Selection for remedial intervention: The validation
Date
2007-02-23T13:04:14Z
Authors
Dockrat, Shafeeka
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Abstract
The Academic Proficiency Assessment battery evaluates language and study
skills. This study focused on the internal consistency reliability and predictive
validity of this battery for Information Technology students.
In terms of reliability, the Time management, Note-taking skills, and Debilitating
stress scale on the achievement anxiety questionnaire were found to be
internally consistent. However, the items in the English proficiency, Reading
comprehension, Memorisation skills, concentration skills and motivating stress
scale on the achievement anxiety questionnaire require modification or
replacement. Intercorrelations across questionnaires necessitate further
streamlining.
In terms of predictive validity, a significant negative relationship was found
between Note-taking Skills and academic performance (R2
adj = 8,3%). Matric
results remain the best predictor accounting for 11% of the variance in CGPA.
Cumulatively, Matric results and Note-taking skills accounted for 13,34% of the
variance. None of the biographical variables significantly predicted CGPA.
Despite the apparent lack of relationship between individual predictors and the
criterion, a discriminant function analysis indicated that all the academic
proficiencies, with the exception of English proficiency, correctly predicted pass
or failure in 72% of the cases. The lack of relationship between English
proficiency and pass/failure can be accounted for in terms of the type of courses
studied as part of an Information Technology programme.Overall, the results would suggest that Matric results remain the best predictor of
academic performance in Information Technology courses, but at a very low
level. Given the lack of reliability in the majority of the subtests of the Academic
Proficiency Battery, the use of the APA battery for selection for remedial
intervention for Information Technology students is not yet justified.
Description
Student Number: 9109265Y
A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for
the degree of Master of Arts (Psychology)
Keywords
APA Academic Proficiency Assessment, language and study skills, English proficiency, Reading comprehension, Memorisation skills, Note-taking skills, Academic achievement, Academic Proficiency Battery, Remedial intervention