Aptitude, school grades, Cambridge examination results and university performance : the Swaziland case

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dc.contributor.advisor Treloar, James H. en_US
dc.contributor.author Simpson, Angela Gumede en_US
dc.coverage.spatial f-sq--- en_US
dc.date.accessioned 2011-06-03T19:31:09Z
dc.date.available 2011-06-03T19:31:09Z
dc.date.created 1990 en_US
dc.date.issued 1990
dc.identifier LD2489.Z68 1990 .S6 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/180804
dc.description.abstract The purpose of this study was to examine the relationship among locality of school, type of school, gender of student, school GPA (GPA), aptitude (MEANAPT), Cambridge English Language (CAMENG), Cambridge class (CAMCLASS), and Cambridge aggregate (CAMAGGR). A second purpose of this research was to determine the relationship among GPA, MEANAPT, CAMENG, CAMCLASS, CAMAGGR, university registration status (STATUS), and average university grade (UNIMEAN) after 2 years at the University of Swaziland (UNISWA). The study was divided into two parts. In the first part, locality of school, type of school, and gender of student were the independent variables; GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR were the dependent variables. In the second part, performance at UNISWA, as measured by either STATUS or UNIMEAN, was the dependent variable; CAMENG, CAMCLASS, CAMAGGR, GPA, and MEANAPT were the independent variables.Answers to questions on Part 1 of the study were determined by computing means, standard deviations, and F-tests for differences between means for GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR for each of the general questions. Data were analyzed using Pearson r and multiple regression to answer Part 2 questions.The results of this study indicate that students enrolled in rural and government schools were outperformed by those attending urban and government-aided schools on all the measures. Although males outperformed females on the local Swaziland measures, school GPA and aptitude, there were no significant differences between males and females when the Cambridge examination scores were considered. The Cambridge examination appears to be neither efficient nor economical when used to identify the successful African student once he or she has been admitted to a local university. The same is true for the measures designed and currently used by local Swaziland educators. Swaziland officials may have to look elsewhere for predictors of university performance. en_US
dc.description.sponsorship Department of Educational Psychology
dc.format.extent xi, 160 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Prediction of scholastic success. en_US
dc.subject.lcsh College students -- Rating of -- Eswatini. en_US
dc.subject.lcsh Ability -- Testing. en_US
dc.subject.lcsh Educational tests and measurements -- Evaluation -- Eswatini. en_US
dc.title Aptitude, school grades, Cambridge examination results and university performance : the Swaziland case en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/720159 en_US

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  • Doctoral Dissertations [3134]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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