Subtract the plus, and youare left with the diamond only.
'rhere are many ether \oJay.sof Gxplaining thb problem. But ~.,eare goingto tell ~70U a method which will help you a lot in solving some of the laterproblems.
It goes like this You take the figure on the left hand side of a hodzontalrow, anC take the figure next to it. Then you lay the two figures overeach other. In other words you overlap or superimpose the two figures.Now whatever parts of those figures overlap exactly, or wherever they are
Look at the middle horizontal J:()W in the frame. If the left hane square
f\lxactl~{the SCUile, they cancel out ..us give you an exampleo
That sounds very complicated, so lei:
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with an X in it is laid on top of the X next to it, then the X's overlap. And,yhatever overlaps, cancels out and vanishes. So you are left with a squarewithout an X in it on tha right hand side, because the ~quure is the only partthat didn't overlap. Keel? this system in mind and now look at the queat Io....1'lgainand try and work out why F is the correct ensver , (5 seconds) • Can yousee that that vertical line in answer F is the only part of the cil:cle ,'litha plus in it that didn't cancel out when you overlapped it tvith the figure nextto it? (5 seconds). R~member that system, it will help you to work out clearanswere to some other problems which are still coming.(5 seconds). You should now be on Page 3. (2 seconds).
Now turn to Page 3.
Please pick up your pen and try to do Question 3. (2 minutes,o:~~,commit yourself to an answez' and fill in the other columns.~Jt your pens dO~lnplease. (5 seconds).
S'J seconds) •(10 seconds).
~rhatwas a very difficult problem. About three quarters of students normallyget it wrong. Su well done it yeu got it right. If not, don't feel bad. Let'ssee if we can find out where we went wrong. (Displays appropriate graphic andpoints while explaining).
Now look at;the problem again. Think about the method I taught you at the endof the last question. This one I.....orks in exactly the same way. Whatever overlapsbetween che axst two figures in each horizontal row cancels out, and what remainsmakes the thiro fiqure on that row. lim 9vin9 to give you a few seconos toLcok at it again, try and see why B is the correct answer , (30 seconds).
12. Now turn to Page 23. (5 seconds).You should now be on P9ge 23. (2 seconds).pl oase piok up your pen and tt:y to do QUGstion 23.OK, corr~it yourself to an answer. (10 seconos).Put your pens down pleasen (5 seconds).(Displays appropriate graphic and points while explaining).
(2 minutes, 50 seconds).
This one worked in the same sort of way as the last two, except in this oneeverything that overlapped stayeo and everything that oion't overlap cancelledout. Some of you might have tried to use the same rules as you dio in the lastquestion and looked for a square with a + in it fot' the answer. When you sawthat the!.e wasn't one you would have realised that the rules work differentlyhere. Very few students normally get this one right/ so don It worry if you
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got it wrong. We're going to give you a few seconds to look at it again,try and see ~Yhy A io the correct answer. (30 seconds).
13. Now turn to Page "6. (5 seconds).You 0:.;110u1d now be on Page 26. (5 seconds).Please pick up your pen and try to do Question 26. (2 minutes, 50 seconds).OK, commit yourself to an answer and fill in the other co.lumns, (10 seconds).Put your pan down please. (5 seconds).(Displays appropriate graphic and points whiln c'l;plairL ;19)•
That problem Horked in the same sort of way as the lst ones. We'll giveyou a few seconds to look at it again and try and SeE!why B is the correctanswer. (30 seconds,_
Notice that the dots didn't cancel out. As we said earlier, you must payattention to small details.
14. New turn to Page 5. (5 seconds).You should now be on Page 5. (2 seconds).Please pick up your pen and try to d(JQuestion 5. (2 minutes, 50 seconds).OK, commit yourself to an answer. (10 seconds).Put your pen down please. (5 seconds).(Displays appropriate graphic and points while explaining).
This was the sa~: sort of problem ag.9.in_ We' 11 9ive you a few seconds tothink about it. 'l~hecorrect answer is E. (30 seconds).
15. Now turn to Pagf~ '6 in your queat.ion book, (5 seconds).You should now be on Page 6. (2 seconds).pick up yout'pen and try Question 6. (2 minutes; 30 seconds).Now commit yourself to an answer, and fill in the other columns. (10 seconds).Put down your pen please. (5 aeconda) ,
It worked in the dame sort of way as the last few. We'll give you a fewsecon6s to look at it again. The answer is D.(Displays appropriate graphic and points while ej'l)),aining).
16. Now turn to Page 18. (5 seconds).You shouldnow be on Page 18. (2 seconds},
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Please pick up your pen and try to do Question 18. (2 minutes, 50 seconds).OK, commit yourself to an answer. (10 seconds).Put your pen down please. (5 seconds).
That was a very difficult problem.(DisplaY3 appropriate graphic and points while explaining).
I'll give you a few seconds to look at it again.is the right answer. (30 seconds).
Try and work out why B
17. Now turn back to Page S. (5 seconds).You should now be on Page 9.' (2 seconds).Please pick up your pen and try to do Question 9. (2 minutes, 50 seconds).OK, commit yourself to an answer. (IO seconds).PLityour pen down please~ (5 seconds).
This was a much more difficult sort of problem. I will tell you how itworks. (Displays appropriate graphic and points while explaining).
ThE! first thin'::}you have to do is divid~ the figures up into their partsand, as usual, give them names. So, w~ have squares which are each div.:~edup into four quadrants. These quadrants have different sorts of shading:white, black, vertical stripes, or horizontal stripes.
Now, as usual, we must try and see what sort of relationship these el~oentshave with each other, so that we can try and find a pcltternR and discoverthe rules.
So now, let's look at the top horizontal row end- see what the pattern is.If we take the white quadrant in the fir.st square and put it on top of thecorresponding vertically striped quadrant in the second square, we get ablack quadrant in the third squar.e.
And, if we take the horizontally striped quadrant in the first square anaput it over the same quadrant in the second square, it remains a hordzontial.fystriped quadrant in the third square.
-160-
And, if we take a black quadrant in the first square and put it over a whitequadrant in the second square, we get a black quadrant in the third square.
And if we take a vertically striped quadrant in the first square and putit over the same quadrant in the second square, it remains a vertically,striped quadrant in the third square.
So it seems, so far, that the rule goes like this if you superimposetwo quadrants that are shaded in the S~T!e way, it remains the same in thethird square. But if you superimpose tvo quadrants that ace shaded differently,it becomes black in the third square,
Now let's look at the second horizontal row: the white top left quadrantof the first figure superimposed on the striped one of t~e second figuremakes a black one in the third figure. That's because differently shadedquadrants become black. White on white makes white (same shading remainsthe same). Black on striped makes black (differently shaded quadrants becomeblack). striped on black makes black (differently shaded quadrants becomeblack) •
So the rule is correct. Now we can apply it to the third horizontal row.
White on striped (different shading), so it becomes black.. Black on black(same shading), so it stays black. Black on black again. And then striped.on black (different shading) so it becomes black. Now we JLook for a figurethat is all black. So the answer is A.
The g~neral method that this problem has taught us is separate out thedifferent elements in the figures and give them names. ~rhen try and finda relationship between these elements and see if the relationships formany pattern. Then apply the rules of that pattern in "rder to find theanswer.
Now look at Questit:m 9 again. The ruled that we deduced Y~re
1. When you put differently shaded quadrants together they becom3 black.
2. When you put similarly shaded quadrants togethel:: they stay the same.
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Now we will give you a few seconds to look at it, make quite sure you cansee why the answer is A. By the way, you will see that it al.so works verti-cally. (30 deconas).
18. Now tULn to Page 25. (5 seconds).You should now be on Page 25. (2 seconds).Please pick up your pen and try to do Question 25. (2 minutes, 50 seconds).
OK, corrmityourself to an answer. (10 seconds).Put your pen down please. (5 seconds).This problem worked in the same sort of way as the last one;Displays a~propriate graphic and points while explaining).
Here the elements were plus's and XiS. The rules wereIf you put dO\Yl1a + or an X on an X! it remains the same. And if you putan X or a + over nothing, it remains the same. But if you put a + overan X, or an X over a +, they cancel out and vanish.
Now that I have told you the rules, look at the question again and makesure you can see why the answer is E. (30 seconds) •
p
19. Now turn back to Page 17. (5 seconds).You shou!1 now be on Page 17. (2 seconds).Pick up your pen and do Question 17 please. (2 minutes, 50 seconds).Right, commit yourself to an answer and fill in the other columns. (10seconds) •Now put down your pen please. (5 seconds).
•
, This problem worked in the same sort of way as the last two. I'll giveyou a few seconds to try and see why the answer is B. (30 seconds).(Displays appropriate graphic and points while explaining).
, When I did this problem for the first time, I couldn't work out the patternso I chose A as my answer simply because it seemed to me that the bottomright corner needed more black triangles. Since then I have found out thatnearly two thil::dsof the students we test also choose A as thdr answer.So the bsson in that i,s don+t;choose the answer that intuitively "looks"right. Every problem has systematic rules. If you think clearly, name
,
,
-162-
the elements and look for the pattern between them. You will find it.
20. Now turn to Page 27.You should now be on Page 27. (2 seconds).Please pick up your pen and try to do Question 27. (2 minutes, 50 seconds).OK, commit yourself to an answer. (10 seconds).Put your pen down please. (5 seconds).
This question worked slightly differently to the last three, so I will explainit to you.
You might have thought that it worked in the same way as the last ones.t~en you see that it do&sn't you have to work out a new sort of system.We worked out this one.(Displays appropriate graphic and paints while explaining).
Look at the left and right sides of each figure separatelycthe rule :Let all the circles = L,
And let all the X IS = -1-
Now you do simple arithmetic with each side separately to get the answer.
Now, this is
In the top horizontal row, looking at the left side of Poach figure we have~2 circles + 1 circle = 3 circles.So that's.2 + 1 = 3..
On the right side of the figure in that row we have :1 IX' + 1 'X, = 2 'XiSSo that's -1 + -1 = -2.
Now look at the second horizontal row.we have :3 'X's + :2 c 'cles ::;:1 'X'
On the left side of each figure
So that's -3 + 2 = 1.
On the right hand side of that row's figures we have1 'X, + 3 circlesSo that's
-163-
-1 + 3 t..hich = 2.So on th~ left hand side of the answer sheet there should be two circles.
On the right hand side we have2 IX'S + 1 circleSo that's-2 -I- 1 which = -1.
So on the right hand si~e of the answer figure we should have 1 'X'. Sothe answer is B.
NOWt remembering that the rule is circles = 1 and XIS = -1, look at thequestion again and try to make sure you understand why the answer is B.once again, by the way, this rule also works vertically. (30 seconds).
21. Now turn to Page 20. (5 seconds).You should now be on Page 20. (2 seconds).Please pick up your pen and try to do Question 20. (2 minutes,OK, commit yourself to an answer and fill in the other colmnns.Put your pen down please. (5 seconds}o(Di.splaysappropriate g!.:'Clphicand I?oints while explaining).
50 seconds).(10 seconds)o
It worked in the same sort of way as the last one. I'll give you a fewseconds to look at it again to see why the answer was D. (30 seconds).
22. Now turn to Page 21. (5 seconds).You should now be on page 21. (2 seconds).Please pick up your pen and try to do Question 21. (2 minutes, 50 seconds) 0
OK, cOl1lnityourself to an answer. (10 seconds).Put your pen down please. (5 seconds).(Displays approprdate graphic and points while explaining).
This was a much more difficult one, but it worked on the same general princi-ples as the la.sttwo. Usually only a quarter of the students get this oneright, so don't worry if you got it wrongs
Now I'll give you a few seconds to try and see why A is the answer. Remember,it worked in the same sort of way as the last two. (30 seconds).
-164-
NON-MEDIATION PHASE (3 STEPS)
1. OK, now I'm going to change the procedure. I'll tell you to start. Youhave sixteen minutes to do the last eight problems (indicated on your anS"ieJ::
sheet) at your own pace. Fill in your answers on the answer sheet in yourown time.
2. One of the things we are trying to find out here is how well you ca~ apply what:t have taught you during this test so far. Most of these problems can besolved using the methods I have taught you. But some of them require youto use new methods of your own.
3. OK, you have sixteen minutes. Start now~ (16 minutes).OK, time's up. (5 seconds).Put your pens down please. (5 seconds).
Your invigilators will now collect your answer sheets.
iI
I
-165-
APPENDIX 23
QUESTIONS TO AID FACULTIES TO EXAMINESELECTION PROCEDURES
-ues-
How great a problem is students selection in your Facultyin terms of numbers applying I places available?
To what extent are matric ratings being used in theselecti.on procedures in your Faculty?[only I in conjunct ..on with other methods I not at all]HOw is the rating calculated?What cut-off point is used?Is this the same for all Matric Boards?
Are any additional tests used in selection? (such asspatial .Perception / Numerical Skills / Aptitude ILanguage skills / Subject Knowledge I Learning Skillstests)[AcrOsS the board I borderline cases I not at all)(If so) What is tested for?HOW were these tests settled upon?
Are interviews used as part of the selection procedure?[across the board I borderline cases I not at all](If so) What CZ[llalitiesdo you look for in an applicant atan interview?
A.re biographical quest.Lonne Lxes issued to applicants?(If so) What role does the analysis of these play inselection?
Are any specific procedures used in the selection ofborderline cases?
Are any other selection procedures used? (what? how?)
How long has this system been in operation?What was used before?Why was it felt r~cessary to change this?
On what bas~z was this method of selection chosen?[trial and error I researched I looked good]
Has any follow-up been done to test the validity of yourselection procedures? (what? how?)
Are any figures available as to the percentage drop outand failure rate in first year in your Faculty?
Is any extensive research into selection procedures beingdone in your ~aculty? (has been?)(if so) Are any references available?
Whar.:sort (ifacademic support is offered to students whomay be struggling?Is a student ever accepted on the condition that he/sheattend some form of ASP?
Do you feel that this method of selecti.on is sufficient,or 1.s succeeding in its aims?Are you experiencing any particular problems with this:method?(If so) What would you like to change?
-168-
APPENDIX 24
INTERCO~R~LATIONS OF PREDICTOR VARIABLES FOR THE WHOLE GROUP
-169-
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APPENDIX 25
INTERCORRELATIONS OF PREDICTOR VARIABLES FOR THE ADVANTAGED STUDENTS
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APPENDIX 28
!NTERCORRELATIONS OF PREDLC~)R VARIABLES FOR THE HIGH MODIFIABLE STUTIENTS
PRT
L.P
BIOGRAPH
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Author:Zolezzi SAName of thesis:Alternative selection measures for university undergraduate admissions
PUBLISHER:University of the Witwatersrand, Johannesburg©2015
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