Selected correlates of academic performance
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1992
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Melbourne Authors
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Melbourne Graduate School of Education
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Masters Coursework thesis
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Master of Education
Abstract
The 1990 intake of students in Business Studies in the Institute of Education at the University of Melbourne were investigated and their performance was noted at the conclusion of the year. A number of performance indicators were used including an average score of all subjects attempted and a measure of the proportion of course completed by the end of first year studies. A range of predictor variables were used and the SAAS model of tertiary performance was developed to take account of Scores on entry to University, Approaches to study, Attitudes to University and Student opinions about themselves and their course. Extensive use was made of questionnaires developed by Biggs (1987) on approaches to study and Genn (1972) on attitudes to university, with much of the data being collected by a computerised questionnaire. Correlations between cognitive predictor and criterion variables were sought and differences between various demographic groupings were investigated. Single entry scores (Anderson score) were found to have very low correlations with academic performance while responses to approaches to study were found to have significantly higher associations. Students who had completed Accounting or Mathematics in year 12 were found to perform significantly better in all aspects of their course than students who had not completed these subjects.
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Business education, Correlation (Statistics), Entrance requirements, Prediction of scholastic success, Research, Universities and colleges, Victoria