Advertisement

Academic School Performance as an Indicator of Success in Undergraduate Studies in Construction Economics in South Africa

  • Danie HoffmanEmail author
  • Inge Pieterse
Conference paper
  • 15 Downloads
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 1211)

Abstract

The Department of Construction Economics, University of Pretoria, South Africa offers a three-year BSc undergraduate program in Quantity Surveying (QS). A better throughput rate of enrolled students is desired. Increasing the Admission Points Score (APS) for new entrants from 30 to 32 may achieve this. This study investigated overall academic school performance against undergraduate academic performance, using data from 2010 to 2015. The data was categorized into Group 1 (APS of 32+) and Group 2 (APS < 32). It was found that Group 1’s students outperformed Group 2’s students in all aspects with an average first year mark of 56,03% versus 44,28%, 80,61,17% qualifying in minimum time versus 23,08%, on average taking 3,57 years for all to qualify versus 4,20 years and with 43 student qualifying with distinction versus 1.

Keywords

Success indicator School performance Undergraduate performance Quantity Surveying South Africa 

References

  1. 1.
    Department of Basic Education: The National Senior Certificate: A Qualification at Level 4 on the National Qualification Framework (NQF). ISBN, 15 October (2009). http://education.gov.za
  2. 2.
    Department of Education: Minimum Admission Requirements for Higher Certificate, Diploma and Bachelor’s Degree Programmes Requiring a National Senior Certificate, Pretoria, August 2005Google Scholar
  3. 3.
    University of Pretoria: Faculty of Engineering, Built Environment and Information Technology Undergraduate Admissions Regulation S 3096/18 (2020)Google Scholar
  4. 4.
    Rankin, N., Schöer, M., Sebastiao, C., Van Walbeek, C.: Predictors of academic performance: national senior certificate versus national benchmark test. South Afr. J. High. Educ. 26(3), 564–584 (2012)Google Scholar
  5. 5.
    Schöer, M., Ntuli, M., Rankin, N., Sebastiao, C., Hunt, K.: A blurred signal? The usefulness of National Senior Certificate (NSC) Marks as predictors of academic performance at university level. Perspect. Educ. 28(2), 9–18 (2010)Google Scholar
  6. 6.
    Wolmarans, N., Smit, R., Collier-Reed, B., Hilda Leather, H.: Addressing concerns with the NSC: an analysis of first-year student performance in Mathematics and Physics. Paper presented at the 18th Conference of the South African Association for Research in Mathematical, Science and Technology Education, Kwa-Zulu Natal, pp. 274–284 (2010)Google Scholar
  7. 7.
    Zewotir, T., North, D., Murray, M.: Student success in entry level modules. South Afr. J. High. Educ. 25(6), 1233–1244 (2011)Google Scholar

Copyright information

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.University of PretoriaPretoriaSouth Africa

Personalised recommendations